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The purpose of this study was to examine the professional contributions of Alice Carey Inskeep (1875-1942), who contributed significantly to music education through her "positive and effective teaching, supervising, community service, and leadership in music education". Inskeep was born, in Ottumwa, Iowa, and taught for five years in that city's school system after graduating from high school. She served as music supervisor in Cedar Rapids, Iowa, for most of the remainder of her career, where she provided progressive leadership to the schools and community. She was one of three people appointed to plan the initial meeting in Keokuk, Iowa, fat what eventually became MENC: The National Association for Music Education, and she was one of sixty-nine founding members of the organization in 1907. The Keokuk meeting served as an impetus for Inskeep to travel to Chicago, where she studied with several notable music educators. Later, she sat on the organization's nominating committee, the first Educational Council (precursor to the Music Education Research Council) board of directors, and provided leadership to two of the organization's affiliates, the North Central Division and the Iowa Music Educators Association. She served as a part-time or summer faculty member at Iowa State Normal School and Coe College in Cedar Falls and Cedar Rapids, Iowa, respectively, and the American Institute of Normal Methods in Evanston, Illinois, and Auburndale, Massachusetts. (Contains 67 notes.)

General music receives more attention now than in recent years, perhaps due to the academic community's return to basics. It might be beneficial for us to look at general music [...]

The MENC conference will include several sessions specifically devoted to the Society for General Music (SGM). We are delighted to offer both preconference and conference sessions focusing on curriculum and [...]

In the Fall 2002 issue of General Music Today, I presented an article about a philosophy of general music. Philosophy is the building block of the curriculum. Without it, aims, [...]

The purpose of this study was to ascertain the status, characteristics, and content of audition procedures relative to community-based children's choirs (N = 292) sponsored by programs (N=84) registered with a national arts organization. Participants responded to a survey comprised largely of open-ended queries and checklist items. Content analysis and non-parametric statistical procedures indicated that these children's choirs to a significant degree (a) conducted auditions individually rather than in groups, (b) reported that they based membership acceptance or rejection primarily on pitch discrimination criteria, and (c) utilized auditions chiefly as summative rather than formative assessments. No significant relationships were found between audition variables and director gender, director education, choir size, or tuition charged for choir participation. Other findings reported include (a) the specific audition procedures used by these choirs to assess singing voice, speaking voice, non-vocal skills and attributes, and group interaction behaviors; (b) means employed to notify choristers of auditions and audition results; and (c) an overall demographic description of respondents. Results were discussed in terms of the status of the profession's knowledge base with respect to children's choir audition procedures, the mission of community-based children's choirs, and recommendations for continuing research. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate personality differences between students in different undergraduate music degree programs and also between undergraduate music majors and music faculty using the Myers-Briggs Type Indicator or MBTI (Briggs & Myers, 1985) in order to improve their understanding of their preferences for learning and teaching. Personality profiles were determined according to scores gleaned from measuring four bipolar aspects of personality: that of Extravert (E) or Introvert (I); perception due to Sensing (S) or Intuiting (N); processors typified by Thinking (T) or Feeling (F); and judgment of the outside world through Judgment (J) or Perception (P). Analyses yielded no significant differences between students in different degree programs in personality profile, in Extravert/Introvert aspects, or in personality function, that of collapsed profiles of ST, SF, NF, or NT; similarly, no significant differences were found between students and faculty in any of the comparisons. It is suggested that further research be conducted to determine if personality preferences are significant in terms of career choice, career success, and career longevity. [ABSTRACT FROM AUTHOR]