Music in Childhood From Preschool Through the Elementary Grades

Name: Music in Childhood From Preschool Through the Elementary Grades
Price: 6.58 USD
Availability: InStock
ISBN: 9780534585549

ISBN-10: 053458554X

ISBN-13: 9780534585549

Edition: 2nd 2002

Authors: Patricia S. Campbell, Carol Scott-Kassner

List price: $70.95

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As inspirational as it is informative, this text combines the best research and practical knowledge to give teachers the necessary tools to educate tomorrow's musicians. This comprehensive text presents contemporary theories and practices of music education, including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children. This book also includes chapters on technology, multiculturalism, motivation and management, special learners, assessment, and curriculum integration and development.

Book details

List price: $70.95
Edition: 2nd
Copyright year: 2002
Publisher: Wadsworth
Publication date: 11/6/2001
Binding: Comb Bound
Pages: 448
Size: 8.75" wide x 10.50" long x 1.00" tall
Weight: 1.980
Language: English

Carol Scott-Kassner is a writer and consultant in Music Education. An expert in the musical growth of young children, she has written and spoken extensively on that topic. She is co-author of WORLD OF MUSIC and the MUSIC CONNECTION and MAKING MUSIC series of textbooks for kindergarten, 1st grade and 2nd grade.

Preface to the Second Edition	p. x
The Multiple Meanings of Music for Children	p. 1
Music's Many Functions	p. 2
Music at the Curricular Core	p. 4
Children's Musical Capacities	p. 6
Music's Historical Role in the Curriculum	p. 8
Music for Children in a Changing Society	p. 11
A Musical Future	p. 12
From Theory to Practice in Teaching Music to Children	p. 15
Stage and Phase Theories	p. 18
Theories of Musical Play and Socialization	p. 21
A Constructivist Theory of Meaning Making	p. 22
Social Learning and Reinforcement Theories	p. 24
Learning Style Theories	p. 27
Theories of Instruction	p. 32
Relating Theory to Practice	p. 35
The Classroom Environment	p. 35
A Child-Centered Curriculum	p. 37
The Teacher as Transmitter	p. 38
Instructional Strategies	p. 40
Informed Teaching	p. 42
Motivation and Management	p. 45
Motivation	p. 46
Foundations of Managing Student Behaviors	p. 53
Scenario	p. 67
Methods of Teaching Music to Children	p. 71
Dalcroze	p. 72
Kodaly	p. 76
Orff	p. 78
Other Approaches	p. 81
A Comparison of Methods and Techniques	p. 88
A Personal Method	p. 89
Rhythm and the Child	p. 95
Rhythm and Child Development	p. 96
Rhythm in Speech	p. 98
Rhythm in Movement	p. 103
The Pulse	p. 104
Meter	p. 105
Durations and Their Patterns	p. 107
Mnemonics	p. 116
Notation	p. 119
Syncopations	p. 122
Polyrhythms	p. 122
From Natural Rhythms to Rhythmic Training	p. 123
Pitch and the Child	p. 129
Growth in Understanding of Linear Pitch Structures	p. 130
Discrimination and Contour Awareness	p. 131
Pitch Relations and Melodic Motion	p. 136
Advanced Pitch Concepts	p. 138
Growth in Understanding of Vertical Pitch Structures	p. 141
Helping Children to Think Musically	p. 142
The Singing Child	p. 147
The Developing Child Voice	p. 148
Physical Training for the Child Voice	p. 152
Toward Accurate Singing	p. 155
The Vocal Model	p. 162
Selecting and Teaching Songs	p. 164
How to Teach Singing in Parts	p. 168
Children's Choirs	p. 174
Assessment of Singing	p. 175
Reasons to Sing	p. 176
Scenario	p. 177
The Listening Child	p. 181
The Development of Perceptive Listening	p. 182
The Development of Attitudes toward Music	p. 183
Building Skills of Aural Perception	p. 184
Student Construction of Listening Experiences	p. 192
Building an Aural Repertoire	p. 194
Listening Sequence	p. 195
Assessment of Listening	p. 201
Keys to Listening	p. 202
Scenario	p. 203
The Moving Child	p. 207
Movement and Child Development	p. 209
Precepts and Principles of Movement	p. 213
Prelude to Movement-Based Musical Experiences	p. 213
Dalcroze Eurhythmics	p. 218
Creative Movement	p. 225
Dance	p. 229
Assessment of Moving	p. 236
Movement for Musical Development	p. 237
Scenario	p. 237
The Playing Child	p. 241
Developmental Sequence	p. 242
The Body as a Percussion Instrument	p. 245
Nonpitched Percussion Instruments	p. 246
Pitched Instruments	p. 254
Harmony Instruments	p. 260
Assessment of Playing Instruments	p. 266
The Benefits of Instrumental Study	p. 267
Scenario	p. 268
The Creating Child	p. 271
Developmental Sequence	p. 272
Creative Thinking	p. 273
Exploration and Discovery	p. 274
Improvisation	p. 274
Composition	p. 277
Assessment	p. 286
The Rewards of Nurturing Creativity in Music	p. 288
Scenario	p. 289
Curriculum Design	p. 293
The Nature of Curriculum	p. 294
Types and Sources of Curriculum	p. 295
Planning a Curriculum	p. 296
Implementing a Curriculum	p. 300
Distilling the Essence of Curriculum	p. 313
Assessment and Evaluation	p. 316
Evaluation	p. 318
Testing and Measurement	p. 319
Assessment	p. 320
Tracking Student Growth	p. 330
Reporting to Parents	p. 332
Distilling the Essence of Assessment and Evaluation	p. 334
Technology for Music Instruction	p. 337
Technology Available for Teaching Music	p. 339
The Likely Future of Technology for Music Teaching	p. 347
Scenario	p. 352
Music, Multiculturalism, and Children	p. 355
Definitions	p. 356
Uncertainties in Teaching New Musical Styles	p. 359
The Musically Competent Teacher	p. 360
New Repertoire for Familiar Pedagogies	p. 362
The Aural-Oral Transmission Process	p. 363
Curricular Design	p. 365
Many Musical Worlds	p. 372
Scenario	p. 373
Music for Exceptional Children	p. 377
Who Are Exceptional Children?	p. 379
Educating Exceptional Children	p. 380
Mainstreaming and the Music Classroom	p. 381
Inclusion in Music	p. 383
The Music Classroom and Exceptional Children	p. 385
Mentally Retarded	p. 386
Learning Disabled	p. 388
Behavior Disordered	p. 390
Sensory Handicaps	p. 392
Physical Handicaps	p. 394
Gifted and Talented	p. 396
The Joys of Reaching All Children	p. 398
Scenario	p. 398
Music in an Integrated Curriculum	p. 401
Challenges of Integrating the Curriculum	p. 403
Integrating Other Arts into the Music Curriculum	p. 404
Interdisciplinary Curriculum in the Arts	p. 404
Shared Curriculum in the Arts	p. 405
Models of Integration	p. 414
Creating Valid Connections	p. 417
Integrating the Arts Process	p. 418
The Arts in Social Studies	p. 418
The Arts in Science and Math	p. 420
The Arts and Language Arts	p. 422
Reflections on the Integrated Curriculum	p. 423
Index	p. 427
Table of Contents provided by Syndetics. All Rights Reserved.