Teachers may be apprehensive about commissioning, and frequently directors do not see it as realistic for their programs. It took the author a while to commission a piece, even though he is often on the composer side. The author asserts that there's already plenty of high-quality literature out there to keep teachers busy, but a bigger factor is…

Describes a strategy called phone-ominal composition for teaching students in fifth through twelve grades about jazz and musical composition. Explains that the students use their phone number to create the composition. Provides examples of this technique and guidelines. (CMK)

Focuses on how music teachers can make choral rehearsals more interesting for students by incorporating creative lessons and activities. Explores what it means to be creative and includes examples of creative lessons that can be used in the choral rehearsal. (CMK)

Describes how to teach elementary students about vocal improvisation using the Kodaly-based approach. Discusses the three steps involved in this technique: (1) develop familiar singing patterns; (2) use a question and answer format; and (3) begin improvisation. Includes examples of solfege patterns and a vocal question and answer. (CMK)

Discusses how to encourage creativity in the music classroom for upper-elementary students by focusing on musical composition. Includes a description of a nine lesson unit that focuses on creativity in musical composition. States that students can continue working on compositions at home. (CMK)

Contends that speech ensembles can be useful in the music classroom, particularly at the middle school level, to help develop students' creative thinking, powers of expression, and skills in notation and counting. Offers five steps to guide students in creating speech ensembles that address the National Standards for Music Education. (CMK)

Discusses the music composition teacher's role in terms of four categories: (1) to impart technical knowledge; (2) to give historical perspective; (3) to provide real-world facts about the profession; and (4) to share personal strategies. Addresses the importance of the separation between the teacher's and students' styles. (CMK)

To plan effective rehearsals and meaningful performances, band directors must engage in thorough score study and carefully construct standards-based lesson plans. While some may consider these separate steps, numerous aspects of the score-study process can help band directors create and implement standards-based lessons. When planning lessons…

Contends that band students who are taught composition techniques improve listening skills, make aesthetic decisions, and become more imaginative and creative. Presents ideas from five music teachers for incorporating composition into the music curriculum. Discusses the use of computer software in musical composition. (CFR)

Maintains that, to improvise successfully in music, students must have an understanding of the creative process. Presents teaching suggestions for encouraging creativity in music classes. Maintains that improvisation is an excellent method for students to explore and practice creativity. (CFR)