This pamphlet describes the function of music in Head Start programs. Suggestions are made to help children sense motion and develop their self-concepts and motor coordination skills through rhythmic songs and activities. The construction and use of rhythm instruments are suggested as a means of involving mothers in Head Start programs. Certain…

Learning music can help children with reading readiness and beginning reading skills. (MKM)

Examines how young children learn and develop and some generalizations about teaching them in order to relate these factors toward planning music experiences. (Author/RK)

Describes vocabulary development in a college reading program that involves students writing and singing lyrics to the tune of "Puttin' on the Ritz." Discusses the theory behind this practice, specifically how rhyme and rhythm aid recall. (SRT)

Argues that music and singing readily fit the needs of the whole language approach to reading instruction. Provides a five-step method for using music to teach reading. (FL)

The history of the Morehouse College Glee Club, founded around 1911 at the Black college, is highlighted by appearances before such notables as Franklin D. Roosevelt, Martin Luther King, Jr., Haile Selassie, Jimmy Carter, and Benjamin E. Mays and performances with people such as Robert Shaw, Leontyne Price, Diahann Carroll, Maynard Jackson, Billy…

Explores the nature and function of listening to music from the perspective of semiotic phenomenology. Claims that listening to music is a form of media consumption and a habitual practice that inscribes social meanings and organizes pleasure. Describes three stages through which the analysis of listening to music occurs: description, definition,…

Because videos are self-motivating for students, they are highly successful in the classroom. The two schools of videos--Visual Music and Visual Lyrics--are described, and how videos can be used in music classes is discussed. (RM)

Provides (1) information on how dinosaurs lived and were adapted to survive; (2) activities on this topic; and (3) ready-to-copy student materials. Each activity includes an objective, list of materials needed, recommended age level(s), subject area(s), and instructional strategies. (JN)

Reviews the early efforts on behalf of music education for the deaf. Provides photographs of both Turner and Bartlett in addition to other primary source material relating to their work. (JDH)

Due to the problem of voice change, there are far fewer boys than girls in vocal music activities. Suggests that use be made of the "countertenor" and "Russian bass" voices of adolescents, and that boys and girls be segregated in music classrooms at this age. (CS)

Teachers do not have to be musicians to help their students learn basic musical concepts. Activities are suggested that provide experiences with visualizing sounds, conducting, performing, and composing. These lessons can start a foundation on which to build more formal studies. (DF)

Research shows that elderly persons have innate capacities for musical development and that those capacities are maintained with age. Successful, quality musical experiences can be created to meet the broad interests of the elderly. (RM)

Oregon high school band directors worked out a set of state guidelines for high school bands. The guidelines, which comprise this article, contain rationales, expectations, and recommendations concerning athletic contests, marching contests, jazz ensembles, musical shows, parades, summer activities, and performances in general. (RM)

Can the need for a broader education for singers and the desire for high ratings in contests somehow be combined? Yes, said the author, if another element is added to school music contests: an evaluation of the non-performance aspects of musicianship. (Author/RK)