This document is a guide to print and nonprint materials about Georgia and Georgians. Entries are arranged under the subject headings used in "Essential Skills for Georgia Schools." Criteria for inclusion were appropriateness for K-12 students and commercial availability of the item. Six books containing pictorial and photographic…

A step-by-step process links listening, note-taking, composing, and revising in order to make a college level music writing assignment a more instructive and fulfilling exercise. In order to help them focus on the music, students are given a chart in which they divide the piece of music they are listening to into events, and then match these…

This document describes Kentucky's comprehensive plan for arts in the elementary and secondary school curriculum. Major objectives of the plan are to incorporate knowledge and appreciation of the arts and to help students develop skills related to art and music at every grade level. The plan was devised to respond to a perceived lack of…

A course outline for teaching the basic elements of music at the junior high school level is presented. The course is divided into three units: rhythm and melody; harmony; and form. Each unit is sub-divided into concepts which deal with psychomotor and cognitive approaches. Activities for learning rhythm and melody include students' clapping the…

Five course titles are included in this music guide for use in grades 7-9: General Music 1, an introduction to music and musical instruments; General Music 2, a survey of types of music; History of Popular Music; Music--Guitar; and Basic Keyboard. The major objective of each course is predicated on student and teacher observation of the students'…

This study investigated students' musical achievement, provisions for music instruction, and the relationship between these two factors in Tennessee elementary schools. Richard J. Colwell's "Elementary Music Achievement Test" was administered to randomly selected sixth-grade pupils from 22 public school systems (62 classrooms)…

To help meet the needs of nonmusic-major students in grade 9, 10, 11, and 12, this teacher's guide offers guidelines for a course to stimulate students' interest and involvement in folksinging. Guidelines are provided on the role of the teacher, methods of instruction, and suggested time allotments. Brief descriptions and comments on some typical…

This 9-week, Quinmester course of study is designed to teach the principal types of vocal, instrumental, and operatic compositions of the classical period through listening to the styles of different composers and acquiring recognition of their works, as well as through developing fastidious listening habits. The course is intended for those…

GRADES OR AGES: Grade K-6. SUBJECT MATTER: Elementary Music. ORGANIZATION AND PHYSICAL APPEARANCE: This instructional guide is divided into seven sections covering grade levels K-6. The introductory material includes a statement of purpose for the teacher. Each section is presented in three columns: concept and skills, teacher and pupil…

Cultural study provides an invaluable tool for the motivation and enrichment of work in the language classroom. The teacher of German, having decided to embark on a culture study program, must not, however, make the mistake of concentrating on the past, nor of letting current political boundaries restrict his approach; rather, he will find that…

The nature of today's popular culture, its place in American life, and its merit or lack of it are the themes of these essays from "The New York Times Magazine." Introductory essays discuss the use of leisure time, paying the cost of the arts, and whether American society can be considered "cultured." Subsequent essays discuss the nature of radio…

Japanese children get 10 years of mandatory music studies, resulting in a population which can read music and appreciate it. History, theory, conducting, instrumental and choral performance, and reading and writing of music are taught. Japanese educators often criticize the approach as emphasizing the intellectual rather than the creative. (CS)

Outlines a variety of activities incorporating celebration and study of the Olympic Games into the music curriculum. Suggested activities are separated by elementary, middle school, and secondary levels. Includes a list of Olympic music recordings. (MJP)

Recommends incorporating singing activities as an instructional component of orchestra and band rehearsals. Notes that singing helps students develop aural skills, learn sight-reading, and make connections between the basic elements of music theory and the practical application of these elements. Also includes suggested activities. (MJP)

Uses E. D. Hirsch's concepts of art, culture, and multiculturalism to rethink the philosophy and practice of arts education. Analyzes culture and multiculturalism and suggests that music education be conceived in multicultural terms. Disputing Hirsch's cultural uniformity, maintains that music educators should preserve the integrity of music…