| Variant title |
Title from CD: Songs to accompany Integrating music into the elementary classroom |
| Contents |
Introduction. The importance of music and other arts in the elementary school -- An integrated approach to learning and teaching -- The plan for this book -- How children learn. Basic types of learning. Psychomotor learning ; Cognitive learning ; Affective learning ; Active learning ; Teacher-centered and child-centered learning -- The structure of musical learning. Make what you teach meaningful ; Organize material sequentially ; Experience music before labeling it ; Use a conceptual approach to learning ; Use a multisensory approach to learning ; Use a multicultural approach to learning ; Provide reinforcement ; Teach for transfer -- Techniques for applying principles to musical learning. Cooperative learning ; Musical experiences for special needs students -- Instructional technology for the classroom. Using a single computer in the classroom ; The school computer lab ; Computer-based assignments ; The world wide web -- Guidelines for teaching music. Designing integrated learning experiences with music. Identifying long- and short-term goals ; Deciding on musical concepts ; Developing objectives ; Choosing appropriate musical materials and activities ; Teaching and learning in a logical sequence ; Deciding on length and frequency of lessons ; Relating music to students' personal lives ; Developing multisensory experiences ; Including multicultural experiences ; Using instructional technology ; Bringing closure to the learning experience ; Assessing learning -- National standards in music education -- Writing lesson plans -- Reminders for planning and teaching lessons -- Making good teaching great teaching -- Fundamentals of music: understanding how sounds are organized in a musical composition. Experiences with melody. A melody moves by steps or skips ; A melody has shape ; A melody has range ; A melody is made up of phrases ; A melody may be based on a scale ; A melody may contain accidentals -- Experiences with rhythm. Beat ; Tempo ; Meter ; Syncopation ; Reading rhythms -- Experiences with texture. Monophonic ; Harmonic ; Polyphonic -- Experiences with tone color. Tone color varies with the type and size of material producing the sound ; Tone color varies with different types of instruments ; Tone color varies with different types of voices ; Exploring tone colors -- Experiences with dynamics -- Experiences with musical forms. Binary form ; Ternary form ; Rondo form ; Fugue form ; Theme-and-variation form -- Teaching music through singing. Characteristics of the child voice and children's song interests. Preschool and kindergarten (ages four and five) ; Early primary: first and second grades (ages six and seven) ; Intermediate: third and fourth grades (ages eight and nine) ; Upper elementary: fifth and sixth grades (ages ten and eleven) -- Techniques for teaching children to sing. Creating an environment for singing experiences ; Improving posture ; Teaching good breathing habits to support the tone ; Finding the head voice ; Developing the ability to match tones ; Developing the concept of high and low ; Discovering patterns -- Preparing to teach a song. Sample analysis: "Tinga Layo" -- Leading a song -- Teaching songs to children. Teaching a song by rote ; Teaching a song by rote-note ; Teaching a song by note: the Kodály approach ; Singing additive songs -- Teaching part singing. Lining out a song ; Singing canons ; Singing dialogue songs or echo songs ; Singing call-and-response songs ; Adding descants ; Adding countermelodies ; Singing ostinato chants ; Singing rounds ; Singing partner songs -- Teaching music through playing classroom instruments. Playing melodies. Piano and electronic keyboards ; Melody bells ; Step bells ; Resonator bells ; Xylophone ; Glockenspiel ; Metallophone ; Handbells ; Tone chimes ; Recorder -- Using melody instruments in the classroom. Playing melodic ostinatos ; Using melody instruments to play harmony -- Playing harmony instruments. The autoharp ; The omnichord ; The guitar -- Playing percussion instruments. Woods ; Metals ; Skins -- Playing rhythm accompaniments to songs -- Developing a rhythm ensemble (grades K-3) -- Integrating instrumental experiences into the classroom. Language arts (grades 4-6) ; Science: sound (grades 4-6) ; Social studies: American West (grades 4-6) -- Sample lessons -- |
| Contents |
Teaching music through listening. The chain of events in musical expression. The composer ; The performer ; The composer/performer ; The listener -- Sounds produced by voices -- Sounds produced by Western orchestral instruments. Stringed instruments ; Wind instruments ; Percussion instruments ; Keyboard instruments ; Electronic instruments -- Performing ensembles. Orchestra ; Band ; Chorus -- How to guide listening. The teacher's role ; Guidelines for planning listening lessons -- Techniques for teaching students to listen to music. Visual representations ; Written listening guides ; The familiar song in a musical composition ; Moving to music ; Playing instruments ; Sample lesson plans -- Integrating listening experiences into the classroom. Music and drama: opera ; Music and drama: oratorio ; Music and dance: ballet ; Program music -- Preparing students to attend a concert -- Creative experiences with music. The Orff approach -- Improvising and organizing sounds. Rhythm in speech ; Rhythm speech canons ; Improvising melodies ; Ostinato patterns (rhythmic and melodic) ; Improvising an accompaniment to a song ; Improvising rhythms with classroom instruments -- Creative experiences with vocal sounds -- Creative experiences with instrumental sounds -- Creative experiences with environmental sounds -- Creative experiences with body sounds. Creating a musical video ; Creating a percussion accompaniment to a song ; Creating a percussion composition -- Creative experiences with writing melodies or songs. What makes an interesting melody? ; Preparing students to write melodies or songs ; Writing a melody using a pentatonic scale ; Writing a melody using a seven-note scale (major/minor) ; Setting a poem to music ; Writing an original poem and setting it to music -- Teaching music through movement. Developing body awareness in space. Movement as an expression of problem solving ; Movement as an expression of imagery ; Movement with no external beat ; Movement to a beat with a sense of timing -- Expressing musical concepts through movement: the Dalcroze approach. Concept: beat/meter ; Concept: fast, slow, getting faster, getting slower ; Concept: accents ; Concept: dynamics ; Concept: rhythm patterns ; Concept: melodic contour -- Interpreting musical ideas through movement. What inspires interpretative movement? ; General guidelines for planning movement experiences ; Abstract interpretative movement ; Dramatic interpretative movement -- Playing singing games and dancing -- Thematic and content pedagogy. Integrating songs with other subjects and activities. Integrative category: action -- Integrative category: animals -- Integrative category: circus -- Integrative category: social studies, geography -- Integrative category: social studies, history -- Integrative category: holidays. Ramadan (Muslim holiday) ; Halloween ; Thanksgiving, Sukkot, and Shavuot ; Hanukkah ; Christmas ; Kwanzaa ; New Year's Day ; Martin Luther King, Jr. Day ; Valentine's Day ; Presidents' Day: George Washington ; Presidents' Day: Abraham Lincoln ; Saint Patrick's Day -- Integrative category: patriotic songs of the United States -- Integrative category: getting acquainted -- Integrative category: human relationships and emotions -- Integrative category: language arts -- Integrative category: mathematics -- Integrative category: science -- Integrative category: transportation -- Integrating music with the study of peoples, places, and cultures. Some suggested classroom experiences -- Music of African peoples. Background information for the class ; Some general characteristics of African music ; Teaching African music: suggestions for lessons -- Music of Asian peoples: China and Japan. Background information for the class ; Some general characteristics of Chinese and Japanese music ; Teaching Chinese and Japanese music: suggestions for lessons -- Music of European peoples. Background information for the class ; Some general characteristics of European music ; Teaching European music: suggestions for lessons -- American music. Background information for the class ; Teaching American music: suggestions for lessons -- Experiences with music and other arts. Using analogous concepts to relate music and the arts -- Using a thematic approach in relating music and the arts -- Using a historical approach in relating music and the arts -- Using a cross-cultural approach in relating music and the arts -- Planning and presenting a program. Purpose ; Planning ; Rehearsals ; Committees ; Additional ideas for festivals or programs -- Appendix A: Selected soprano recorder fingerings (Baroque system) -- Appendix B: Common chord fingerings for the guitar -- Appendix C: Internet resources for children and teachers. |
| Contents |
CD contents. Ahirang -- All night, all day -- Auld lang syne -- Battle hymn of the republic -- Camptown races -- Casey Jones -- Cielito lindo -- Columbia, the gem of the ocean -- De colores -- Did you ever see a lassie? -- Erie Canal -- Five fat turkeys -- Galway piper -- Go, tell it on the mountain -- Hahvah nahgeelah -- He's got the whole world in his hands -- Home on the range -- How do you do? -- I wish I were a windmill -- If you're happy -- I've been working on the railroad (Dinah) -- Jack-o'-lantern -- The keeper -- La cucaracha -- The little shoemaker -- Looby loo -- Lullaby -- Macnamara's band -- The Marseillaise -- Michael Finnegan -- The more we get together -- My big black dog -- My hat -- O Hanukkah -- O Susanna -- Old Texas -- Over the river and through the wood -- The peddler (Korobushka) -- Piñata song (Al quebrar la piñata) -- Pop, goes the weasel -- Rock-a my soul -- Round and round the village -- Shalom, chaverim -- Shenandoah -- Shoemaker's dance -- Simple gifts -- Song of the Volga boatmen -- Sweet Betsy from Pike -- Swing low, sweet chariot -- There's a fiesta -- This old man -- We wish you a merry Christmas -- We're America's children -- When Johnny comes marching home -- Wild bird (Kagome) -- Yankee doodle -- Yankee doodle boy -- You're a grand old flag -- Zum gali gali. |
| Abstract |
The seventh edition of this book emphasizes the importance of enriching children's lives by making music a central part of the school curriculum. This book provides guidelines for elementary teachers with limited experience as well as for music specialists. The thoroughly revised and updated seventh edition includes: easy-to-use techniques for teaching young children how to sing, play instruments, move to music, create music, and listen critically to music--including new special learner notes that help you assist students with special needs to participate in classroom musical activities; sample lessons for kindergarten through grade six, along with more than 150 songs from different cultures and historical periods; cultural diversity awareness that reflects modern elementary classroom populations and helps you anticipate the challenges and rewards of working in a diverse classroom; contemporary approaches based on national music standards, including the methodologies of Dalcroze, Kodaly, and Orff, which provide a solid grounding in teaching methods; a pullout keyboard for piano and guitar that includes major and minor guitar chords and is laminated for durability when you practice; and enhanced use of instructional technology--most listening examples in the book can be downloaded from the web onto your own computer or digital music player for use in the classroom. |
| Local note | Joyner-JOYNER LIBRARY MUSIC BOOK ACCOMPANIED BY SOUND RECORDING LOCATED AT CALL NUMBER: Music CD-10190. |
| Local note | Little-342574--305131047703Y |
| General note | Piano keyboard and grand staff: 1 folded leaf at end. |
| Bibliography note | Includes bibliographical references and indexes. |
| Credits | Music for CD arranged, produced, recorded and mixed by Steve Rashid at Woodside Avenue Music Productions, Inc. |
| LCCN | 2005931324 |
| ISBN | 0495064270 |
| ISBN | 9780495064275 |
| ISBN | 0495128031 (CD) |
| ISBN | 9780495128038 (CD) |
