Presents a rationale for using handbells and discusses their application to elementary, junior high, high school, special education, and college music programs. (SJL)

With so many roles to juggle and so many complex music problems to resolve, some marching band directors overlook simple rules of thumb to increase their bands' visual and musical impact. Here are some guidelines. (Author/RK)

Article describes an introductory music program in which all students are given the opportunity to learn about a variety of musical instruments by actually playing them. (RW)

Care of musical instruments should be a part of every student's music education. What students should know about caring for pianos is discussed. The main parts of the piano--the cabinet, the mechanical part, the musical part, and the structure--are discussed. Tuning and pitch raise are also discussed. (RM)

The basic skills and techniques of playing the horn, trumpet, tuba, and other brass instruments are quite similar, but the methods and concepts used to teach these skills vary considerably. Differences in both philosophy and methodology are described. (Editor/KC)

Discusses the importance of musical experiences to the multiply handicapped and presents mechanical aids which allow the physically disabled to play string and percussion instruments. Some of these aids are illustrated. (SJL)

This article, directed toward classroom teachers, deals with music education as a special case of sound or sounds. Interdisciplinary activities aim to develop listening skills and musical discrimination. (TK)

Four musical encounters that will really work with your kids. These experimental approaches use junkyard finds to create Bottlephones and Pot Chimes, and suggest some unusual forms of musical notation. (Editor)

The Indian flute can be used by teachers to supplement classroom study of Indian culture. Indians used it as a personal instrument. Describes how an Indian flute can be made, and suggests improvising bird calls and melodies on it. (CS)

Briefly discusses music programing for special audiences. An illustrative exercise provided to point out a programing format, especially the sequencing activities and utilization of resources. (Author/MP)

The author states that in a melody/harmony/rhythm sense, improvising on a synthesizer is no different from improvising on any other instrument. The capabilities of synthesizers are described, and exercises and methods to be used with synthesizers are outlined. (KC)

Presented is the rationale and a method for developing a graded brass quintet in grades 5 through 12. A suggested brass quintet repertoire, arranged from easy to difficult, is included. (KC)

Describes study of effects of learning procedures and performance tempo on ability of 64 middle school students to perform previously learned rhythmic passages. Reviews the four learning procedures used for each rhythmic passage. Finds no evidence attributed to learning procedure but significant adverse differences if the tempo was changed from…