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This article presents a model of an effective unit of study in which music played a vital role. The unit of study was created and implemented in a New York City middle school, and students examined an African American community in the borough of Brooklyn. The unit enabled students to explore the history, heritage, and culture of a local community through music, visual arts, and language arts. Students shared the results of their studies with their peers and the public in a culminating event. Teachers in any community can successfully adapt this concept to focus on any of the ethnic and cultural groups that are part of our country. Contains 6 end notes.

Do prospective music teachers with piano proficiency have an advantage in the job market? Can playing the piano well help practicing teachers achieve greater success in the classroom? In this article, the author stresses that piano proficiency is a necessary survival tool for music teachers regardless of their primary instrument or vocal specialty If you, as a teacher, can play the piano with confidence, you will be able to accomplish the following: (1) accompany a performing group; (2) accompany and coach instrumental and vocal soloists; (3) demonstrate chord progressions and other passages for your students; (4) inspire students with live mini performances representing music of different composers, styles, and periods; (5) participate in performing ensembles with your students and with other music teachers; (6) provide functional music for the school community at special events; and (7) read and play a piano reduction of a choral or instrumental score.

Focuses on how music teachers can improve their interaction with parents and involve them in their child's music education. States that teachers should meet with parents early in the year and inform parents about their child's accomplishments. Offers ideas about discipline issues and how parents can become involved in the music program. (CMK)