Creative musical experiences appropriate to children's cognitive and psychomotor development should begin in kindergarten. Structured creativity through the process of musical composition can be used at grade 4 and above. Lesson plans using Haiku poetry, penatonic scales, rhythmic durations, and melodic contour to create a song are provided. (VW)

Attempts to express a group of children's understanding of inversion, retrograde, and retrograde-inversion as it applies to musical composition and color schemes. The children, ages six to nine, displayed idiosyncratic approaches to the problems. Discusses the possible implications for symbolic language and cognitive development. (MJP)

Delineates the cultural norms evident in the performance and practice of Ghanaian children's play songs. Describes the similarities and differences between these and those of adult Ghanaian music culture. Discusses the social significance of the songs and includes several tables showing musical notation. (MJP)

Reiterates the common wisdom of teaching the musical sounds before the corresponding signs in early music education. Stresses the phenomenological importance of teaching the relationships among the sounds as part of a tonal unit. Advocates beginning music education with the students' specific musical culture. (MJP)