The article deals with the idea that non-Indians tend to believe that everything of value--e.g., music--in the world came from them. The article points out that American Indians had developed many art forms that are usually considered non-Indian long before the white man came to the Americas. (FF)

Proposes seminar on ethnomusicology as a reference for studying world music. (DS)

Musicologists at Massachusetts Institute of Technology under a National Science Foundation grant suggest that computer-related gagdets can nurture a musicality quality in students. (DS)

This investigation was concerned with the effectiveness of chamber music ensemble experience for certain members of a ninth grade band and the evaluation of the effectiveness in terms of performing abilities, cognitive learnings, and attitude changes. (Author)

Author compares two experiences in open education; one successful and one unsuccessful. (CB)

Extensive bibliography included. (WB)

Believes that the school should introduce the child to new sounds and sound sources and suggests various methods to activate a child's sense of structure and design so that he becomes aware of his ability to express himself in sound. (RB)

The author uses what she calls junk instruments in her classroom. Junk parts such as auto-brake drums are used as percussion instruments. Using such instruments has been an incentive and a motivation for the students. (AS)

Music students with reactive and adaptive anxieties participated in a musical performance anxiety reduction program. Cue-controlled relaxation (CCR) and cognitive restructuring (CR) were examined separately and in combination in comparison with a standard treatment control condition. The CCR and CR treatments were each effective in reducing state…

Chamber music has the advantage of offering the student maximum exposure as an individual performer. The absence of a conductor means that the student assumes the role of interpreter, thereby gaining musical maturity. For these reasons, curriculum hours should be more evenly divided between chamber music and larger ensembles. (CS)

Describes the contributions of two Black women to education and musical activity in Black high schools in Washington, D.C. during the first half of the twentieth century. (GC)

Discusses methods for teaching instrumental music skills to educable mentally handicapped children. The author advocates consistent rules for equipment handling and playing position, frequent positive feedback from teachers, private lessons, rote-learning of music, and group playing experiences. Appropriate music training significantly improved…

The author suggests that body movements natural to children can be an effective vehicle to help them develop an awareness of form, rhythm, tone color, tempo, and dynamics. She outlines two sets of such movement activities with songs, one for grades K-4, the other for grades 5-8. (Author/SJL)