The purpose of this study was to assess fourth- and fifth-grade students' (9- and 10-year-olds') affective response and ability to discriminate between melody and improvisation after receiving instruction in singing and/or playing a piece in the blues style. Subjects (N= 102) were assigned to one of three equal-sized groups. Group 1 learned to…

Adult piano students (N = 711) from 24 states across the U.S. rated the existence and importance of 31 potential benefits of adult piano study. Benefits selected from existing adult music and leisure-benefit research were organized into three categories: Personal, Skill, and Social/Cultural. The category of Skill Benefits was the most-agreed-upon…

Developed by music teachers, curriculum specialists, and Arkansas Department of Education personnel, this course content guide is designed to provide a basis for improving student skills with wind and percussion instruments. Developed on six levels, each level corresponds to one year of instruction and consists of basic skills for developing…

A course in introduction to music emphasizing harmony is presented. The approach used is a laboratory approach in which pupils will develop skill in playing percussion instruments, sing, listen to, read and compose music with emphasis on elementary concepts of harmony. Course objectives include: (1) The student will recognize duple, triple,…

A course in introduction to the conducting of music groups of voices or instruments is presented. The approach used is a laboratory approach in which pupils will develop skills in score reading, physical gestures, rehearsal techniques, transpositions, voice and instrument ranges. Course objectives include: (1) The pupil will identify all…

Describes a music major program that was created at a high school to help students prepare for a future career in music, provide documentation of their four years of study in music for the college application process, and continue to study music after high school. (CMK)

The quinmester course is designed for students who have completed a music level 2 course or demonstrated advanced musicianship and/or performance skill. Course objectives, focusing on musicianship and performance, employ a lab approach in which pupils develop skill in playing brass instruments, sing, listen to, read and compose music with emphasis…

This Virginia framework for music instruction in kindergarten through 12th grade established objectives designed to develop concepts and skills, to encourage positive attitudes toward music as an art form, and to value music's role in daily life. The objectives are organized by grades and by choral and instrumental music experience. Sequential…

Early childhood music programs should be based on two interacting goals: (1) to teach those skills most appropriate to a particular level and (2) to nurture musical creativity and self-expression. Early childhood is seen as the optimum time for acquiring certain musical skills, of which the ability to sing in tune is considered primary. The vocal…

A middle school student helper teacher program based on some cooperative learning tenants provided alternative instruction to sixth grade instrumental students in music lessons that would have been severely curtailed due to budget reductions and increasing enrollment. Students were grouped on like instruments and divided into subgroups by ability.…

This paper examines the relationships between musical independence or MI (a reflection of the product rather than the process of musicianship), related academic courses, and other music/nonmusic activities at the postsecondary education level. The first purpose of the study is to examine the relationships between MI and Colwell's Musical…

Major competencies are presented for music education in kindergarten through grade six of the Philadelphia school system. Music is seen to be a mode of expression in responding to and interpreting life and nature. It promotes development of aesthetic judgment. The competencies outlined in this document are derived from a comprehensive music…

This booklet identifies major competencies for each course offered in the secondary music education program in the Philadelphia school system. Music is seen to be a mode of expression in responding to and interpreting life and nature. It promotes the development of aesthetic judgment. The booklet outlines up to eight competencies for each of nine…

The document presents checklists by which music teachers and school administrators can evaluate concrete elements of orchestra programs in grades four through 12. The opening sections outline the immediate benefits of having a school orchestra; effects on later adult life of student participation in orchestras; goals of a school orchestra program;…

The guide presents learning objectives, course outlines, and resource lists for music courses in grades seven through 12. There are three major sections. Section one outlines required music programs and instrumental and choral programs for junior high students. The major objective is to orient students aesthetically to music and to develop skills…