| Question|Title | Department | Issue | Authors |
| What is your first concern when teaching rhythm to beginners? | Rhythm | 1990, 1-1 | Marvin Blickenstaff, Joanne Smith, Barbara Wasson, Janell Whitbby, Jane Magrath, Suzanne Guy, Barbara English Maris |
| How do you foster the sense of pulse with your intermediate students? | Rhythm | 1990, 1-2 | Marvin Blickenstaff, Vivian Miller Dula, Joan Reist, Louise Bianchi, Joyce Grill, Carol Winborne, Carmen Shaw |
| What have you found to be the best way to teach eighth notes? | Rhythm | 1990, 1-3 | Annette Conklin, Jill Christian, Kay Moore, Karen Koch |
| What off-the-bench activities have you found most useful with elementary students? | Rhythm | 1990, 1-4 | Rick Andrews. LeAnn House, Diana Bearmon, Jean Stackhouse |
| What kind of counting do you use with beginners . . . and why? | Rhythm | 1991, 2-1 | Rebecca Shockley, Sylvia Coats, Sandra L. Camp |
| How do you teach dotted rhythms? | Rhythm | 1991, 2-2 | Janet Palmberg Lyman, Nancy Bachus, Kathleen Murray |
| Why do you use unit counting with your beginners? When and why do you teach meter counting? | Rhythm | 1991, 2-3 | Terry Weber, Becky Corley, Donna Sanders, Elaine Bingenheimer |
| How do you use the metronome in your teaching of early-level students? | Rhythm | 1991, 2-4 | Margaret Strong, Jane Bastien, M'Lou Dietzer, Natalie Matovinovic, Virginia Koun |
| Why do you use meter counting with your beginners? | Rhythm | 1992, 3-1 | Linda Wotring, Mary Eunice Troy, John T. O'Brien |
| How do you go about correcting rhythmic inaccuracies in pieces which have reached performance level? | Rhythm | 1992, 3-2 | Marsha Woldersberger, Frances Larimer, Marilyn True, Wilma Machover |
| When and how do you introduce the first rubato? | Rhythm | 1992, 3-3 | Jean Candlish, Miriam Byler, Sue Shannon, Mary Reiff, Boyce Reid Sher |
| How do you teach 6/8 meter? | Rhythm | 1992, 3-4 | Lynn Kitts, Ellen Reithmaier and E. Gregory Nagode, Karen Bartman |
| How are Dalcroze Eurhythmics concepts integrated into the piano lesson? | Rhythm | 1993, 4-1 | Anne Farber |
| When does rhythmic training become training for interpretation? | Rhythm | 1993, 4-2 | Marvin Blickenstaff |
| How do you teach a piece containing both duplet and triplet eighths? | Rhythm | 1993, 4-3 | Elizabeth Caluda, Mary Maddox, Marilyn Witcher, Nancy Dyes |
| How do you teach fluent rhythm reading? | Music Reading | 1993, 4-4 | Connie Arrau Sturm, Kenneth Williams, Jean Stackhouse |
| How do you practice rhythm?—A student survey. | Rhythm | 1993, 4-4 | Marvin Blickenstaff |
| How do you use computer-assisted instruction to teach rhythm in your studio? | Rhythm | 1994, 5-1 | Virginia Koun, Virginia Campbell, Verne Campbell |
| What is your opinion of counting aloud and how do you encourage this activity at home? | Rhythm | 1994, 5-2 | Andrew Camacho, Alice Heyer, Jean Fox, Myrna Lyons, Polly Kuelbs |
| How do you teach students to feel tempo before beginning to play? | Rhythm | 1994, 5-3 | Debra Ronning, Karen Zorn, Martha Smith, Sharon Lohse Kunitz |
| How do you teach downbeats? | Rhythm | 1994, 5-4 | Elaine Holmes, Yat-Yee Chong, Arlene Steffen, Yu-Jane Yang |
| How do you teach your students not to hesitate at a bar line? | Rhythm | 1995, 6-1 | Beverly Lapp, Connie Jones, Shann Wood, Ruth Rotondi, Steve Betts |
| How do you teach cut time (alla breve)? | Rhythm | 1995, 6-2 | Martha K. Smith, James Goldsworthy, Laura Vickers. |
| Do you continue "pure rhythm" activities into the 2nd, 3rd, and 4th years? | Rhythm | 1995, 6-3 | Ann Milliman Gipson, Enid Ewing Hickman, Nancy Hallsted, Michelle Conda. |
| What rhythm activities are appropriate for the preschooler in preparation for piano lessons? | Rhythm | 1995, 6-4 | Rhoda Rabin |
| How do you teach your students to keep a steady tempo in the first movement of Mozart's K. 545? | Rhythm | 1996, 7-1 | Marvin Blickenstaff, Barbara Clyde, Janice Meyer. |
| What do you do when students count with their hands, arms, and elbows? | Rhythm | 1996, 7-2 | Kathryn Rood, Nancy Nelson, John Weems. |
| How do you teach triplet subdivisions? | Rhythm | 1996, 7-3 | Beverly K. Lapp, Cheryl Everett, Richard Chronister. |
| Do your students hear their newly assigned repertoire before they begin to practice? | Rhythm | 1996, 7-4 | Carol E. Ratzlaf, Judy Warburton, Jennifer Lim |
| How do you teach two-against-three? | Rhythm | 1997, 8-1 | Marvin Blickenstaff, Naomi Oliphant, Constance Kotis |
| How does a student get ready to use the metronome? Part 1 | Rhythm | 1997, 8-2 | Bruce Berr |
| How does a student get ready to use the metronome? Part II | Rhythm | 1997, 8-3 | Bruce Berr |
| How do you get students to really play the rests in their pieces? | Rhythm | 1997, 8-4 | Linda Poquette, Steven Rosenfeld, Mary Jane Clarke |
| What aspects of teaching rhythm are the most difficult for your intern teachers? | Rhythm | 1998, 9-1 | Kathleen Murray, Martha Baker, Marcia Bosits Norrman, Victoria McArthur |
| How is your teaching of rhythm affected by your own earliest rhythm learning? | Rhythm | 1998, 9-2 | Ludmila Lazar |
| When do you have your students STOP counting out loud? | Rhythm | 1998, 9-3 | Mary Brostrom Bloom, Sandra Stewart |
| How is rhythm taught in the other arts? | Rhythm | 1998, 9-4 | Bruce Berr, Rick Ziebarth |
| What are some effective ways to teach eighth notes? | Rhythm | 1999, 10-1 | Annette Conklin, Stephanie Myers |
| How do you teach the rhythm challenge in Grieg's Nocturne, Op. 54, No. 4? | Rhythm | 1999, 10-2 | Camille Witos, Robyn Gibson |
| How do you teach the difference between counting rhythm and musical rhythm? | Rhythm | 1999, 10-4 | Jennifer Merry, Richard Chronister |
| How do you teach the rhythm challenges in Beethoven's Sonata in G, Op. 49, #2, 1st movement? | Rhythm | 2000, 11-1 | Helen Marlais, Janet Hickey |
| When and how do you introduce rubato? | Rhythm | 2000, 11-2 | Marvin Blickenstaff, Christos Tsitsaros, Elizabeth Gutierrez |
| How does your experience with rhythm help you in the process of teaching? | Rhythm | 2000, 11-3 | Steve Betts, Kathleen Murray |
| How do you teach dance rhythms to early-level students? | Rhythm | 2001, 12-1 | Belinda Green, Kathleen Ann Theisen |
| How do you teach the written-in improvisatory sections in repertoire? | Rhythm | 2001, 12-2 | Louis Nagel, Bruce Berr |
| How do you teach cantabile playing? How does it affect students' rhythm? | Rhythm | 2001, 12-3 | Craig Sale |
| What is your first concern when teaching rhythm to beginners? | Rhythm | 2001, 12-4 | Lyn Bronson, Michelle Seibert |
| What are some rhythmic pieces you like to teach and why? | Rhythm | 2002, 13-1 | Ingrid J. Clarfield, Ivan Frazier, Linda Meyer Kazmirski |
| How do you introduce sixteenth notes? | Rhythm | 2002, 13-2 | Naomi Oliphant, Marilyn Slenk |
| How do you teach the larger musical beat to elementary students? | Rhythm | 2002, 13-3 | Barbara Fast, Julia Tsien |
| How does learning jazz enhance a person's rhythm? - a Conversation with Rob Parton. Part I | Rhythm | 2002, 13-4 | Rob Parton, Bruce Berr |
| How does learning jazz enhance a person's rhythm? - a Conversation with Rob Parton. Part II | Rhythm | 2003, 14-1 | Rob Parton, Bruce Berr |
| How do you teach ritardando/fermata/à tempo? | Rhythm | 2003, 14-2 | Helen S. Chao-Casano, Anne Marie Olson |
| How do you teach the rhythmic vitality and accuracy in Kabalevsky's "Sonatina in A Minor, Op. 27, #18?" | Rhythm | 2003, 14-3 | Audrey F. Evans, Maggie Charnon, Bruce Berr |
| How are timing and rhythm different from one another? | Rhythm | 2003, 14-4 | Robert M. Abramson |
| How is rhythm enhanced by solid technique skills? | Rhythm | 2004, 15-1 | Scott McBride Smith, Bruce Berr |
| How does teaching in small groups help students' rhythmic development? | Rhythm | 2004, 15-2 | Paula J. McLaughlin |
| How do you help students achieve rhythmic continuity in slow pieces without sounding mechanical? | Rhythm | 2004, 15-3 | Linda Barker, Sophia Gilmson |
| What is "Shakespearean Counting" and how do you use it in your teaching? | Rhythm | 2004, 15-4 | Deborah Price |
| What tips would you give for practicing trills, accompaniment patterns, and polyrhythms in the music of Bach, Haydn, and Chopin? | Home Practice | 2005, 16-1 | Rick Andrews, Karin Edwards, Robert Satterlee |
| How has playing another instrument affected your teaching of rhythm at the piano? | Rhythm | 2005, 16-1 | Joanna Grace, Jennifer Merry, Anne Marie Olson |
| What aspects of teaching rhythm are the most difficult for your intern teachers? | Rhythm | 2005, 16-2 | Cynthia Benson, Barbara Fast, Kenneth T. Williams |
| How do you teach the rhythm of "Moonlight Mood" from William Gillock's Lyric Preludes? | Rhythm | 2005, 16-3 | Mary Jane Clarke, Belinda Green |
| How do you teach the rhythm challenges of the Chopin "Prelude in E Minor?" | Rhythm | 2005, 16-4 | Maggie Charnon, Evan Hirsch |
| What interesting situations have come up recently in your teaching of rhythm? | Rhythm | 2006, 17-1 | Bruce Berr |
| What are some rhythmic pieces you like to teach and why? | Rhythm | 2006, 17-2 | Helen Casano, Susan Osborn |
| How do you use technology to teach rhythm? | Technology | 2006, 17-2 | Sara Hagan, Michelle Sissler |
| How do you help students who chronically have difficulty playing with rhythmic accuracy and expression? | Rhythm | 2006, 17-3 | Susanne Baker, Steve Betts |
| How do you introduce and reinforce syncopation? | Rhythm | 2006, 17-4 | Carol Klose, Jerome Reed |