This teacher's guide presents a course for training hearing-impaired students to listen to, create, and perform music. It emphasizes development of individual skills and group participation, encouraging students to contribute a wide variety of auditory and musical abilities and experiences while developing auditory acuity and attention. A variety…

Learning related to music is considered a developmental process in this collection of five articles on music education for young learners. The first article considers music in terms of the educational process and the nature of art. The importance of musical concepts and structures to understanding music is emphasized, as is the role of music in…

Undergraduate training represents a crucial stage of development for instrumentalists, including singers, as they begin to mature as independent musicians and learners. This paper asks how instrumental and vocal teachers in higher education approach this stage of student development. It focuses on the use of questions by teachers, as they…

The relationship between new technology and learning is gaining increasing relevance in the field of music education (Webster, 2002; Folkestad et al., 1998). However, only a few studies have considered the nature of the interaction between children and musical machines. This article describes an observation study of children aged 3-5 years…

This catalogue lists over 350 phonograph records which feature solo and ensemble music by wind and percussion instruments. Instruments heard on the records include oboe/English horn, flute, clarinet, bassoon, trumpet/cornet, French horn, trombone, baritone, tuba, saxophone, percussion, woodwind ensembles, and brass ensembles. The catalogue is…

This catalogue lists phonograph records which feature solo and ensemble music by wind and percussion instruments. It supplements the "1978 Catalogue of Wind and Percussion Solos and Ensembles" (ED 171 614). Instruments played on the records include oboe/English horn, flute, clarinet, bassoon, saxophone, trumpet/cornet, French horn, woodwind…

The purpose of this Child Development Associate (CDA) training module is to help the CDA intern increase musical experiences in his or her classroom. Objectives are presented along with suggested activities for achieving each objective, and an assessment checklist. Also provided is a study guide emphasizing the values of musical activities in the…

The guide, one in a series of committee reports relating to school band performance, organization, and equipment needs, discusses acoustical problems inherent to the clarinet. The report is presented in five sections. Section I summarizes findings of an American School Band Directors' Association (ASBDA) clarinet testing committee. A major finding…

Five course titles are included in this music guide for use in grades 7-9: General Music 1, an introduction to music and musical instruments; General Music 2, a survey of types of music; History of Popular Music; Music--Guitar; and Basic Keyboard. The major objective of each course is predicated on student and teacher observation of the students'…

To help meet the needs of nonmusic-major students in grade 9, 10, 11, and 12, this teacher's guide offers guidelines for a course to stimulate students' interest and involvement in folksinging. Guidelines are provided on the role of the teacher, methods of instruction, and suggested time allotments. Brief descriptions and comments on some typical…

Although there have been great changes in the musical scene in the past 15 years, such as development of creative music-making and instrumental playing and new ways of testing musical experience and knowledge, it is only very recently that specific accomodation for music has begun to be included in the design of school buildings. This set of…

Early in the year 1919 a questionnaire was sent by the Bureau of Education to all the universities and colleges in the United States. A large proportion of replies was received, as 419 out of 585 institutions returned answered questionnaires. Most of the important institutions of learning are represented in the replies and in most cases we may…

The Hebrew Arts School in New York City teaches music, dance, art, and theater to children four through eighteen. Founded in 1952, its emphasis is on choosing instruments and programs suited to the individual, and on preserving the instinctive joy of music making. (CS)

The author examines Maria Montessori's philosophy and methods of music education for children, with its emphasis on sensory, manipulative materials and instruments designed specifically for the young child. (KC)

Recommends singing as an instructional strategy for string and other instrument classes. Maintains that singing familiarizes the student with the music and can serve as an illustrative example of musical techniques. Includes a list of tonal objectives found in repertory songs. Briefly reviews several instructional texts. (MJP)