Reactions to attitude items from the first national assessment of music expressed by a panel of music educators during a two-day conference on implications of the entire assessment are reproduced in this report. The panel states that aesthetic sensitivity is the ultimate goal of music education; however, the attitude items in the assessment do not…

This report summarizes the work of the Yale Music Curriculum Project, the purpose of which was to develop an academically respectable music literature course to stimulate the listening capacity of the secondary school student through his recognition and analysis of musical genre form. Included are (1) a rationale summarizing the need for such a…

To enhance school children's understanding of and appreciation for the performing arts, an ESEA Title III project presented live performances by professional brass, woodwind, and string ensembles to children of the 275 public and parochial elementary schools of Bergen County, New Jersey. As part of the program, children read a book especially…

As a Title III project of the Elementary and Secondary Education Act, the Clarksville-Montgomery County Schools (specifically St. Bethlehem School) developed this resource guide for outdoor education in grades 1-6. The concept stated by L. B. Sharp--"That which can best be taught in the out-of-doors should be taught there"--provided the focus for…

Five pamphlets offer helpful ideas and instructions on teacher planning, learning environments, teaching with nature, a creative curriculum, and ideas for administrators in "The Idea Box," compiled by members of the Austin Association for the Education of Young Children. Each pamphlet contains useful information for working with young children.…

For nine years the National Assessment of Education Progress has attempted to measure behaviors that are assumed to correlate with sensitivity to music and analytic skills typically taught in the classroom. These skills included musical performance, ability to use traditional notation, ability to discriminate and label instruments and voices,…

This draft curriculum guide is for use in grades 7-9 and covers six levels of musical competence. The levels included for study in this 3 year program are: 1) general music, in which the student learns about rythm, tempo, and beat patterns, note and rest values, time signatures, and some musical terms; 2) musical forms, elements of music, score…

This draft curriculum guide provides curriculum materials that are organized into behavioral objectives with a scope and sequence. Divided by grade and levels, each section includes level objectives and suggested activities. To be covered in grades 10-12 are 5 levels of musical content. They are: 1) why man creates and how he perceives; 2) the…

This curriculum guide is addressed to the teacher, administrator, and lay public concerned with the musical education of their children. Section 1 is titled Fundamental Beliefs and Directions. Included also in this section are two extended discussions on the respective roles of performance and listening. The materials in Sections 2 and 3…

Presented is a curriculum guide for preschool programs serving both handicapped and nonhandicapped children. It is explained that the guide is intended to suggest classroom activities which will strengthen existing skills and encourage development of new skills. The guide presents information on objectives, materials and procedures for the…

Articles described a program for developing the writing readiness of students, for learning the value of money and its purchasing power, and for learning about nursery rhymes as actors rather than just as readers. (RK)

How the Wichita (Kansas) Public Schools and the Wichita Symphony developed a young people's concert format that is educationally, musically, and logistically sound is described. A spirit of cooperation and interdependence between private and public art organizations is necessary to foster student interest in the arts. (RM)

This booklet provides suggestions and techniques to promote and enhance the music education of British children who have visual impairments. The following issues are addressed: (1) recognizing early signs of interest; (2) choosing an instrument; (3) choosing a teacher; (4) getting started; (5) providing lessons; (6) practicing; (7) signs of…

Maintains that music teachers can develop interdisciplinary curricula without sacrificing the integrity of their own discipline by focusing on conceptual (rather than content) connections. Recommends focusing on instructional priorities, curricular appropriateness, and conceptual understanding when planning an interdisciplinary curriculum. Briefly…

An elementary music teacher worked to interest minority and female students in computers by combining the music subject matter, in which they excelled, with computer technology. The article chronicles the teacher's action research project in which she instilled confidence in female and minority students when using computers. (SM)