A comprehensive alphabetical list of all NASM publications and resources found on this website is provided below.
A-B / C-D / E-F / G-H / I-J / K-L / M-N / O-P / Q-R / S-T / U-V / W-X / Y-Z
A – B
Accreditation Information for Faculty
Acoustics for Performance, Rehearsal, and Practice Facilities
Please Note: For a list of all accreditation documents, forms, and web pages, please see Accreditation Materials.
- Alumni Survey Format
- Application for Membership Form
- Consultative Visits
- Individual Membership Application
- Instructions for Preparing Curricular Tables in the NASM Format
- Music Therapy Supplement (required only for institutions offering music therapy degree programs)
- Notice of Intention to Apply Form
- Procedures for Institutions
- Procedures for the Self-Study Document (Formats A, B, and C)
- Procedures for Submitting an Optional Response to the NASM Visitors’ Report
- Procedures for Submitting Responses and Progress Reports
- Procedures for Visiting Evaluators
Achievement and Quality: Higher Education in the Arts
- An Advisory for Music Faculty and Administrators: NASM Standards for Composition/Improvisation
- An Advisory for Music Faculty and Administrators: NASM Standards for History and Repertory
- An Advisory for Music Faculty and Administrators: NASM Standards for Performance
- An Advisory for Music Faculty and Administrators: NASM Standards for Purposes
- An Advisory for Music Faculty and Administrators: NASM Standards for The Liberal Arts Degree in Music
- Notes for Music Faculty and Administrators: Standards for Composition/Improvisation and History/Repertory in Undergraduate Professional Degrees in Music
Advisories on Federal Issues: Compendium
Advisories on Hearing Health: NASM-PAMA
Advisories on Neuromusculoskeletal and Vocal Health: NASM-PAMA
Advisory Statement on Musical Theatre Programs
Advisory Statement: Rationales for Private Instruction in Music Degrees
Alternative Review Process for Music Therapy Programs
Annual Meeting Papers and Programs
Application for Membership Form
Arts Education: Beyond Tradition and Advocacy
The Arts, Liberal Education and the Undergraduate Curriculum
Assessment of Community Education Programs in Music
Assessment of Graduate Programs in Music
Assessment of Undergraduate Programs in Music
Assessment on Our Own Terms: Presentation Script
Assessment on Our Own Terms: Slides
Basic Information for Deans about the Arts Accreditation Associations
C – D
- Children and Youth, the Arts, and Public Policy: Present Urgencies for Higher Education
- Disciplines in Combination: Interdisciplinary, Multi-Disciplinary, and Other Collaborative Programs of Study
- Distance Education and the Arts Disciplines
- Giftedness, Arts Study, and Work
- Guiding the Arts Student: Academic Advising, Career Counseling, and Mentoring
- Health Issues for Performing and Visual Arts Students (An Overview of)
- Minority Students and Access to Arts Study
- Outcomes Assessment and Arts Programs in Higher Education
- Policy-Making, The Arts and School Change
- Tough Questions and Straight Answers about Arts Accreditation
- Work of Arts Executives in Higher Education
Characteristics of NASM Standards
Children and Youth, the Arts, and Public Policy: Present Urgencies for Higher Education
Code of Good Practice for the Accreditation Work of NASM
Community Education and Music Programs in Higher Education
Creating a Positive Future for Art Music
Creating a Positive Future for Music Advocacy
Creating a Positive Future for P-12 Music Education
Creation, Performance, Research: Multiple Relationships and Possibilities (CAAA Policy Brief)
Creative Multidisciplinary Convergence and Technologies (CMCT) Tool Kit
Definitions of Membership and Membership Categories
G – H
Getting Your Bearings: An Introduction to NASM
Giftedness, Arts Study, and Work
Guide to Assessing Your Arts School: Questions for Internal Review and Reflection
Guide to Assessing Your Community Arts School: Questions for Internal Review and Reflection
A Guide to State Arts Agencies for Professional Music Training Institutions
Guiding the Arts Student: Academic Advising, Career Counseling, and Mentoring
Handbook (latest edition and any current addenda)
Health Issues for Performing and Visual Arts Students (An Overview of)
O – P
Optional Supplemental Questions for Self-Study
Outcomes Assessment and Arts Programs in Higher Education
Philosophy for Accreditation in the Arts Disciplines
Policies and Procedures for Reviews of New Curricula
Policies and Procedures for Substantial Equivalency Evaluations
Policy-Making, The Arts and School Change
Policy on Postponements of Full Reviews with On-Site Visits
Procedures for the Self-Study Document (Formats A, B, and C)
Procedures for Submitting an Optional Response to the NASM Visitors’ Report
Procedures for Submitting Responses and Progress Reports
S – T
Size and Scope Policy – Below Minimums
Sourcebook for Futures Planning
Sourcebook Supplement IV: Creating Your Self-Study
Statistical Information: HEADS Data Summaries
The Structure of the Arts in the United States
Substantial Equivalency Evaluations (Policies and Procedures for)
Substantive Change Applications
Teacher Education in the Arts Disciplines
Tough Questions and Straight Answers about Arts Accreditation
W – X
- Arts Education: Beyond Tradition and Advocacy
- The Arts, Liberal Education and the Undergraduate Curriculum
- Higher Education and the Arts in the United States
- The Structure of the Arts in the United States
- Teacher Education in the Arts Disciplines
Why NASM Institutional Membership is Important: An Overview for Collegiate Music Faculty