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This article profiles Judy Bowers, a teacher-educator and part of the choral music education program at Florida State University (FSU) in Tallahassee. Bowers also directs one of FSU's oldest ensembles, the one-hundred-voice Women's Glee Club, which she helped expand from twenty-two members. Bowers' Adopt-a-Choir, Study-Buddy, and Partnership programs have served many students in Tallahassee schools and have challenged and inspired the college students who interact with these schoolchildren. This article traces the musical beginnings of Bowers, and provides tips for preservice music teachers.

Shickley Nebraska is an agricultural community where people have great pride in their school, community, and youth. With 98 percent of the students at the local high school college bound, the town motto is displayed on the brick "Welcome to Shickley" sign, and says "Welcome to Shickley, A Big Little Town." What makes rural music teachers special? This article answers that question by getting the details from a rural music educator with the Shickley Public School Ensemble in his discussion of success breeding success, support on all sides, full days and a busy schedule, and the bountiful harvest of planting the seeds of music and the benefits that the children will reap later. The article concludes with a list of tips from this educator for teaching in a rural setting.

This article is one of an occasional series examining what school music teachers do and why, and offering an inside look at a stimulating challenging, and rewarding career. Claudine Nash was born and educated in the District of Columbia. Part of a large and musically active family for whom the church was critical, she played bass in the D.C. Youth Orchestra, then, encouraged by teachers who saw great musicality and talent in her; trained to be a music teacher, earning a bachelor's degree at The Catholic University of America. Nash is a twenty-eight year veteran of teaching, an active bassist, and the president of the District of Columbia Music Educators Association. She's currently the sole music teacher (general music, vocal music, strings) at Birney Elementary School in Anacostia, a neighborhood in southeast Washington, D.C. some of her best tips for new teachers in an urban setting include: (1) Starting the day with some form of meditation to get yourself centered before you leave home or on the way to school, and if you have time before your classes start, at your desk; (2) Developing and maintaining a great relationship with principals, administrators, faculty, and especially the custodial staff; (3) Getting to know the environment in which you're teaching; and (4) Remembering that you are there to serve the children and the community.

Provides various time management strategies that music teachers can utilize to make the most of their time. Includes techniques, such as prioritizing the things to be accomplished, visualizing success, adding plenty of exercise, being organized, collecting ideas for proper time management, and conceptualizing the end product. (CMK)

Discusses the process of planning an international performance tour to include discussions on the mission, preparation, funding, delegation, and communication. Includes information on immunizations, passports, visas, tour companies, choosing a tour company, resources for travel information, and tips for travel with student performers. (CMK)

Focuses on the recruitment of music teachers. Discusses why more music teachers are needed, the issues of provisional licensing arrangements and low pay, and what can be done to alleviate the music teacher shortage. Includes tips for recruiting and retaining teachers and resources for those considering a music education career. (CMK)

Considers the use of alternative ensembles (groups other than the traditional chorus, band, and orchestra) in music education. Offers tips from people with experience teaching alternative ensembles. Lists various types of alternative ensembles, guidelines for getting started, and resources for directors. (CMK)