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Music Education

• A Kaleidoscope of Cultures and the Arts
  This workshop presentation offers an introduction to and suggestions for a multicultural approach to teaching through music experiences.
• A Sound Education
  Although band, chorus, and orchestra are still mainstays of most school music programs, many schools are incorporating technology, multicultural music, composition, and improvisation into the course offerings. Music teachers must balance tradition and innovation.
• Arts and Learning Research, 1996-1997. The Journal of the Arts and Learning Special Interest Group of the American Educational Research Association (New York, New York, April 1996)
  The papers gathered in this volume were presented at the 1996 meeting of the American Educational Research Association, mostly at programs of the Arts and Learning Special Interest Group.
• Beyond Enhancement: The Kennedy Center's Commitment to Education
  Asserts that exposure to high-quality arts performances with accompanying educational experiences enlivens teaching and learning. Maintains that few schools have taken advantage of opportunities provided by arts-presenting institutions.
• Beyond Enhancement: The Kennedy Center's Commitment to Education
  Asserts that exposure to high-quality arts performances with accompanying educational experiences enliven teaching and learning. Maintains that few schools have taken advantage of opportunities provided by arts-presenting institutions.
• Children's Literature as a Springboard for Music
  Maintains that children's literature is a treasure waiting to be discovered by music educators. Describes how children's literature can enhance student motivation, creativity, and foster multicultural education.
• Conceptual Frameworks for World Musics in Education
  Gives an overview of the nine current models in multicultural music education. Discusses and critiques an intercultural, or tree, model that offers the possibility of comparison of performing and composing in a variety of styles.
• Curriculum Integration: A Two-Way Street
  Describes curriculum integration and examines a theory of multicultural integration applying it to music education. Offers guidelines for music teachers who attempt to integrate music education with other subject areas: (1) get organized; (2) inform your principal; (3) start small; (4) be proactive; (5) be flexible; and (6) evaluate the effort.
• Effect of Multicultural Music Experience on Preservice Elementary Teachers' Attitudes
  Explores the effects of multicultural music-lesson planning on preservice elementary teachers' attitudes toward teaching from a multicultural perspective. Reveals a significant relationship between exposure to multicultural music and attitudes of willingness to teach it; no effect was observed on attitudes of willingness to teach in culturally diverse environments.
• Finding a Path to History and Culture
  Maintains that music technology growth can assist teachers in implementing interdisciplinary approaches involving history, culture, and music. Presents suggested classroom strategies utilizing CD-ROMs and other interactive media technology.
• First Things First: Selecting Repertoire
  Presents three principles of repertoire selection: (1) select music of good quality; (2) select music that is teachable; and (3) select music that is appropriate to the context. Discusses how repertoire selection relates to the National Standards for Music Education.
• From Metaphoric Landscapes to Social Reform: A Case for Holistic Curricula
  Discusses two related dilemmas: (1) the tension between the Western view of historical progress and the realities of modern society; and (2) the tension between old and new approaches to teaching and learning about the arts. Argues that the end result of implementing the Goals 2000 program might diminish the teaching of the arts as discrete subjects.
• Guide to Rhythmically Moving 2
  This book is the second guide accompanying a series of nine recordings of a rare collection of international folk music. The volume provides information needed to facilitate the many and varied activities necessary for students' understanding and application of movement and music concepts.
• Integrating Music into the Elementary Classroom. Fourth Edition
  This book emphasizes the importance of enriching children's lives by making music a central part of the elementary school curriculum. The book provides guidelines for elementary teachers with limited experience as well as music specialists.
• Integrating the Arts: Renaissance and Reformation in Arts Education
  Asserts that the general educational curriculum tends to be fragmented and compartmentalized and that this situation would be improved by curriculum integration. Argues that an interdisciplinary arts approach would require new teacher attitudes and instructional strategies.
• Introducing the Music of East Africa
  Explains and characterizes some of the basic concepts of East African music. Fundamentally an enhanced way of storytelling, East African music techniques are rooted in the play and rhythm of spoken language.
• Language Barriers and Teaching Music
  Maintains that every public school student deserves an opportunity to study a musical instrument. Asserts that a limited command of English should not prevent a student from being accepted into instrumental music class or hinder that student's progress.
• Leading Young Children to Music. Fifth Edition
  This manual is designed for music and classroom teachers of children from infancy to age eight. All musical experiences lead to learning, from the simplest rhythmic experiences of being rocked to sleep to the more sophisticated challenge of playing one rhythmic pattern while singing another.
• More Than Singing: Discovering Music in Preschool and Kindergarten
  This book contains over 100 music activities to help teachers, child care providers, and parents bring the joy, theory, and practice of music to young children. An introductory chapter is followed by chapters on songs, rhythm, instruments, music centers, movement, music throughout the day, and group times.
• Multicultural Music Instruction in the Elementary School: What Can Be Achieved?
  Investigates fourth-grade students' achievement following a model unit on American Indian music that utilized four different instructional approaches. Suggests implications for instruction with American Indian music regarding instructional approach, authenticity of instrument materials, learning from a native guest artist, and music teacher preparation/training.
• Multiculturalism and Music Re-attached to Music Education
  Suggests that the role of music and music education in supporting culture is very powerful. Focuses on students learning about music as opposed to performance.
• Music Appreciation Class: Broadening Perspectives
  Outlines approaches for introducing multicultural music into the standard music appreciation class. Notes the close relationship and influence shared by Middle Eastern and Western music and recommends using this as a starting point.
• Music Faculty Perceptions of Multicultural Music Education
  Investigates the perceptions of selected college music faculty on multicultural music education, focusing on such issues as a definition of multicultural music education, whether or not it would benefit from hiring minority faculty, and its benefits and problems. (CMK).
• Religious Music and Multicultural Education
  Discusses religious music as an extraordinarily rich resource supplementing multicultural education. Considers the divisive and problematic nature of some religious music, exemplified by a trio of Jewish students refusal to sing "St.
• Repertoire, Authenticity, and Instruction: The Presentation of American Indian Music in Oklahoma's Elementary Schools. Native Americans: Interdisciplinary Perspectives--A Garland Series
  This book examines the presentation of American Indian music by elementary music educators in Oklahoma, which has the largest American Indian population of any state. A literature review covers an historical profile of multicultural music education, ethnomusicological studies of American Indian music, dissertations pertaining to American Indian music in the classroom, analysis of American Indian content in general music textbooks, and surveys assessing inclusion of American Indian music in curricula.
• Teaching Native American Music with Story for Multicultural Ends
  States that the alliance between story and music within Native American culture can be carried over into the curriculum. Provides a rationale for utilizing story while teaching Native American music, specifically related to the multicultural curriculum.
• Teaching What's Dangerous: Ethical Practice in Music Education
  Proposes the educational activities in a modern, multicultural society and explains that these aims have strong implications for the ethical import of music education. States that music has a significant role in the personal and social development of students.
• To Russia with Music
  Describes the experience of participating in the first United States/Russia Joint Conference on Education, part of the Citizen Ambassador Program. Recounts visits to two Russian music schools where the author was able to observe classes.
• Toward an Integrated Curriculum: A Music Education Perspective
  This project was designed to develop a model for teaching general music methods for elementary/early childhood education majors using musics of diverse cultures as discrete and infused entities, integrated across the curriculum. The proposed model's primary goal was to develop student awareness of sources of culturally diverse music and related materials.
• Why Not Start a Steel Band?
  Suggests expanding the eclectic nature of a band program by creating a steel band, a Caribbean-based percussion ensemble. The steel band complements multicultural education and attracts students to the music program.