Believes that the author does not fit into the depiction of the music educator present in the book, "Music Matters" (David Elliott). Explores Elliott's definition of "musicing," arguing that a primary reason for music-making is identity affirmation. Provides examples from the author's teaching experiences. (CMK)

Looks at eighteenth century U.S. tunebooks to discover the philosophies, the instructional materials, and the methods of early music and singing masters. Uses excerpts from tunebooks to illustrate approaches made to music reading and performance practice. (LS)

Encourages a team approach to research in music education and advocates the use of a broad array of quantitative and qualitative research methodologies. Emphasizes the need for clear communication between researchers and classroom teachers. (RKM)

Reviews a doctoral dissertation that used Q methodology to examine educator's attitudes toward music education, based on Sam Reese's four positions regarding music education philosophy. Suggests that the study should have been based on a model with known or established accuracy. Recommends further research on music education philosophy using Q…

Discusses a study in which music education majors and non-music-education majors observed a violin lesson. Reports that observers received varying instructions regarding how to observe the lesson. Reports that majors' evaluations were generally lower or equal to nonmusic majors' ratings. Concludes that the focus of the observation task and…

Argues that relativism has the potential to help music educators better understand themselves, other music educators, musical endeavors, and their profession. Defines musical relativism in detail comparing it with universalism and essentialism. Discusses musical value and focuses on the reasons for music education in the search for professional…

Investigates music teachers' everyday conceptions of musicality through (1) a pilot study involving music teachers in higher education and (2) interviews with teachers in music teacher education and in compulsory school. Finds in the pilot the categories of musical achievement, musical experience, and musical communication, while the interviews…

Examines the membership of the Music Supervisors National Conference/Music Educators National Conference (MENC) from 1912-1938 in relation to general population, number of teachers, teacher salaries, education spending, MENC division, distance to convention sites, gender, and the biennial convention plan. Discusses the findings, conclusions, and…

Summarizes the results from 86 research investigations of music teaching in group and individual lesson settings. Discusses the role of feedback in music instruction and describes a proposed unit of analysis for the observation and evaluation of music instruction. Includes a table of the descriptions of reviewed articles. (CMK)

Uses a collaborative ethnography to explore how novice music teachers learn to teach elementary general music. Discusses the interaction of theory and practice. Presents an emergent set of assertions illustrating students' initial images and beliefs of teaching and a student profile illustrating the process of learning to teach music. (CMK)

Offers results of a study of the perceived problems of beginning elementary and secondary music teachers in Pennsylvania and New Jersey. Reports that teachers were comfortable with their responsibilities, except for budgeting and continuing musical growth. Indicates that new teachers appreciate mentor teacher support and discussion with…

Compares 174 music theory and composition professors' opinions about eminence among contemporary U.S. composers to frequency of works performed by 29 U.S. symphony orchestras. Finds faculty-perceived eminence and programing practices moderately related. Suggests some consensus among faculty and orchestra surveys regarding composer eminence. (CH)

Presents 18 extended abstracts of research papers presented at a conference on qualitative research in music education. Abstracts include research questions, explanations of methodologies, and summaries of results. Covers various topics including: K-12 music-education practices, music learning, music-teacher training, and community influences on…

Examines whether instructional patterns in music teacher training courses can affect a change in music student teachers' and music teachers' competency for achievement and opinions of the goals for grade school music education. Uses a survey of 153 undergraduate students and 78 music teachers. Presents the results. (CMK)

Proposes a general model of communication that takes place during a musical performance and particularly focuses on the performer-listener communication path within this model. Explores whether the medium is the message, defines the medium and message as separate entities, and demonstrates the applicability of this notion within the realm of…