bluuebunny/crossref_metadata_2025 huggingface dataset:
His Genius Can Still Inspire Our Teaching
Authors: Sasscer Harrison
Published: August 2006

THE preparation of this article was an avocational project for the author, who is assistant director of the NEA Division of Legislation and Federal Relations. However, readers will agree that he rates par with writers and musicians who espouse these arts professionally. His article is not only timely from the standpoint of the Mozart bicentennial, but it represents a viewpoint which music educators will appreciate. Mr. Sasscer, whose interest in music “stems from the good fortune of having superior music teachers in junior and senior high school,” is a member of the Cathedral Choral Society of Washington, D. C., one of the leading oratorio groups in the nation. Another of his avocations, he says, is “the care and feeding of a rather substantial record collection.” Recently Mr. Sasscer has been cooperating with the MENC as advisor to the special committee which is concerned with securing support for the pending postal bills designed to readjust the postal classification on educational and cultural materials, including music.
How I Found the Eastern Conference
Authors: Bryant Laura
Published: August 2006

As of now, the Eastern Music Educators Conference history is an integral part of the annals of the National Conference. But there was a day in the memory of many, when people who were members of both regarded them as two separate organizations-perhaps not of equal national stature, but at least equal. One was the “Eastern” and one was the “National.” The author, who migrated from the mid-west to become music supervisor in Ithaca, New York-and later (1933-1935) president of the Eastern Conference-tells about those early days in her own delightful way, with liberal help from some Eastern colleagues.
Dedication to a Disciple of Music
Authors: Somminers Hobart H.
Published: August 2006

DEDICATORY ADDRESS on the occasion of the dedication of the Frederick Stock School, this article has dual significance for Journal readers. A biographical gem in its own right, of particular interest to music educators and students, there is also more than an implication of good example in the story of the dedication for any community which might likewise “honor and bless a new school with the name of a great music leader.” Mr. Sommers, who is assistant superintendent of Chicago Public Schools, was for many years a personal friend of Mr. Stock. Pictures of scenes at the Frederick Stock School dedication are shown on page 29.
Story from an Orphanage
Authors: Robison Doris
Published: August 2006

THE AUTHOR, who for nine years was special worker in music at the Lake Bluff, Illinois, Orphanage (now named Lake Bluff Children's Home), describes the musical experiences provided for the children as “their own Hit Parade.” The interest manifested in this project by the children would indicate that teachers in schools of all kinds may find some suggestions of value in Miss Robison's story. Miss Robison is a member of the Executive Committee-Great Lakes Regional Chapter-of the National Association for Music Therapy.
A Venture in Educational Television
Authors: Holloway Birdie H.
Published: August 2006

TEACHING school music methods by television is something the author had never done before, but she had taught methods, and knew what a TV looked like. Long and successful experience in music education had accustomed her to new developments and devices-and new ventures. Here is told a story of what turned out to be a very successful venture indeed; audience increased gradually, and-the real test-many requests were received for continuing the telecourse another summer.
The Responsibility of School Music to Music
Authors: Boyle Imogene
Published: August 2006

“The Responsibility of Music Education to Music” was the sutbject of a much discussed address given by William Schuman at the 1956 St. Louis convention of the MENC. The address was printed in the Music Educators Journal; subsequently articles written by Theodore Normann and Parker LaBach extended the discussion.* Numerous letters and comments discussing one, two or all three of the articles have been received. Much as the Journal would like to give space to all, in the judgment of the Editorial Board, Miss Boyle's contribition merits place as the fourth voice in the sym, posium. Miss Boyle is Director of Mu, sic and conductor of the High School Synmphony Orchestra in the Pulblic Schools of Hempstead (Long Island), Nez York….

After the discussion of ‘The Responsibility of Music Education to Music’ by William Schuman in the June-July 1956 issue of MENC Journal,” wrote Miss Boyle, “I am impelled to project some conclusions relative to the responsibility of school music to music from the viewpoint of the elementary and secondary school levels of the public schools in our country.” The article, although accepted by the Editorial Board some time ago-prior to her recently announced appointment as a member of the Board, by the way-had to be held for this issue because of space limitations imposed by previously scheduled material.

Mr. Normann's was of Music to Education,” article, “The Responsibility published in the September-October 1956, MEJ. Mr. LaBach's article, “Why We Are Criticized: A Music Educator's Analysis,” appeared in the NovemberDecember 1956 issue.
A Solid Front for Education
Authors: Givens Willard E.
Published: August 2006

MUCH has been said about the crisis in education which threatens the very foundations of our democracy. Here is a clear-cut picture of the entire situation—the cold, unvarnished facts about the cause of the crisis; the things done and planned to surmount it; the responsibilities that must be assumed by the individual teacher if the things done and planned are to be effective in assuring the educational security of our nation. The author, one of the great educational leaders and organization executives of our time, is Executive Secretary of the National Education Association, under the banner of which, with the other twenty-eight NEA Departments, the Music Educators National Conference is aggressively sharing the “Solid Front for Education.”
The Fruits of the “Spirit of Keokuk”
Authors: Clark Frances Elliott
Published: August 2006

THE president of the MENC Founders Association, who, now 87 years young, maintains a record of attending more educational conventions and getting more out of them than any of her colleagues, regardless of age or other consideration, was present at four of the MENC 1947 Division meetings. Her address at the Northwest meeting is given here in full not only because of its significance in connection with the fortieth anniversary of the MENC, but because of the interest, historical value and stimulation it will afford all readers.
Music in International Harmony
Authors: Paine John G.
Published: August 2006

Music Educators Have an Important Part in Propaganda for World Unity
A Concert With a Purpose
Authors: Paulson Lois M.
Published: August 2006

The Story of a City-wide Integrated Project for Fifth and Sixth Graders
Why Henry Was a Good Music Reader
Authors: Ullman Marguerite , Lannert Violet
Published: August 2006

THIS story presents in an interesting manner some of the basic requirements for music reading. The scientific data upon which the story is based are supported by extended psychological experiments made at Northwestern University by Mrs. Ullman, assisted by Mrs. Lan-nert, under the supervision of Dr. Robert Seashore.
Music Education in the Orient
Authors: Faulkner Maurice
Published: August 2006

DURING the past few years the Journal has presented a variety of articles dealing with music education in the world scene. Some of the contributions have been supplied by musicians and educators of other countries; a number have been based upon the experiences of U. S. music educators here and there around the globe. This article adds an interesting and informative chapter to the series.
To Contribute to Peace and Security
Authors: Carr William G.
Published: August 2006

Conditions That Are Necessary to Achieve This Purpose Through UNESCO
Widening the Base of Our Organization
Authors: Madison Thurber H.
Published: August 2006

THE TITLE is the editor's invention. The manuscript, submitted by the author, who is national chairman of the MENC Committee Organization on Student Membership and Student Activities, bore the caption “Participation in the MENC by Our Teachers-in-Training.” Readers who are music educators in service may wish to write their own title—something like “Widening Our Own Professional Vision.” Careful reading of the article by every music educator is recommended.
The Teaching of Strings
Authors: Rolland Paul
Published: August 2006

Principles and Problems, Teaching Approaches and Class Techniques
A Survey of Noncompetitive Music Festivals
Authors: Cory Philip B.
Published: August 2006

The article “High School Competitive Music Festivals” published in the February-March issue of the JOURNAL, based on a survey made by Mr. Cory, assistant professor of music at the University of North Dakota, Grand Forks, is followed in this issue by the findings of the survey of noncompetitive festivals in the United States.
The Place of the Junior College in Training Musicians
Authors: Reiss Muriel
Published: August 2006

GREATER attention is being focused upon the problem of the music student in a liberal arts college. The tremendous growth and increasing popularity of public junior colleges indicates that a possible solution to the problem of special education versus liberal education might be found in the proper utilization of these institutions.
School Building Planning for Music and Drama
Authors: Carter Elwyn
Published: August 2006

The author is head of the music department and chairman of the division of fine arts, Western Michigan University, Kalama- zoo, Michigan. He was chairman of the MENC committee which was responsible for the preparation of the book "Music Buildines. Rooms and Equipment," to which reference is made in the article.
A Brotherhood of Thieves?
Authors: Ling Stuart J.
Published: August 2006

Mr. Ling, who is associate professor of music and director of bands at the College of Wooster in Ohio, has expressed a “strong feeling that there is something wrong,” a1 feeling no doubt shared by many members of the profession. Aware that, as a member of the Editorial Board suggests, this is not an objective treatment, MEJ is publishing this statement because of another strong Board sentiment that “airing” is what the subject needs. It is hoped that this article may cause other music educators to consider the problem in its broader aspects. We feel sure that you will agree with the majority of the Board that, whether or not you like what Mr. Ling has to say, he writes with “reader appeal.”
For the Good of the Order
Authors: Ritchie John A.
Published: August 2006

IN HIS “OPEN LETTER TO MEMBERS,” published in the February-March 1957 issue of the Journal, President William B. McBride said in closing: “It is the conviction of your officers and Board of Directors that MENC members should be given the privilege of helping set the stage for the immediate future and the ensuing developments in the field of music education … ‘For the good of the order,’ let us talk it over. With mutual understanding of the needs of the present and the opportunities for the future, we shall be prepared to extend to still greater success what has been gained in the first fifty years …” In this spirit, an open forum in the Journal was announced. A colleague from New Zealand supplies the fifth installment of the symposium.
What Good Is It?
Authors: Kent Richard L.
Published: August 2006

In his article, “Music in this Age”, (January 1957 issue of this magazine) R. W. John warned music educators that they must be alert to dejend the place of music in the curriculum lest it be overwhelmed by the invasion of science instruction, which is demanding more and more hours. Something, Mr. John indicated, should be done about it. An editorial note raised this question: “What would you say or do if called upon to justify the retention of music in the curriculum in the event your school administrators, supported by the school board and press, believed it must be eliminated in favor of more emphasis on the sciences?” The following comments in response to the query are taken from a letter to the Journal. Other statements will be printed in succeeding issues.
Popular Music: A Verbatim Extract from a Fictitious Graduate Seminar in Music Education
Authors: Kent Richard
Published: August 2006

THE AUTHOR, who is associate professor of music, State Teachers College, Fitchburg, Massachusetts, says: “This article, although in light dialogue form, is based upon an actual survey of 200 school children's music preferences made by me. As it stands, however, it does not give a complete picture of the survey's findings, which are, in toto, more optimistic than represented here.”
Music in the General Curriculum
Authors: Conner Forrest E.
Published: August 2006

A Program That Makes Music a Part of the Common Learnings in the Public Schools As Seen by an Administrator
Why Music Is Indispensable
Authors: Whitner Mary Elizabeth
Published: August 2006

This is the first of the seven chapters in the current new publication of the Music Educators National Confer. ence, Music in Senior High School, report of Music in American Life Commission VI, Wayne S. Hertz, general chairman. Details regarding the other six chapters of the report will be found on another page of this issue. Commission VI, “Music in Senior High School,” was one of the ten Music in American Life Commissions which served during the two bienniums, 1954-1958. For release date and price of the complete Commission VI report see item elsewhere, referred to above.
The Music Educators National Conference Committee, Publication, Study and Research Activities Program
Authors: Ernst Karl D.
Published: August 2006

The president of the Music Educators National Conference outlines the national committee program approved by the Board of Directors for the ensuing period. Features of the plan: • A simple and flexible organization which will adapt itself easily to future expansion and change. • A pattern for operation on a national basis, which, if desired by any MENC federated state unit, can be adopted or adapted for the state activities program. • Separation of duties such as convention planning, publications, curriculum studies and research, thus making possible specific and clearly defined committee assignments.
Musicology for the Theory Teacher
Authors: Kleeman Frances Alice
Published: August 2006

INTRODUCTORY NOTE: The recent article by Pauline Alderman and its title “Musicology for the Music Educator,” suggest a subheading, “Musicology for the Theory Teacher.” It is hoped that no one will turn the page at this point thinking, “This is not for me,” for ideally all music educators are theory teachers. Theory is not a collection of dry-as-dust facts about key signatures and raised seventh steps or rules about parallel fifths, having very little to do with singing or playing or listening to music, but it is the exciting study of the very nature of the language of music, vital to musical understanding and expression.—F.A.K.

[The author directed the music workshop for the first Girl Scouts International Festival of the Arts in the summer of 1958. This year Miss Kleeman is teaching music at Yokohama High School, Japan, an American School.]
In the Opinion of the American Council of Learned Societies
Authors: Moore Earl V. , Hoffman Arnold E. , Reese Gustave , Serposs Emile H. , Spivacke Harold
Published: August 2006

THE American Council of Learned Societies convened a conference of college and university teachers and teachers of music in the secondary schools in the summer of 1958 to consider secondary school curriculum problems in the fields of English, foreign languages, social studies, art and music. Following is the report of the Music Panel which appeared in the November 1958 Newsletter of the ACLS. All will agree that the statement demands thoughtful reading by every music educator and all who are concerned with music and its part in the program of education.
The Arts in the Educational Program in the Soviet Union
Authors: Lawler Vanett
Published: August 2006

This report is based on an official visit of one month to the Union of Soviet Socialist Republics and is in two parts. The first part, which follows, includes comments concerning the mission, some general information concerning music education, and specialized schools for art education. Part II, in the February-March 1961 issue of this magazine, presents specific information concerning music education in primary music schools, four-year technical music schools, music schools which prepare for Conservatories, music education in all its aspects in the Conservatories (five-year and three-year post graduate), and in the Music Institutes, as well as information con-cerning music education in amateur movements such as Pioneer Clubs for students and Houses of Culture for employees (and their families) of industrial establish-ments, factories, collective farms.
The Seventh Army Symphony Orchestra
Authors: Rolland Paul
Published: August 2006

“But are these soldier-musicians not more successful conquerors than those with rockets and atomic bombs?”

“Hats off to these Americans! They teach us to abandon traditional prejudice with pleasure. We have caught their spirit of good will.”

“Excellently trained, they represent today an ensemble that can veny well compete with many European professional orchestras.”
Music for the Academically Talented
Authors: Hartshorn William C.
Published: August 2006

The music education of the academically talented in the secondary schools is part of a searching project to point the way to better education for the upper twenty percent of all students. This article is taken from a report originally prepared by Mr. Hartshorn for the biennial convention of the Music Educators National Conference, Atlantic City, New Jersey, March 1960.
The Threshold of a New Age
Authors: Leddy J. F.
Published: August 2006

THIS ARTICLE is taken from the manuscript of an address delivered at the biennial convention of the Music Educators National Conference, Atlantic City, New Jersey, March 1960. In his opening remarks Dr. Leddy said in part, “Although we are not otherwise separated where the invisible line of the border divides Canada and the United States, there is some divergence of outlook be- tween us, not least in political and educational matters. We quite properly stress our many similarities but we do have our differences, and it is stimulating to meet from time to time and to exchange points of view. We should do this more often, and so I appreciate your president's initiative, of which I am the beneficiary and I hope that there may be some early reciprocity on our part.”
Dear Mr. Merrick
Authors: King Robert
Published: August 2006

[In the April-May issue of Music Educators Journal “Joseph Merrick” wrote an article entitled “Why Bands?” posing a provocative suggestion to change emphasis from big bands to small ensembles as a means of developing individual musical growth. Here are the reactions of two readers.]
Teachers, Composers and Copyrights
Authors: Hauser Arthur A.
Published: August 2006

This Article represents some of the other side of the coin from the view expressed by Stuart J. Ling in his “A Brotherhood of Thieves?” which appeared in the June-July issue of MEJ. Mr. Hauser, president of the Theodore Presser Com- pany, Bryn Mawr, Pennsylvania, is a former pres- ident of the Music Industry Council of the MENC, and also of the Music Publishers Association of the United States. He presented this paper at the session on copyright law during the 1959 MENC North Central convention in Chicago. Perhaps it should be noted that the author wrote without intention of preparing a “companion” article for Mr. Ling's, which was written independently, as was Mr. Hauser's paper.
An Autochthonous Approach to Music Appreciation
Authors: Taylor Katharine Scott
Published: August 2006

[This article first appeared in the Music Educators Journal in 1949, and was also published, in condensed form, in the NEA Journal under the title “Sharing Music Appreciation with Children.” Since that time, it has been widely used as an assignment in music education classes and in in-service training programs. Continuing requests for reprinting prompted this repetition as well as an unsuccessful search for the author's present address. We hope the reappearance of her work will cause her to come forward to receive the plaudits she justly deserves for having contributed one of the most popular items to appear in the Music Educators Journal in the past decade.]
What Music Cannot Do
Authors: Reimer Bennett
Published: August 2006

“I have to agree, whether I want to or not” … “Per- sonally, I oppose giving space to negative thinking” … “At least one can admire a music educator sane enough to look at his profession without rose-colored glasses” … “I am in complete agreement” … “I just can't buy this” … “Some things that need say- ing.” Such contrasting comments from members of the Editorial Board indicate that the author, who is a member of the music faculty at Madison College, IHarrisonburg, Virginia, will probably elicit a diver- sity of reader reactions.
Musical Learning and Reinforcement Theory
Authors: Lundin Robert W.
Published: August 2006

A review of reinforcement theory in learning on which are based the various teaching machines that are making headlines today.
Research in Music and Music Education
Authors: Phelps Roger P.
Published: August 2006

Roger P. Phelps, who is doctoral adviser in music education at New York University, presented this material as a speech before a session of the Music Education Research Council at the Biennial Convention of the Music Educators National Conference in Atlantic City, New Jersey in March
Music as a Fine Art
Authors: Jarrett James L.
Published: August 2006

“Music, A Fine Art,” was the theme of the. Northwest Division Conference. Serious music education has always held uppermost and pursued the values and import of music, a fine art. With the additional stimulation of today's increased attention to this view, the Northwest Conference devoted four days to asking questions generated by the theme and to searching for answers.

What is aesthetic education and how can it be realized through music? Does our instruction adapt to individual aesthetic endowment and recognize the effects of different kinds of art on students of various ages and types? Do we respect and transmit our musical heritage? Is it a part of the humanities in education? Do we follow the school's and community's attitude toward aesthetics or do we lead?

A keynote address which opened and inspired our minds was the opening address by James L. Jarrett. We are pleased to share his thoughts with you.

—FRANK L. D'ANDREA, president, MENC Northwest Division.
Listen!
Authors: Zimmerman George H.
Published: August 2006

Listening is a personal matter, especially when you are carried to the world of the imagination through music.
The General Music Program: The Viewpoint of Some Students
Authors: White Howard G.
Published: August 2006

As PART of the course work in one of our music education classes, “Music Education in the Junior High School,” students are required to read articles in the current issues of the MusIC EDUCATORS JOURNAL. When the recent February-March issue appeared, the article, “The General Music Program” by Robert W. John, greatly stimulated and challenged the students’ thinking. At the suggestion of a class member, it was agreed to write a group report which would be a consensus of opinion of the class regarding the ideas presented by Mr. John. In the following days the class was organized into committees which did research and reading concerning various ideas and areas presented in the article, then they presented their findings to the class so that they could be discussed. The following article is a result of this team effort.

As a teacher of music education, I feel indebted to Mr. John for providing a springboard which enabled me to help the students synthesize and solidify their conception of the purpose and function of the general music class in the modern curriculum. Many times students are considered to be the uninitiated group that understand little of the intricacies of their chosen professional field. It is desired by this teacher that the impact of thinking students in music education may produce many positive results in future organization and planning of general music classes.
The Emergence of the Concert Band
Authors: Neilson James
Published: August 2006

THE BAND AND THE FUTURE OF ITS MUSIC was the title of a panel discussion at the Eleventh National Conference of the College Band Directors National Association held in Chicago, Illinois, December 16-17, 1960. Among the distinguished panelists was James Neilson, then national CBDNA president, whose remarks are printed here. Other panelists included Morton Gould and Paul Creston, representing composers; Alfred Reed and Phil Lang, representing arrangers; and Benjamin Grasso of Associated Music Publishers, Ralph Satz of G. Ricordi & Company, and Arthur Hauser of Theodore Presser Company, representing publishers. Panel moderator was William D. Revelli, honorary life president of College Band Directors National Association.
Music in Higher Education
Authors: Moore Earl V.
Published: August 2006

THIS ARTICLE was originally delivered as an address to the representatives of the National Association of Schools of Music in Chicago on November 26, 1960, during the thirty-sixth annual meeting of the Association. It is being printed in Music Educators Journal on account of its special interest for music educators. Earl V. Moore is chairman of the NASM Commission on Curricula and acting head of the Department of Music of the University of Houston, a position he assumed after his retirement last year as Dean of the School of Music of the University of Michigan.
Above and beyond a Knowledge of Music
Authors: Hesch Clarence J.
Published: August 2006

The Author is supervisor of music, State Department of Education, Richmond, Virginia; director of the annual Virginia Music Camp; chairman, MENC National Council of State Supervisors of Music.

Mr. Hesch outlines valuable pointers for individuals planning to or just embarking upon a career in music education. As the title implies, there are many necessary qualifications for music educators other than a knowledge of music. If an awareness of these qualifications is known upon entering the profession, a music educator can surely exnect a more rewarding career both in point of service to the community and to himself.
The Music Teacher and the Changing Curriculum: Scheduling, Time Allotment, Counseling
Authors: Bishop Herbert
Published: August 2006

Herbert Bishop, principal of the Manhattan, Kansas, High School, and current chairman of the Activities Committee, North Central Association of College and Secondary Schools, appeared on a panel discussion at the MENC Southwestern Division convention in Albuquerque, New Mexico, in January 1960. His significant remarks printed here were compiled by Paul Strub, recorder for the session.

The MENC has enjoyed a long period of close cooperation with the North Central Association of Colleges and Secondary Schools. In April 1957 a highly important document was adopted by the North Central Association: “Guiding Principles and Recommendations for School Music Group Activities,” which was prepared by delegates from the North Central Association of College and Secondary Schools, the National Association of Secondary-School Principals, and the Music Educators National Conference. This publication continues to be an important guide for music educators in connection with activities of performing groups.
Public Relations and the Secondary School Music Educator
Authors: Van Camp Leonard
Published: August 2006

NEW MUSIC TEACHERS or those planning to enter the profession soon will do well to check the lessons contained in this article. Recommended companion reading is the MENC publication “The Music Teacher and Public Relations,” prepared by the Committee on Public Relations in Music Education, Edward J. Hermann, Chairman.
The Instrumentation of the Band
Authors: Reed Alfred
Published: August 2006

At a meeting sponsored by the College Band Directors National Association at the MENC Conference in Chicago, the author set forth his beliefs why further musical progress for concert bands is unlikely unless a basic instrumentation is adopted.
The Arts and the Individual
Authors: Mueller John
Published: August 2006

A prominent sociologist applies his penetrating perspective to broad questions concerning the arts and the individual in contemporary American society. Why should music education give serious attention to the composer's problems? How much individual freedom should the composer have? What is the role of the teacher in enriching the perception of a work of art? What position does the music educator occupy in the hierarchy of professional music groups? Should the music educator give the child only the best possible music, tested for survival potential according to the standards of the society of which he will be a member, or should the teacher expose the child to the experimental front?
The Curriculum Reform Explosion and the Problem of Secondary General Music
Authors: Reimer Bennett
Published: August 2006

The White House Conference on Education during the summer of 1965 ended with a call for education to get on the move. The MENC convention theme, “The Changing Curriculum in Music Education,” reflects the necessity for music teachers to keep abreast of developments in music and in education, and to exercise leadership in initiating desirable changes. This article points out the relevance of recent curriculumreforms for music education.
Contest Symposium
Authors: Regelski Thomas A.
Published: August 2006

“Many young musicians are being inculcated with the notion that musical success lies outside the realm of … esthetic experience.”
Music Education 1966 and Forward
Authors: Ross Jerrold
Published: August 2006

This hard-hitting, seldom com- forting, personal evaluation of music education during the year 1966 by a leading music administrator will disturb, stimulate thought and debate, and hopefully, evoke constructive action to reshape music education to higher purposes in 1967.
The musical assembly line
Authors: Karel Leon C.
Published: August 2006

Is “performance for all” the right goal? Or does it make more sense to liberate students from …
A Decennial Tribute to Villa-Lobos
Authors: Lawler Vanett
Published: August 2006

A special commemorative committee has been organized as a tribute to the tenth anniversary of the death (November 17, 1959) of the distinguished Brazilian composer, Heitor Villa-Lobos. The honorary members of the committee are Galo Plaza Lassa, secretary-general of the Organization of American States, Pablo Casals, Artur Rubinstein, and Leopold Stokowski. The committee has been organized for the purpose of making known the works of Villa-Lobos, of defining the availability of his published works, and of encouraging performance of his music.
You can't Play the Wrong String on the Monolin
Authors: Currier Robert
Published: August 2006

The prestringed instrument is so easy to manipulate that an entire class can learn to play it, so sturdy as to be almost indestructible, and so convenient to tune and handle that it does not confront the teacher, even a rather inexperienced one, with an impossible hassle.
Chamber Music in Secondary Schools
Authors: Schoenbach Sol
Published: August 2006

A highlight of the MENC 1962 convention held in Chicago, was the appearance of a chamber music group trained by the author at the request of Louis Wersen. At the time of the convention Mr. Schoenbach, who is director of the Settlement School, Philadelphia, presented a talk from which this article is taken.
Musical Sojourn in Portugal
Authors: Kosloff Alexander
Published: August 2006

The author is head of the Department of Slavic Studies, University of Southern California, Los Angeles, where he was previously also a professor of Portuguese. By contrast, he wrote his doctoral dissertation on Spanish literature and is a pianist who recently concertized extensively in Portugal, Spain, and Mexico.
Music Education and Copyright Law
Authors: Berk Lee Eliot
Published: August 2006

Music teachers are constantly faced with the problem of interpreting the Federal copyright law, related legislation, and court decisions that protect composers, musicians, publishers, and their music. Many young people as well, who are interested in careers in music, find there is little specific information available on the legal hazards they may encounter. As an aid to understanding this complex subject, the Music Educators Journal is beginning, with this issue, a series of articles on the legal protection of music materials that will cite actual court cases as examples. The author of the series is Lee Eliot Berk, an attorney and Vice-President of the Berklee College of Music, Boston, Massachusetts. He is legal advisor to the National Association of Jazz Educators and author of Legal Protection for the Creative Musician ( Boston: Berklee Press, 1970).
Jazz Goes College: Part I
Authors: Tanner Paul
Published: August 2006

Under the sponsorship of the Fine Arts and Humanities Division, UCLA Extension, the author of this article visited over one hundred colleges, universities, and conservatories to determine attitudes, problems, and solutions regarding the teaching of jazz in higher education. The institutions were selected from more than 450 that responded to a preliminary questionnaire. This article, on the organization and administration of courses in the history and development of jazz, has resulted from Mr. Tanner's talks with teachers, administrators, and students on these campuses. It is the first of two articles. The second will appear in the April issue of Music Educators Journal and will discuss courses in jazz improvisation, scoring, and performance. Mr. Tanner, who spent many years with the Glenn Miller Orchestra, is on the music faculty at the University of California, Los Angeles.—Ed.
Jazz Goes to College: Part II
Authors: Tanner Paul
Published: August 2006

This is the second of two articles based on the author's visits to over one hundred colleges, universities, and conservatories under the sponsorship of the Fine Arts and Humanities Division, UCLA Extension. The first article discussed current practices in teaching courses in jazz history and black music. The following one is concerned with courses in jazz improvisation, scoring, and performance. Mr. Tanner is on the music faculty at the University of California, Los Angeles.—ED.
First we start with some different assumptions
Authors: Barth Roland S.
Published: August 2006

In his book, Open Education: The Informal Classroom, Charles H. Rathhone wrote that “a current danger, especially as open education gains in popularity in the United States, is that some well-meaning Americans will seize upon a few of its practices without fully comprehending their meaning in terms of (the) underlying rationale. They will then learn, I fear, that educational change unaccompanied by an integral, comprehensive philosophy cannot in the long run he sustained.” In this next article, Roland S. Barth, author of Open Education and the American School, gives us the rationale in the form of “assumptions” about learning and knowledge and then ties these in with instructional practices to present an overview of what open education is all about. Barth is principal of the Angier School in Newton, Massachusetts.—Ed.
Drums and dumpsters, puppets and pods
Authors: Cornell Helen Loftin
Published: August 2006

Stocking the open classroom with learning materials is more than a matter of choosing and buying; it often means scrounging for, stumbling on, and inventing. And it also involves careful analysis, evaluation, and planning to make sure that the materials are appropriate and stimulating for a particular group of students at a given time, accommodating a wide range of activities, interests, and ability levels. It must be remembered, though, as the Education Development Center has pointed out in Instructional Aids, Materials, and Supplies, that “instructional aids and materials have no inherent power. A classroom can offer a rich material environment yet be sterile and lifeless. Materials … acquire value only as they are acted upon by children's and teachers' minds.” In the following article, Helen Loftin Cornell, elementary music teacher with the Metropolitan Nashville Public Schools, offers suggestions for developing music materials for the open classroom.—Ed.
The “bat poet” knows
Authors: Duckworth Eleanor
Published: August 2006

In Open Education and the American School, Roland S. Barth wrote that “one central idea differentiates the open educator's concept of evaluation: in the open school, evaluation is primarily for the benefit of the learner, and only secondarily for the convenience and benefit of parent, teacher, or administrator…. The teacher's intention … is not to judge but to reflect back to the child the consequences of his behavior. As judge, the adult's best interests are served: he asserts his power and influence over the child. As facilitator, the child's best interests are served: he becomes aware of his difficulties, the need for improving his performance, and ways of doing so.” In this next article, evaluation by the music teacher is discussed by Eleanor Duckworth, a Canadian educator who has served as a translator for Jean Piaget during his United States lectures. She is senior research associate at the Atlantic Institute of Education, Halifax, Nova Scotia, and coordinator of the Institute's “Lighthouse Learning Program.”—Ed.
Mastering Murder, Hoop Skirts, and Dance
Authors: Maupin Armistead
Published: August 2006

The Merola Opera Program offers unusual training for the young professional.
The Symphonic Wind Ensemble: Seating for Sound Improvement
Authors: Garofalo Robert , Whaley Garwood
Published: August 2006

These Concepts in Seating Will Effect Better Intonation, Balance, Blend, and Ensemble Sound.
Ideas, Politics, and Song: The Use of Music to Illustrate the French Revolution
Authors: Sellen Robert W.
Published: August 2006

A special interest of mine is the way in which music reflects political and social history. Recently, I was able to explore this connection with a group of high school students.
Voice Teachers on Voice, Part 2
Authors: Gollobin Laurie Brooks , White Harvey
Published: August 2006

Learning to sing well is usually a long complicated process for both the teacher and the student. In December 1977, MEJ published the first installment of a three part symposium by eight promienent teachers on voice teaching methods. In this segment, the penelists offer their views on in terpretation vowel sounds, range, breathing, “belting,” and listening.
Medieval and Renaissance Riches: Overlooked Early Music for Small Ensembles
Authors: O'Grady Terence J.
Published: August 2006

The author is assistant professor of creative communication at the University of Wisconsin-Green Bay. The engraving on the facing page is Israhel van 1's Lute Player and Harpist. Photo B-20, 631 courtesy of the National Gallery of Art, Washington, D.C., Rosenwald Collection.
Polynesian Music, Captain Cook, and the Romantic Movement in Europe
Authors: Kaeppler Adrienne L.
Published: August 2006

A he link between ethnomusicology and music education has been strengthened in recent years by an increasing interest in teaching music of other cultures. Music educators thus may be interessted in learning how Captain James 1's arrival in Hawaii two hundred years ago affected the evolution of Polynesian and European music and art.
So, you've got a ticket to ride
Authors: Michaels Arthur J.
Published: August 2006

For every musician who travels, this information is standard fare.
A papago maze
Authors: Burns Mary T.
Published: August 2006

Are special considerations necessary in the development of a music education curriculum for reservation Indian students?
Æsop Operas
Authors: Thoms Hollis
Published: August 2006

Following the traditions of Aesop, Fables teaches ethics through delightful imitation and challenges the teacher's and students' creativity.
Recognizing the Role Artistic Intelligences
Authors: Fowler Charles
Published: August 2006

Why is the perception of intelligence especially important to music educators? Charles Fowler discusses some of the provocative ideas presented at the Conference on Artistic Intelligences, held in April 1989 at the University of South Carolina in Columbia.
Exploring the Rich Tradition of Jewish Music
Authors: Edelman Marsha Bryan
Published: August 2006

The Jewish culture has much more to offer music educators than a dreidel song at Hanukkah. Here, Marsha Bryan Edelman discusses a variety of ways in which the study of Jewish music can enrich students' understanding of and appreciation for music history.
Discover Your Band or Orchestra's Roots
Authors: Fonder Mark
Published: August 2006

The search for information about the origins of your school's performing groups can often turn up exciting tidbits of history. Mark Fonder offers some guidelines for those contemplating a journey into the past.
Master music Teachers
Authors: Brand Manny
Published: August 2006

Music educators' mastery of the art of teaching can be expressed in ways as varied as the backgrounds and personalities of the teachers themselves—but these dynamic individuals share a few traits that illuminate their roles and their students' lives.
How Master Teachers Handle Discipline
Authors: Merrion Margaret
Published: August 2006

How do master teachers oyer come the discipline problems that occur in every classroom? Margaret Merrion takes a look at some of the characteristics that lead to successful learning environments.
Motivation and the Master Music Teacher
Authors: Lautzenheiser Tim
Published: August 2006

The success of the master music educator is available to everyone in the profession—but why do only certain teachers find it? Tim Lautzenheiser gives a glimpse into the mind of the master music educator and describes the attitudes that are needed.
Instruments from Around the World: Hands-On Experiences
Authors: McCullough-Brabson Ellen
Published: August 2006

The Maxwell Museum of Anthropology at the University of New Mexico has developed an exciting program for helping children experience music of various world cultures through the study of musical instruments. Ellen McCullough-Brabson's description of the effort is a model for educators who want to incorporate similar strategies in the classroom.
Making the Connection: Music and Medicine
Authors: Roehmann Franz L.
Published: August 2006

In exploring the many ways in which their professions interact, musicians and physicians have raised some fascinating questions. Franz L. Roehmann examines a few of these issues, and hints at the intriguing future.
Music and the Nerology of Time
Authors: Wilson Frank R.
Published: August 2006

Medical researchers who study neurology find musicians intriguing. Frank R. Wilson explores how the body's biological clock may influence the way musicians practice and perform.
Listening: The Key to Describing Music
Authors: Flowers Patricia J.
Published: August 2006

The task of fostering better listening skills and a deeper understanding of music becomes easier with an understanding of how students describe the music. Patricia J. Flowers introduces the subject of listening with a discussion of how teachers can encourage meaningful music description.
The Role of Hearing in Understanding Music
Authors: Darrow Alice-Ann
Published: August 2006

An understanding of how students develop listening skills also requires an understanding of the sense of hearing. Alice-Ann Darrow explains how the ear and the brain work together to make music listening possible.
Sound Approaches to Elementary Music Listening
Authors: Sims Wendy L.
Published: August 2006

How can music educators best help youngsters learn to listen? Wendy Sims offers some guidelines for effective teaching.
Choral Resources A Heritage of Popular Styles
Authors: Grier Gene
Published: August 2006

How does the inclusion of popular music affect school choral groups? Gene Grier gives us an overview and a surprisingly positive report of the situation.
Coaching a Pop/Rock Ensemble
Authors: Cutietta Robert A. , Brennan Thomas
Published: August 2006

For those accustomed to working with traditional ensembles, popular music groups present some unfamiliar territory. Robert A. Cutietta and Thomas Brennan offer some rules for building a pop band with an authentic sound.
Design and Teach a Popular Music Class
Authors: Love Randolph D.
Published: August 2006

Getting started is often the most difficult task in designing a popular music course. Randolph D. Love offers some helpful hints.
Lyrical Commentaries Learning from Popular Music
Authors: Lee Cooper B.
Published: August 2006

Popular music contains many lessons about American cultural history. B. Lee Cooper explains how music teachers can use the lyrics of popular songs as resources for classroom discussions.
Peak Experience for Professional Development
Authors: Robinson Ray
Published: August 2006

Concentrated doses of summer study invigorate music educators. Ray Robinson encourages teachers to seek out summertime learning experiences.
Putting Research to Work in the Music Classroom
Authors: Karjala H. Eugene
Published: August 2006

Can research results help music educators teach more effectively? Eugene Karjala describes the “What Works Workshop” held recently at Ball State University.
To Be—Or Not to Be—Published
Authors: Cowden Robert L.
Published: August 2006

Writing an MEJ feature article is a unique way to share ideas with other music educators. Robert L. Cowden explains, step by step, how any reader can contribute.
Fine-Tuning Your Ensemble's Jazz Style
Authors: García Antonio J.
Published: August 2006

How can young musicians develop familiarity with the characteristic elements of jazz playing? Antonio García proposes some strategies for directors with limited rehearsal time.
Teaching Basic Conducting Skills Through Video
Authors: Grashel John
Published: August 2006

The number of required courses for high school and college students is increasing. John Grashel explains how technology can ease crowded class schedules—and help students learn conducting skills.
A Path to the Elusive Aesthetic Experience
Authors: Bassin Joseph
Published: August 2006

How can music educators share the essence of music—the aesthetic experience—with their students? Joseph Bassin offers some ideas for encouraging deeper understanding in music classrooms.
PR means Positive Results
Authors: Foree Marilyn
Published: August 2006

PR is most effective when it serves your targets' needs as well as your own. Marilyn Foree shows which audiences to go after—and how to win them over.
Lowell Mason and His Mission
Authors: Pemberton Carol A.
Published: August 2006

This year, we celebrate the two hundredth anniversary of Lowell Mason's birth. Carol A. Pemberton offers an overview of the life and vision of America's first professional music educator.
Spotlight on American band Education
Authors: Norcross Brian
Published: August 2006

Some of America's best-known band directors will appear at MENC's 1992 National Biennial In-Service Conference in New Orleans. Frank Battisti, Frederick Fennell, Donald Hunsberger, Francis McBeth, and John Paynter will work with selected bands, demonstrating techniques they've learned through years of experience. This article presents part of a conversation among two conductors and a composer—Battisti, Fennell, and Warren Benson—who were instrumental in the birth of the American band curriculum reform movement. Their discussion took place at the Midwest Band and Orchestra Clinic in Chicago, December 1990.
Stop Performance Anxiety!
Authors: Ely Mark C.
Published: August 2006

How can teachers help young musicians handle the “butterflies” and other emotional aspects of performing? Mark C. Ely looks at current research and offers suggestions for dealing with stage fright.