The United States Office of Education, in cooperation with the Alliance for Arts Education of the John F. Kennedy Center for the Performing Arts, is administering a program of grants and contracts to encourage and assist the establishment of arts education programs. Guidelines for qualifying for a grant or contact are provided. (Author/RK)

Describes the development and implementation of the American/Icelandic Music Curriculum Project. The project's goal was to improve elementary and secondary music literacy through sequential music activities and to create guidelines to assist educators in preparing music curricula. A four-stage model for music curriculum design is discussed. (AM)

Discussed the process of planning a program of instruction that concerned itself with student attitudes toward and responses to music and the development of their music skills. (Author/RK)

Project IMPACT, a federal funded concept, is described as having accomplished its rather ambitious goal-the establishment of model school programs that are arts-centered. (Author/RK)

Discusses the history of music education in the educational system of Norway beginning with the period just after the war and into the present. (MF)

Author examined ways of including music in adult education programs. He referred to working with adult beginners as a "new frontier" for the profession. (Editor/RK)

Describes a music education program designed specifically for adults. The program was so successful that it has been expanded to include an instrumental program, choral music, and piano instruction. The implications of the increased demand for adult music education programs on college music education departments are discussed. (AM)

Provides an overview of issues contained in the feature articles on teacher education reform. Maintains that college-level music educators must break the "vicious circle" which results from the tendency of teachers to teach as they were taught, not as they were taught to teach. Concludes with recommendations for changes in recruitment, selection,…

If music is to continue to play an important role in the lives of young people, their individual needs must be considered. Individualized instruction can work in music ecuation. (Author)

Compares music education programs in England and the United States. Outlines differences in curriculum development, preservice and inservice teacher education, and the impact of the English National Curriculum. Discusses implication for U.S. music education. (CFR)

Attributes of life-span development, humanistic aspects of aging with a positive self-concept, and psycho-social expectations for older adults are all relevant to developing a philosophical foundation for a music education program for older adults. (RM)

Article described the potential the music program has and the challenge it faces for the music specialist in the open classroom. (Editor/RK)

Considered how music can be integrated in the open classroom through Project Quest, a program designed to utilize student interest in music. (Editor/RK)

Considered the contributions of MENC and the needs and desires of music educators being served by MENC. (RK)