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Explores how choir directors choose the music repertoire for a concert. Offers six criteria (text, singability, form, part-writing, accompaniment, and instructional implications) when evaluating a piece for use with children. Discusses the process of developing the concert. Includes sources for listings of children's choir octavos and sample programs. (CMK)

Presents the results of a survey in which high school choral music students identified teacher behaviors that motivate students in choral rehearsal. Lists and discusses the most effective motivational behaviors: (1) creating a nurturing environment; (2) providing feedback; (3) assigning interesting repertoire; and (4) presenting achievable challenges. Discusses ineffective motivational behaviors. (CMK)

Maintains that children's success with drones, responsorial singing, and ostinatos in the primary grades can lead naturally to the singing of polyphony and homophony in the upper elementary grades. Recommends teachers using age-appropriate materials, teaching sequentially, and evaluating each instructional step. Lists national standards related to part-singing development. (MJP)

Asserts that the study and performance of religious music within an educational context is a vital and appropriate part of a comprehensive music education. Discusses various guidelines to determine if the inclusion of religious music is educational and and neutral. Briefly reviews the legal considerations. (MJP)

Provides specific and useful guidelines for utilizing learning styles to increase instructional effectiveness during choral rehearsal. Broadly identifies students as either "analytical" (inductive reasoning) or "global" (deductive reasoning). Includes a chart containing specific rehearsal activities designed to interest each group. (MJP)

Discusses the increasing cultural diversity of the United States. Suggests that a multicultural approach to choral music helps students discover other cultures, as well as underlying universals. Recommends singing activities that contribute to greater multicultural awareness. Includes a listing of works for developing a multicultural choral repertoire. (SG)

Recommends using Orff and Kodaly techniques to develop choral reading skills at the secondary level. Asserts that these techniques that are normally used with elementary level students may be extended through high school. Provides instructional materials to use as daily classroom exercises. Includes a chart of solfege dictation hand signs. (NL)

Argues the integrity and authenticity of popular music should be maintained in school choral programs. Explores the nature of this challenge. Suggests examples of popular artists whose music and styles fit into school choral programs. Identifies popular music terms teachers should understand and considers aspects of teacher training. Selects recordings and readings for further study. (CH)

Considers some ways in which choral directors can help choristers improve intonation. Suggests music exercises for vertical and horizontal intonation and unified vowel formation. Also discusses physical factors, including tension, poor posture, and poor breath management, that influence how well a chorus stays in tune. Outlines relaxation and breathing exercises that can help improve intonation. (CH)

Addresses choral music directors' concerns about ways in which trained and untrained audiences hear and evaluate choral music performances. Considers differing responses to two musical selections. Confirms listening skills are teachable. Offers suggestions for improving listening skills, emphasizing structure in formal auditory training. (CH)

Argues that developing the stylistic abilities of school jazz bands and choruses can be done by listening to jazz and scat-singing techniques. Presents basic scat techniques to be used by both bands and choruses. Includes list of representative jazz performers who illustrate these techniques. (DB)

Outlines principles and guidelines for creating productive choral rehearsals and provides examples of each. These include pre-planning and organizing the rehearsal, following a synthesis-analysis-synthesis model, stressing "doing," keeping the rehearsal challenging and unpredictable, and focusing on positive improvement. (MJP)

Specific ways to include music reading in the middle/junior high school choral curriculum are suggested. An annotated bibliography that can help music teachers start to acquire, examine, and adopt music reading materials in the choral rehearsal is also included. (RM)

Examines the use of avant-garde works to expand the musical horizons of elementary, junior high, and high school choirs. Lists the criteria which determine avant-garde music, suggests sources of appropriate works, and presents examples of available music in this field. (GEA)

Describes ways in which choral directors may help performers understand and interpret the affective aspects of music. Offers suggestions for analyzing music scores and for teaching students about a composition's background and emotional message. (LS)

Emphasizes the importance of student choirs as an ideal environment for music education in four articles by: Kenneth H. Phillips, Mary Goetze, Sally Herman, and Donald L. Neuen. Articles cover issues related to the growth of choral music, techniques to improve learning and performance in children's and junior high school choirs, and the qualities of an outstanding chorus. (LS)

Examines the qualities that make a successful choral director. Argues that these include personal qualities, musical knowledge and skills, and effective teaching techniques. Suggests that enthusiasm, energy, musical knowledge, and ability to convey information clearly and quickly will improve teacher effectiveness. (LS)

Provides a planned sequence of events and activities for launching a new choral program beginning with becoming acquainted with students, the band director, and other faculty members. Outlines techniques for the first and the second semester to ensure a successful program, and suggests music for inexperienced choirs. (LS)

Offers suggestions from directors, music teachers, and other specialists, for performance pieces especially enjoyed by students. Music covers a wide range of difficulties, and suggestions are provided for elementary, secondary, and college age performers. Arrangements are for full and string orchestras, choral groups, symphonic and concert bands, and jazz ensembles. (LS)

Approaches the training of an inexperienced choir by using the concepts of melody and scale to promote confidence and skill in choral singing. Laying this groundwork allows students to develop their aural skills, as well as their confidence and enjoyment of performance. (LS)

Discusses the abilities a conductor must invoke in order to develop a successful choral ensemble. Recommends recruitment strategies, lists characteristics of successful teaching styles, offers suggestions for programing and literature selection, for score analysis, and for rehearsal structure and techniques. (LS)

Traditional a cappella choirs have greatly influenced choral music during the 20th century. The way in which this movement captured the attention of high school and college choral directors for approximately ten years, 1928-1938, is the subject of this article. (One of three articles about music in the 1930s.) (Author/SJL)

The authors present choral contest/music festival performance tips which they have gleaned from adjudication sheets, judges' notes, and directors' comments. They include ideas on such topics as intonation, musical selections, rehearsal, balance, and staging. (SJL)

Five goals are suggested for making a choral festival benefit participants musically: (1) meet the specific musical needs of the students; (2) expose students to a guest conductor; (3) acquaint students with a challenging repertory; (4) develop performance techniques; and (5) introduce teacher-conductors to rehearsal techniques. (Author/SJL)

The author discusses how the ninth grader's vocal development, personality development and musical preferences create unique problems in selecting music for ninth grade choirs. Suggestions are made for adapting published choral music. A list of sacred, secular and Christmas music is included. (KC)

This article describes Kent State University School of Music's data base, Choralist, which provides computer-based retrieval of choral music selections by composer, style, historical period, subject matter, vocal groupings, and/or difficulty level. File construction is outlined and data entry forms, printout, and user evaluation questionnaire shown. (SJL)

Describes a junior high music program in Ridgewood, New Jersey, which capitalizes on student interest in popular music through courses in rock music history, pop music choral concerts, and facilities offering modern music production and performance equipment. This article is part of a theme issue on popular music. (SJL)