Care of musical instruments should be a part of every student's music education. What students should know about caring for pianos is discussed. The main parts of the piano--the cabinet, the mechanical part, the musical part, and the structure--are discussed. Tuning and pitch raise are also discussed. (RM)

Background: After trying to define the reason why the piano ended up with 88 keys, I found patterns to explain ways of playing the piano with an 8:8 ratio which gives purpose to why the piano has 88 keys on it. Purpose: The first purpose is to enable piano teachers and music students to benefit from understanding how to play piano and be…

Article discussed the musical language of Elliott Carter, a major composer and contributor to new musical developments in America. (RK)

Article discussed a method, developed by Shinichi Suzuki, for teaching violin to infants and young people and, as well, provided a few examples of physical movement from his teaching method. (RK)

Analyzes the music and musical instruments of India and the countries around it that comprise South Asia. (RK)

Compares some inadequate and uninteresting music with music that is creative and stimulating, and considers the musical values of audiences. (RK)

Article reviews the development of music activities in kindergarten. (MB)

The author gives an historical description of bell ringing, and characterizes the bell-ringing process. (MF)

Discusses categories of music, interaction of musical styles, status of musicians, and the roles of African music scholars and teachers. (Reprinted from African Report.) (DB)

Description of over forty instruments suitable for classroom use. (AP)

Orff mallet instruments should be used in beginning band classes. Adding mallet instruments would expand a beginner's concept of percussion instruments. Just as important, the percussion section would provide a solid melodic and harmonic foundation to assist beginning wind instrumentalists with their insecurities about pitch. (RM)

The basic skills and techniques of playing the horn, trumpet, tuba, and other brass instruments are quite similar, but the methods and concepts used to teach these skills vary considerably. Differences in both philosophy and methodology are described. (Editor/KC)

Discusses the importance of musical experiences to the multiply handicapped and presents mechanical aids which allow the physically disabled to play string and percussion instruments. Some of these aids are illustrated. (SJL)