The standards in this document are intended to provide every student in North Dakota's public schools with a set of skills that will enable him or her to participate in lifelong leisure, avocational, or professional music pursuits. To help all students achieve the standards outlined in the booklet, North Dakota educators must continue to ensure…

Early in the year 1919 a questionnaire was sent by the Bureau of Education to all the universities and colleges in the United States. A large proportion of replies was received, as 419 out of 585 institutions returned answered questionnaires. Most of the important institutions of learning are represented in the replies and in most cases we may…

Advantages and disadvantages of songs in the language classroom. (FWB)

Letters from music educators reveal a wide range of opinions concerning the value of contests. Competitions can aid group interaction, build morale, and serve as incentive for student development. But students should be judged on musical abilities, not showmanship. Emphasis should be placed on learning music rather than on winning. (CS)

The Hebrew Arts School in New York City teaches music, dance, art, and theater to children four through eighteen. Founded in 1952, its emphasis is on choosing instruments and programs suited to the individual, and on preserving the instinctive joy of music making. (CS)

In a South Carolina elementary school, the music teacher and physical education teacher, working together, have developed a curriculum to reinforce and complement learning of concepts common to both areas. Concepts such as space, force (dynamics), time, flow, rhythm, and pitch (level) are taught concurrently. (PP)

Suggests techniques and behaviors teachers can use to optimize the flow and pacing of their music lessons. Included are techniques for timing the lesson, keeping students involved, and minimizing interruptions and transitions. (SJL)

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 singing as an instructional strategy for string and other instrument classes. Maintains that singing familiarizes the student with the music and can serve as an illustrative example of musical techniques. Includes a list of tonal objectives found in repertory songs. Briefly reviews several instructional texts. (MJP)

Presents an interview with premier jazz pianist Billy Taylor. Taylor talks about the support and encouragement he received from his family and schools. He also discusses his work with young people and his support for education and the arts. (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)

Describes the HELOS project in Denmark, which is using information technology to facilitate library development, increase levels of library and information services, and increase levels of technological qualifications of library staff among four rural libraries. The discussion highlights library and information services offered, hardware and…

Maintains that proponents of music education have claimed that student participation in music activities has a positive effect on everything from academic achievement to self-discipline. Finds that music participants are elected to class offices, receive academic honors, and achieve higher grades than do non-music participating students. (CFR)

Maintains that string playing, rhythm, pitch, and tone quality are all dependent on the movement and coordination of the player. Presents a rhythmic focus lesson plan for students who need improvement in rhythm skills. Includes a lesson plan diagram and suggested teacher resources. (CFR)

Asserts that receiving an invitation to participate in the National High School Honors Orchestra (NHSHO) represents the zenith in the growth and maturation of young orchestral musicians. Describes how the NHSHO was initiated so that talented youth could have the opportunity to meet and work with other accomplished musicians. (CFR)