The experience of teaching general music / Betty W. Atterbury, Carol P. Richardson.
| Author/creator |
Atterbury, Betty Wilson |
| Other author/creator | Richardson, Carol P. |
| Format | Book and Print |
| Publication Info | New York : McGraw-Hill, 1995. |
| Description | xiii, 248 pages : illustrations, music ; 25 cm |
| Subject(s) |
Click here for more information about this title
| Contents | How does it feel to be a music teacher? Thirty minutes can really be thirty minutes ; General music is not theory 101 ; Everybody's in the fold ; China on my mind ; Asking good questions ; Stand up and be counted -- What is good teaching? -- Evaluating music teaching. Why is evaluation necessary and important? ; Expanding your concept of evaluation ; Evaluating singing skills ; Evaluating listening skills ; Evaluating moving skills ; Evaluating playing skills ; Evaluating creating skills ; Evaluating social skills ; The grading dilemma ; Standardized tests ; Planning and evaluating -- Experiencing music through singing: Primary. Why do we teach young students to sing? ; Choosing repertoire ; Suggested song literature ; Concept formation: experience before symbol ; Teaching children to sing ; Matching pitch and tonal memory ; Accompanying primary children's singing ; Warming up the child's instrument ; Teaching singers to listen ; Teaching children to make musical decisions -- Experiencing music through singing: Intermediate. Why intermediate-age children should sing ; Ways to nurture love of singing in older students ; Choosing repertoire ; Teaching students to sing harmony ; Opportunities to perform ; Integrated learning ; Providing role models ; Gender issues: the second curriculum ; Keeping older children singing ; Changing voices ; Helping uncertain singers ; Differentiating primary and intermediate learners ; Teaching children to sing and read ; Enhancing music thinking through singing ; Evaluating student progress in singing -- Experiencing music through listening: Primary. Why young children should listen to music ; Approaches to focus listening ; Effective affective listening ; Applying learning theory ; Materials and sources -- Experiencing music through listening: Intermediate. Why intermediate children should listen to music ; Approaches to focusing listening ; Mainstreamed students ; Materials and sources ; Teacher questioning for student thinking -- Experiencing music through moving: Primary and Intermediate. Why include movement in music? ; Types of movement ; Movement as affective response ; Movement and classroom management ; Dalcroze approach -- Experiencing music through playing instruments: Primary and Intermediate. Why teach instrument playing? ; Classroom instruments ; Categories of instruments ; Orff approach ; Methods of reinforcing musical learning with instruments -- Experiencing music through composing: Primary and Intermediate. Why include creating? ; Musical problem solving ; Changed role of the teacher ; Composing and improvising ; Approaches and materials ; Notation ; Electronic media ; Group composition -- Experiencing music through reading: Primary and Intermediate. Why teach music reading? ; Music reading in primary grades ; Intermediate grades ; The approach of Edwin Gordon ; Planning complete lessons -- Real teachers in real worlds. Planning -- Communication -- Relations with your cooperating teacher. "You're off to a great start, but..." -- "But they're just little children" -- Teacher-administrator relations. "Oops, I forgot to..." -- "We have a problem" -- Teacher-teacher relations. "Don't you tell on me!" -- Late every time -- Teacher-student relations. Naughty words -- Children are not always responsible -- Teacher-parent relations. Controversial content -- Is a solo worth a lawsuit? -- Same child, different perceptions -- Role-playing encounters -- Why music in the schools? -- Every child deserves a music education -- Appendix A. Musical concept taxonomy. |
| Abstract | This text presents essential theories and methods for teaching music in the elementary and middle schools in a format that reflects current thinking in teacher training. Through the use of case studies, cooperative tasks, and teaching scripts, students are engaged in the challenging realities and joys of teaching general music. The text helps student develop skills in lesson-planning and evaluation and offers effective ways to engage children in meaningful music experiences through singing, listening, moving, playing instruments, composing, and reading music. Kodaly, Dalcroze, and Orff approaches are covered, as are major learning theories. Current topics include mainstreaming, multicultural classrooms, gender issues, creative and critical thinking, cooperative learning, and whole language approaches. Because of the many innovative teaching approaches found in this text, it can serve a wide variety of students. The case studies, teaching scripts, and role playing activities will work equally well in courses for music education majors and in courses which prepare elementary school teachers to incorporate music into their curriculum. The book can also serve as a resource for graduate music education courses. |
| Bibliography note | Includes bibliographical references, discography, and index. |
| LCCN | 94033946 |
| ISBN | 0070028591 |
| ISBN | 9780070028593 |
| ISBN | 0070028605 (manual) |
| ISBN | 9780070028609 (manual) |
Available Items
| Library | Location | Call Number | Status | Item Actions | |
| Music | Music Stacks | MT1 .A88 1995 | ✔ Available | Place Hold |