Describes the Montessorian basic music program for young children, a system that teaches children to listen, play instruments, sing, and move rhythmically. (BJD)

The Appalachian Folk Music Project developed methods to teach folk music in the schools. Authentic material was identified and teaching methods appropriate to rural Appalachia were selected. Departures from the norm included teaching of instruments like the dulcimer, harmonica, and fiddle and the use of folk models whenever possible. (CS)

Presents criteria parents and teachers can use to select song books for young children. Several such books are cited and briefly discussed, including some thematic collections of folk and Christmas songs. (SJL)

Discusses how the Orff-Schulwerk approach to music education can be applied to the needs of mainstreamed, elementary-level, special education students. The Orff method stresses multisensory experiences, creativity, and individualized instruction. The author shows how an activity from a regular, elementary Orff class can be modified for special…

Current investigations in the Computers and Music group in the Department of Systems Design Engineering at the University of Waterloo are detailed. New instructional methods and applications are described and proposed that take advantage of microcomputers to improve and enhance the teaching and learning of music. (MP)

Describes an activity, based on cloze procedure techniques, that can increase children's language abilities while improving their knowledge of vocabulary and music. (FL)

The Kansas City Women's Jazz Festival was founded to provide exposure and a market for women in jazz. In its four years of operation it has grown in size and stature, stimulated creation of a scholarship fund, and spurred development of other festivals. (MSE)

Perceptual-motor coordination is an important area of development for the slow learner, and a carefully planned music program provides assistance by strengthening hand-eye and eye-hand development. (CM)

Songs aren't just for singing. Use them to develop writing, vocabulary, and creative thinking skills. Two teachers tell how. (Editor)

Explains that music has many benefits for learners on the autism spectrum, providing an alternative means of communication for those who are nonverbal, and helping organize verbal communication for others. Music can improve self-esteem as children participate in activities they can potentially excel in. Playing a musical instrument gives people…

Shows how motion can be used to develop children's concept of space and location. Suggests using music and children's stories for additional motivation. (MKR)

Elementary teachers can use music as the springboard for across-the-curriculum activities. The article presents strategies for introducing elementary students to music and integrating the arts into other subjects. It also explains how to select the right pieces and suggests various helpful products for integrating music into the curriculum. (SM)

Shows an association between rhythmic ability and reading in seven- and eight-year-old students. Finds that training in music is an effective additional strategy for assisting children with reading difficulties. (SR)

Presents the attempts of four teachers to get parents involved in and excited about school music. Includes a description of a school concert that included a performance by band parents; parents clubs for orchestra, band, or choral groups; newsletters; and a band class in which parents learned to play their child's instrument. (DK)

Reports on a study of children's preferences between slow and fast tempo classical music excerpts. Finds that students preferred music with a slow tempo. Concludes that repetition had a positive effect on children's preferences. (CFR)