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This content analysis sought to determine information related to users uploading, general content, and specific characteristics of music education videos on YouTube. A total of 1,761 videos from a keyword search of "music education" were viewed and categorized. Results for relevant videos indicated users posted videos under 698 different usernames, with postings under a single username ranging from 1 to 51. Users' self-reported country affiliation varied across 58 different countries. The number of countries represented in this sample indicates YouTube users from around the globe are interested in sharing music education content. Results relating to the content of videos categorized as relevant to music education (n = 1,352) revealed the most observed categories were performance (36%), followed by teaching (28%), public relations (27%), and industry (10%). Teaching videos were mostly tutorials (65%). Participants across all video categories were predominantly adults, university age, or fit multiple age categories.

Explores whether focusing the attention of evaluators on students versus the teacher would affect the assessment of teaching in choral rehearsal situations. Music education majors used 10 categories to rate the teacher or students. Reveals that subjects gave the highest ratings when viewing the teacher and the lowest ratings when viewing students. (CMK)

Investigates the effect of experience, private instruction, and knowledge of directional mistunings on the tuning accuracy of high school wind players. Finds that participation in private instruction affected the students' tuning accuracy, no differences occurred resulting from years of experience, and students receiving first division ratings were among the most accurate tuners. (CMK)

Presents study results determining effects of vibrato on pitch-matching accuracy. Compares certain and uncertain singers responding to three different models: a child, an adult female singing nonvibrato, and the same adult singing vibrato with less accurate pitch. Concludes that the responses to the nonvibrato model were the most consistent and accurate. (DK)

Examines effects of different vocal models, response modes, and grade level on pitch-matching accuracy. Studies 163 children in grades K-3 and grades 7-8. Asks participants to echo singing performed by female and male voices. Finds no significant difference in response modes but significant differences in age-level ability and ability to match female voices. (NL)

This study explored the relationship between two types of behavioral self-assessment and posttest conducting achievement scores. Contends that students can efficiently change their conducting or rehearsal behavior by studying operational definitions, participating in practical conducting experiences, observing themselves in a videotape, taking data through systematic observation, and writing self-evaluative techniques. (BSR)

This study was designed as a replication of, and sequel to, a previous study in which it was found that contingent access to music listening can reinforce attentiveness and correct math problem solving. Ability groups (high, middle and low) were added in the present study. Neither reinforcement for attentiveness nor for number of correct math responses were effective in improving math scores for the high and middle ability groups. Both types of reinforcement produced significant improvement in the low ability group, as compared with a contact control group. In regard to attentive behavior within the low ability group, there was a significant difference in pre-posttest difference scores between the attention and contact control groups, but not for any other comparisons between the three groups. It also appeared that the experimental treatments functioned to increase homogeneity of behavior within the low ability group. [ABSTRACT FROM AUTHOR]

Subjects were 75 fifth-grade students from a normal school setting who were randomly assigned to one of the following three groups: (1) Attention, (2) Math, and (3) Contact Control. Subjects in the attention group were reinforced with music listening for on-task behavior; subjects in the math group were reinforced with music listening for number of correct math problems; subjects in the contact control group were told to remain in their seats and work quietly after the experimental math period ended. Results indicated that contingent music listening was effective in increasing both (1) correct math responses, and (2) attentive behaviors. However, only the math group showed significant improvement in number of correct math responses on the posttest. [ABSTRACT FROM AUTHOR]

A correction to the article "Forum" that was published in the Summer 2006 issue is presented.