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…

This study explored nonverbal communication in one-to-one music performance instruction by investigating relationships among nonverbal sensitivity, nonverbal behaviors and lesson effectiveness. Subjects (N = 120) comprised 60 college teachers and 60 of their non-music major students. Using the Music Lesson Evaluation Form, lesson effectiveness was…

As people are living longer and enjoying better quality of life, there has been a corresponding increase in interest in recreational music-making by adults. This study examined the demographics and motivations of students enrolled in the Community Piano Experience hosted by the University of Nebraska-Lincoln School of Music. Twenty-six…

This article studies early childhood musical experiences of Finnish pre-service elementary teachers (N=590). The article also analyses their connections between musical self-concept at student age and musical progress in teacher education. Research material was gathered by a questionnaire, which posed retrospective questions about childhood as…

A musical ear is widely accepted as an essential ingredient in the education of successful music students. Most music educators believe that without a well-developed ear, it's impossible for a musician to function on a professional level as a teacher, conductor, performer, or composer. The purpose of this article is to introduce the concept of…

This paper emphasizes the importance of music as an integral part of the education of the young child, and draws attention to a few ways in which parents and teachers can contribute to children's musical development. Sections of the paper focus on seven questions: (1) Is music really universal? (2) When should musical training begin? (3) When…

This music curriculum guide for the required music component of the fine arts curriculum in Alberta (Canada) covers concepts, skills, and attitudes, as well as enrichment and integration activities. Concepts are the intellectual framework of the music program and are divided into five elements: (1) rhythm, (2) melody, (3) harmony, (4) form, and…

Brief information is provided on the region, climate, agriculture and industry of 10 provinces in Portugal: Tras-os-Montes e Alto Douro, located in Portugal's northeastern region; Beira Alta, the province with Portugal's highest elevation point; Beira Baixa, one of Portugal's poorest regions; Beira Litoral, located in central Portugal along the…

Reactions to attitude items from the first national assessment of music expressed by a panel of music educators during a two-day conference on implications of the entire assessment are reproduced in this report. The panel states that aesthetic sensitivity is the ultimate goal of music education; however, the attitude items in the assessment do not…

To enhance school children's understanding of and appreciation for the performing arts, an ESEA Title III project presented live performances by professional brass, woodwind, and string ensembles to children of the 275 public and parochial elementary schools of Bergen County, New Jersey. As part of the program, children read a book especially…

A trunkful of articles representative of local and regional history forms the basis for the exploration of historical issues.

This booklet provides suggestions and techniques to promote and enhance the music education of British children who have visual impairments. The following issues are addressed: (1) recognizing early signs of interest; (2) choosing an instrument; (3) choosing a teacher; (4) getting started; (5) providing lessons; (6) practicing; (7) signs of…

Music and arts education programs are the first to be cut when school budgets tighten. Successful ways to prevent severe cuts are outlined and music program essentials are described. The principal's role is the key. (MD)

Identifies keyboards as effective vehicles for long-term and in-depth music instruction. Recommends using keyboard instruction as a centerpiece for meeting the National Standards for Music Education. Describes a number of instructional activities supporting this goal. (MJP)

Four case studies of gifted education programs in England are described, including the development of a teacher handbook based on the principles behind accelerated learning, the identification of students with musical ability and the provision of musical instrument lessons, and the development of a portable information communication technology…