Asserts that good band members play in tune because they listen during tuning routines and playing exercises. Maintains that the usual method of tuning bands, adapted from the orchestra, does not work. Presents recommendations for band tuning routines and methods for band members to develop listening skills. (CFR)

Contends that, from the earliest possible moment and even before birth, it is apparent that babies respond to sound stimuli. Presents a series of music activities designed to make music an integral part of children's lives. Includes activities involving singing, rhythm, musical instruments, and listening to guest musicians in the classroom. (CFR)

Maintains that the ability and experience of improvisation is an essential component in young musicians' education. Discusses one teacher's trial-and-error efforts in introducing improvisational exercises into her students classical training. Includes a list of resources and representative musical examples. (MJP)

Provides some tips on jazz instruction for the beginning music educator who may not have had much experience in that field. Specifically recommends teaching guide tones, the root, third, and seventh chords, as an invaluable aid to jazz improvisation. Includes musical notation showing guide tones for two jazz standards. (MJP)

Describes activities in a secondary music class in which students communicate with talking drums. Maintains that the class project was developed during a teaching unit on the musical practices of the Ashanti ethnic group in Ghana. Includes instructions for making talking drums and four examples of orchestrating name rhythms for drums. (CFR)

Presents a piece-by-piece description of everything an educator needs for a one-computer music classroom. Provides detailed comparisons between the Macintosh and IBM compatible and gives current prices for all pieces of equipment. Defines and describes related software and provides some beginning instructional advice. (MJP)

Considers the dilemma of the instrumental specialist suddenly forced to take over general music class instruction. Advises keeping an open and flexible attitude while realistically appraising the situation. Provides a list of helpful tips and the comments of instrumentalists who found the experience to be a positive one. (MJP)

Profiles four middle school teachers maintaining early chamber music programs. The teachers advise varying degrees of musical competency before students begin the program, but all of them caution against starting too soon. They also stress the importance of purchasing early music scores and establishing rehearsal times. (MJP)