| 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 -- Learning in music needs to be active -- 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 inclusive learning ; The gifted student ; The mentally challenged student -- Instructional technology for the classroom. Looking for information about music on the internet -- 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. Some options to use when teaching music -- Making good teaching great teaching -- Fundamentals of music: understanding how sounds are organized in a musical composition. Experiences with melody. A melody is based on a set of pitches ; A melody moves by steps and 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 ; A melody has a key -- Experiences with rhythm. Rhythm has a beat ; Rhythm has tempo ; Rhythm has meter ; Rhythm may have syncopation ; Rhythm patterns may repeat ; Reading rhythms -- Experiences with texture. Texture may be monophonic ; Texture may be homophonic or harmonic ; Texture may be 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. Dynamic levels may be soft or loud ; The dynamic level may gradually get louder (crescendo) or softer (decrescendo) -- Experiences with musical forms. Repeated musical ideas unify compositions, and contrasting ideas provide variety -- 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 -- Leading a song -- Teaching songs to children. Teaching a song by rote ; Guidelines for teaching songs to children ; 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 -- 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. Rosh Hashanah (Jewish New Year) ; 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: seasons -- Integrative category: transportation -- |
| Contents |
Teaching music through playing classroom instruments. Melody instruments. Piano and electronic keyboards ; Transposition ; Melody bells ; Resonator bells ; Xylophone ; Glockenspiel ; Metallophone ; Handbells ; Tone chimes ; Recorder ; Using melody instruments in the classroom -- Harmonic instruments. The autoharp ; The omnichord ; The guitar -- Percussion instruments. Woods ; Metals ; Skins ; How to select an appropriate instrument -- Playing rhythm accompaniments to songs -- Developing a rhythm ensemble (grades K-3) -- Methods and materials for integrating instrumental experiences into the classroom. Language arts (grades 4-6) ; Science: sound (grades 4-6) ; How to make your own musical instruments ; Social studies, history: Medieval/Renaissance (grades 4-6) ; Social studies, geography: American West (grades 4-6) -- Sample lessons -- 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. Levels of 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 ; Songs used in larger musical compositions ; 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. Sample concert -- 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. Additional singing games and dances appearing in other areas of this book -- 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. Follow the leader -- Creative experiences with environmental sounds -- Creative experiences with body sounds. Factory district in sound ; 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 ; Standard melody forms -- 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 in relating 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 ; Program I: a musical horn of plenty (Thanksgiving) ; Program II: liberty ; Program III: a musical fiesta, south of the border ; Committees ; Additional ideas for festivals or programs -- Appendix A: Selected soprano recorder fingerings (Baroque system) -- Appendix B: Common chord fingerings for the guitar. |
| Contents |
CD contents. Ahrirang -- Auld lang syne -- Battle hymn of the republic -- 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 -- Home on the range -- I wish I were a windmill -- Jack-o'-lantern -- The keeper -- La cucaracha -- The little shoemaker -- Lullaby -- Macnamara's band -- Michael Finnegan -- My big black dog -- My hat -- Over the river and through the wood -- The peddler (Korobushka) -- Piñata song (Al quebrar la piñata) -- Pop, goes the weasel -- Shalom, chaverim -- Shenandoah -- Shoemaker's dance -- Song of the Volga boatmen -- Sweet Betsy from Pike -- There's a fiesta -- We wish you a merry Christmas -- We're America's children -- When Johnny comes marching home -- Wild bird (Kagome) -- Yankee doodle -- You're a grand old flag -- Zum gali gali. |
| Abstract |
The authors' nationally acclaimed book helps you to teach music successfully--on its own and as an integrated part of other subjects in the curriculum. Assuming no prior musical experience, the authors thoroughly cover music fundamentals--introducing the instruments, sources for age-appropriate music, and methods of making music in a multicultural environment. They provide more than 160 songs from different cultures and historical periods, accompanied by easy-to-use techniques for teaching children how to sing and play instruments, as well as how to create, listen to, and understand music. Based on national music standards, this greatly enhanced sixth edition features: an accompanying music CD, newly developed for this edition--including a greater diversity of songs sung by children--not only helping you become more familiar with the music, but also giving you a head start on creating your own music library; a large selection of sample lesson plans for kindergarten through grade 6; a variety of methodologies, including those of Dalcroze, Kodaly, and Orff; "Using instructional technology," a new feature located at the end of many chapters that discusses the latest applications of technology and links you to additional resources at this book's companion web site; and a handy new "song index," located at the front of the book, which lists all songs covered, as well as grade level, key, range, meter, integrative category, and page reference. |
| Local note | Little-359273--3051310648996 |
| Local note | Little--305131064900W -CD |
| Local note | Joyner-JOYNER LIBRARY MUSIC BOOK ACCOMPANIED BY SOUND RECORDING LOCATED AT CALL NUMBER: Music CD-6341. |
| General note | Piano keyboard and grand staff: 1 folded leaf at end. |
| Bibliography note | Includes bibliographical references and indexes. |
| LCCN | 2003090158 |
| ISBN | 0534528260 |
