Teaching Music in the Secondary Schools

ISBN-10: 0534516556
ISBN-13: 9780534516550
Edition: 5th 2001 (Revised)
List price: $289.95 Buy it from $34.25 Rent it from $18.31
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Description: Written by a past president of Music Educator's National Conference (MENC) and participant in the creation of National Standards, this is the fifth edition of a book that has dominated its specialized market for the past 35 years. It offers  More...

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Book details

List price: $289.95
Edition: 5th
Copyright year: 2001
Publisher: Wadsworth
Publication date: 8/3/2000
Binding: Hardcover
Pages: 320
Size: 7.50" wide x 9.50" long x 0.75" tall
Weight: 1.738
Language: English

Written by a past president of Music Educator's National Conference (MENC) and participant in the creation of National Standards, this is the fifth edition of a book that has dominated its specialized market for the past 35 years. It offers practical coverage of all aspects of choral and instrumental music.

Preface
The Nature and Rewards of Music Teaching
The Importance of Personal Experience
The Joy of Teaching Music
The Teaching Process
The Components of Teaching Music
Why Have Music in the Schools?
What Should Be Taught in Music Classes and Rehearsals?
How Should Music Be Taught?
To Whom Is Music Being Taught?
What Are the Results?
The School Music Teacher
Personality and Ego
Personal Characteristics
The Importance of Being Yourself
Personal Efficiency
Relations with Professional Colleagues
No One Is Successful with All Students All the Time
Is Music Teaching for You?
The Need for Continued Growth
Why Teach Music?
The Importance of Music in the Schools
The Importance of Music
Existing Is Not the Same as Living
Aesthetic Experiences
Characteristics
The Need for Instruction
Support for Music in the Schools
Nonmusical Reasons for Music
Improving Mental Capabilities
Group Activities
Avocational Value
What: The Subject Matter of Music
The Secondary School Music Curriculum
Learning in Music
Musical Syntax
Musical Works
Intellectual Understandings
Concepts
Way of Thinking
Creative Process
Skills and Activities
Attitudes
Selecting Content
Guidelines
Educational
Valid
Fundamental
Representative
Contemporary
Relevant
Meaningful
Learnable
Areas of Study in the Music Curriculum
Nonperforming Classes
Performing Ensembles and Classes
Types of Performing Groups
Small Ensembles
Orchestras
Marching Bands
Stage Bands and Swing Choirs
Credit and Graduation Requirements
Credit for Private Study
Extracurricular Activities
The National Standards
Planning for Music Instruction
Planning by Music Teachers
Aids in Planning
Long-Range Planning
Unit Planning
Lesson Planning
Sample Lesson Plan for General Music
Assessing Learning
Getting Started in the Schools
Consider the Five Basic Questions
Why
What
To Whom
How
Results
How: The Methods of Music Teaching
Guidelines for Teaching Music in the Schools
Types of Learning
Cognitive Domain
Ways of Cognitive Learning
Motivation
Structure
Sequence
Reinforcement
Other Aspects of Cognitive Learning
Transfer
Memory
Psychomotor Domain
Distributed Practice
Singleness of Concentration
Affective Domain
Teaching Instrumental Music
Beginning Instrument Instruction
Pre-Band Instruments
Guiding Students
Need for Class Instruction
Beginning Instruction Books
Teaching Beginning Classes
Rote Procedures
Teaching Rhythm
Emphasizing Musical Qualities
Practicing
Teaching Fundamental Playing Skills: Winds
Breath Support
Basic Embouchure
Single-Reed Instruments
Double-Reed Instruments
Flute
Brass Instruments
Tonguing
Teaching Fundamental Playing Skills: Strings
Bowing
Left Hand
Percussion
Instrumentation
Seating
Transferring to Other Instruments
Equipment and Supplies
Teaching Teenage Singers
What is Correct Singing?
Physical Actions for Correct Singing
Correct Position
Deep Breath
Relaxed Throat
Action of the Breath
Resonance
Teaching the Correct Physical Actions
Aural-Psychological Approach
Style and Tone
Range
Diction
Girls' Voices
Boys' Voices
Voice Change
Classifying High School Voices
Rehearsing Performing Ensembles: Preparation and Procedures
Rehearsing and Teaching
Preparation
Score Preparation
Pedagogical Preparation
Rehearsal Preparation
Rehearsing and Teaching Instrumental Music
Stage and Marching Bands
Teaching Choral Music
Show Choirs and Musicals
Warm-Up
Rehearsal Procedures
Verbal Commentary
Indicating Musical Entrances
Isolating Trouble Spots
Keeping Students Occupied
Reviewing Learned Music
Critical Listening by Students
Objective Listening by the Teacher
Providing for Individual Attention
Individual Practicing Outside of Rehearsal
Saving Time
Pace in Teaching
Rehearsing Performing Ensembles: Intonation and Expression
Improving Intonation
Intonation Illusions
Musical Inexperience
Listening Habits
Lack of Coordination
Lack of Concept
Poor Methods of Tone Production
Psychological and Physical Factors
Environmental Factors
Instrumental Intonation
Wind Instrument Intonation
String Intonation
Procedures for Instrumental Music Classes
Choral Intonation
Range and Tessitura
Tempo
Intervals
Hearing Other Parts
Procedures for Choral Music
Teaching Musical Expression
Techniques for Teaching Interpretation
Rhythm
Blend
Balance
Dynamics
Sustained Notes
Staccato
Legato
Phrasing
Interpreting Choral Music
Tone Color
Humming
Slurring
Pronunciation of Foreign Languages
Musical Feeling and Technique
Teaching for More than Performances
Selecting Music
Musical Quality
Suitability for the Group--General Factors
Repetition
Length
Musicianship of the Students
Suitability for the Group--Choral
Text
Religious Texts
Range
Tenor Part
Accompaniment
Dissonant Intervals
Number of Parts
Musical Arrangement
Suitability for the Group--Instrumental
Key
Scalewise Runs
Range
Musical Arrangement
Performance Needs
Locating Music
The Copyright Law
Developing Music Reading
Methods of Reading Music
Reading Patterns
Improvisation
Teaching Musical Understandings
Teaching More than Performing
Teaching Middle School General Music
Status of General Music
Scheduling and Exploratory Experiences
Content of General Music
The Teacher and General Music
Characteristics of Successful Teaching
Presents Concrete Content
Achieves Results Quickly
Relates to Students
Active Learning
Appeals to Student Maturity
Contains Variety
Individual and Class Instruction
Activities and Materials
Singing
Listening
Creative Activities
Teaching High School Nonperformance Courses
Importance of Nonperformance Courses
Role of Technology
Music Appreciation
Purposes
Course Content
Listening
Recognition of Styles
Examinations
Fine Arts and Humanities Courses
Theory Courses
Content
Ear Training
Creative Activity
Piano and Guitar
School Music Performances
Reasons for Performances
Guidelines for Performances
Preparing for Successful Performances
School Assemblies
Informal Programs
Programs Outside of School
Preparation for the Performance Setting
Planning the Program
Enhancing Performances
Staging Vocal Music
Staging Instrumental Music
Business Matters
Printed Programs
Tickets
Publicity
Trips and Tours
Checklist for Program Planning
To Whom: The Students
Teenagers and Music
Varied Situations
Contradictions
Students in Urban Schools
Music Teachers and Teenagers
Teenage Musical Development
Physical and Vocal Development
Motivating Teenagers
Group Motivation
Group Morale
The Teacher's Attitude
Securing Adequate Membership
Recruiting Boys
Working with Boys
Managing Music Classes and Rehearsals
Discipline and Teaching
Developing Desirable Classroom Behavior
Special Areas for Music Teaching
Talking
Inability to Participate
Attendance
Maintaining Classroom Control
Handling Minor Disturbances
Handling Persistent Rule Violators
Handling Serious Problems
With What Results?
Assessing Learning in Music
Uses of Assessment
Improving Instruction
Grading Students
Evaluating Courses and Curricula
Assessment: Keep It Simple!
Assessment: More than Tests
Projects
Journals
Portfolios
Self-Assessment
Assessment: More than Facts
Tests and Testing
Cognitive Tests
Psychomotor Tests
Affective Assessment
Grading Students
Clear Criteria
C as the Starting Point
More than a Letter Grade
The Music Education Profession: Past, Present, and Future
What Is a Profession?
The Profession in the Past
Before 1920
After 1920
Present and Future Challenges
Guiding Principles for Music Teachers
Appendices
Code of Ethics
Additional Readings
Teaching Materials
Photo Credits
Index

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