INTRODUCTION

Stereotypes die hard, sometimes. There still are people in the U.S. who think all music teachers are kindly ladies with negligible training and no professionalism, handing out candy for good performances and slaps on the wrist for bad.

Kindly? Mostly. Minimal professionalism? Never! Today's MTNA members are educated, experienced and expert. This is reflected in results from studies that show music teachers are viewed by most U.S. citizens as respected professionals. In the latest Gallup poll, American Attitudes Toward Music (March 2003, conducted for the National Association of Music Merchants), an overwhelming majority of Americans polled--73 percent--believe children should be exposed to music before age 5. A whopping 96 percent consider music part of a well-rounded education.

Why, then, these articles? With today's busy schedules and packed lesson times, teachers sometimes fall into the trap of concentrating on repertoire only. "It's more fun for my students," one said, ignoring the preponderance of evidence that a lifetime of music making depends on well-developed proficiency in listening, sight reading and technique. That is the purpose of this series--to give teachers needed information, resources and time-effective strategies to help students build basic skills at all levels.

For this, the first article in a series of four, we invited one of the top theory teachers in the U.S. to share her ideas with us. We were impressed with the breadth of her thinking and her ability to simultaneously clarify complex topics and offer practical advice. We already have started applying her suggestions in our own studios. We hope you wilt, too!

--Scott McBride Smith, NCTM

As national leaders, the MTNA, Board of Directors constantly asks the question, What can MTNA do to make involvement and enfranchisement in our association more valuable to members?" One question that has been raised is whether or not MTNA should develop a national syllabus. The Board of Directors has not supported that idea for several reasons:

* Many of the state (and even some local) associations have developed extensive syllabi for instrumental and vocal repertoire and technique, theory, ear training, sight reading and music history.

* Each individual member has a unique approach to teaching, preferring to develop his or her own style.