Suggests using musical instruments to demonstrate physics concepts. Topics include: pitch and frequency; string vibrations; string-resonator system; wind instruments; harmonic content; transients; scales and temperament; psycho-acoustical affects; and electronic music. (SK)

Subjects listened to sounds of individual musical instruments and matched these to instrument pictures. Second graders scored significantly higher than first graders; rank orders of instruments according to association difficulty, however, were markedly similar between grades. Results support the view that children bring much music knowledge to…

Examines the data from the 1992-97 South Dakota all-state band auditions. Focuses on the effects of school enrollment, distance to audition site, sex of auditionees, and the type of instrument. Presents the results of the study in detail. Includes references. (CMK)

Describes a unit used with sixth-grade students focusing on jazz and blues that taught improvisation. Discusses the different levels of improvisation that were used, providing the beginning activities, and describes activities that focus on the third level of improvisation called product-oriented improvisation. (CMK)

Describes the Lab Band project used with 12th grade students at the Westgate Collegiate and Vocational Institute in Thunder Bay, Ontario (Canada). Explains that each band student taught a peer how to play their instrument which created versatility in the band. States that all students kept a reflective journal. (CMK)

Presents ways educators can make music an integral part of early childhood education and give every child a quality music experience. Discusses five ways children experience musical play: singing, rhymes and fingerplays, movement, listening, and instruments. Emphasizes the importance of musical goals rather than spatial-temporal reasoning or other…

Encourages the use of percussion ensembles in upper elementary and secondary general music classes because of their high motivational value, the ease of achieving performance, and the minimal need for music reading skills. Offers guidelines for introducing percussion ensemble music, including an annotated discography listing selections to…

Discusses the role of Native American music, dance, and song in religious ceremonies, cultural preservation, social occasions, and entertainment. Describes traditional musical forms and instruments used by Hawaiians and various American Indian and Alaska Native groups, as well as innovations and European-based adaptations in musical styles and…

Reports on a study of student preference for musical instruments over 3 decades in 600 elementary, secondary, and colleges. Finds that gender-based segregation has increased at the high school and college level, but findings at the elementary level are inconclusive. (CFR)

Investigates the effects of race and gender on evaluations of musical performances by musician educators. Also addresses the impact of the gender stereotype of particular instruments on evaluations. Finds that instrument stereotypes influence evaluations, particularly for female students playing "male" instruments, and that blacks were…

Proposes that music teachers should have their students practice during those spare moments during the school day by using a pencil instead of their actual instrument. Explains that students can practice chromatic fingerings, memorize short pieces of music, or review scales. Gives instructions on how to "pencil practice." (CMK)

Describes an improvised science lesson that grew out of elementary students' interests and questions about music and sound. Students designed, built, and performed with their own musical instruments. (WRM)

Discusses popular music, the role of the musical performer as a creator, and the styles of jazz and popular music. Describes the pop ensemble at the college level, focusing on improvisation, rehearsals, recording, and performance. Argues that pop ensembles be used in junior and senior high school. (CMK)

Investigates the performance-quality ratings among college-age instrumentalists grouped in three solo preparation conditions using no accompaniment, live accompaniment, or intelligent digital accompaniment. Finds that the highest quality ratings across all groups were achieved in rhythm, technique, and articulation; the second performance ratings…

Observes that a major challenge for a general music teacher is to make music enjoyable for students and also assist them in learning music concepts. Illustrates that music teachers can accomplish both of these goals when educating students with special needs. Offers three examples where each special-needs student enjoyed and learned about music.…