Music in Childhood From Preschool Through the Elementary Grades

Name: Music in Childhood From Preschool Through the Elementary Grades
Price: 173.19 USD
Availability: InStock
ISBN: 9780534595487

ISBN-10: 0534595480

ISBN-13: 9780534595487

Edition: 3rd 2006 (Revised)

Authors: Patricia Shehan Campbell, Kirk Kassner, Carol Scott-Kassner

List price: $199.95

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As inspirational as it is informative, this text combines the best research and practical knowledge to give music education students the necessary tools to take to their future classroom. 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. It includes chapters on technology, multiculturalism, motivation and management, special learners, assessment, and curriculum integration and development.

Book details

List price: $199.95
Edition: 3rd
Copyright year: 2006
Publisher: Wadsworth
Publication date: 6/1/2005
Binding: Comb Bound
Pages: 480
Size: 9.00" wide x 10.75" long x 1.00" tall
Weight: 2.2
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	p. xi
The Musical Child	p. 1
The Multiple Meanings of Music for Children	p. 2
Musical Learning to Engage Children	p. 3
Music's Many Functions	p. 3
Music at the Curricular Core	p. 6
Children's Musical Capacities	p. 7
Music's Historical Role in the Curriculum	p. 10
Music for Children in a Changing Society	p. 12
A Musical Future	p. 13
Review	p. 14
Critical Thinking	p. 14
Projects	p. 14
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
What Should the Music Classroom Look Like?	p. 35
What Should the Music Classroom Feel Like?	p. 36
What Other Resources Can Enhance a Music Classroom's Potential for Effective Instruction?	p. 36
What Print, Audio, and Video Materials Should a Teacher Have Available for Music Instruction?	p. 36
A Child-Centered Curriculum	p. 37
Know the Children	p. 37
Begin Where the Children Are	p. 37
Allow Time for Musical Play and Exploration	p. 37
Integrate Music into the Other Parts of a Child's Life	p. 38
The Teacher as Transmitter	p. 38
Know the Subject Matter	p. 38
Model the Musical Behaviors	p. 38
Present with Energy and Enthusiasm	p. 39
Instructional Strategies	p. 40
Starting the Class	p. 40
Ending the Class	p. 40
Supplying Feedback: The TST	p. 41
Stimulating Aural Learning	p. 41
Providing for Repetition and Rehearsal	p. 42
Informed Teaching	p. 42
Review	p. 42
Critical Thinking	p. 42
Projects	p. 43
Methods of Teaching Music to Children	p. 44
Dalcroze: Movement with a Mission	p. 45
Kodaly: Inner Hearing and Music Literacy	p. 49
Orff: Expression through Musical Experience	p. 52
Other Approaches to Music Learning	p. 56
Comprehensive Musicianship	p. 56
Gordon's Music Learning Theory	p. 56
Manhattanville Curriculum Project	p. 58
Music in Education	p. 59
Education through Music	p. 60
Weikert's Movement Sequence	p. 61
A Comparison of Methods	p. 61
A Personal Method	p. 61
Review	p. 65
Critical Thinking	p. 65
Projects	p. 65
The Singing Child	p. 66
The Developing Child Voice	p. 67
Physical Training for the Child Voice	p. 72
Toward Accurate Singing	p. 77
The Vocal Model	p. 83
Selecting and Teaching Songs	p. 85
How to Teach Singing in Parts	p. 89
Children's Choirs	p. 96
Assessment of Singing	p. 97
Reasons to Sing	p. 98
Scenario	p. 98
Questions	p. 99
Review	p. 100
Critical Thinking	p. 100
Projects	p. 100
Pitch and the Child	p. 101
Growth in Understanding of Linear Pitch Structures	p. 102
Discrimination and Contour Awareness	p. 103
Pitch Relations and Melodic Motion	p. 107
Advanced Pitch Concepts	p. 110
Growth in Understanding of Vertical Pitch Structures	p. 114
Helping Children to Think Musically	p. 117
Review	p. 118
Critical Thinking	p. 118
Projects	p. 118
The Moving Child	p. 119
Movement and Child Development	p. 121
Action Songs and Singing Games	p. 123
Eurhythmics	p. 124
Creative Movement	p. 124
Dance	p. 124
Precepts and Principles of Movement	p. 125
Prelude to Movement-Based Musical Experiences	p. 125
Action Songs and Singing Games	p. 127
Dalcroze Eurhythmics	p. 131
Creative Movement	p. 139
Dance	p. 142
Assessment of Moving	p. 150
Movement for Musical Development	p. 151
Scenario	p. 151
Questions	p. 153
Review	p. 153
Critical Thinking	p. 153
Projects	p. 153
Rhythm and the Child	p. 155
Rhythma and Child Development	p. 156
Rhythm in Speech	p. 158
Rhythm in Movement	p. 163
The Pulse	p. 164
Meter	p. 165
Durations and Their Patterns	p. 167
Rhythm Mnemonics	p. 178
Notation for Writing and Reading Rhythms	p. 181
Syncopations	p. 182
Polyrhthms	p. 186
From Natural Rhythms to Rhythmic Training	p. 188
Review	p. 189
Critical Thinking	p. 189
Projects	p. 189
The Playing Child	p. 190
Developmental Sequence	p. 191
The Body as a Percussion Instrument	p. 194
Nonpitched Percussion Instruments	p. 197
Gourds	p. 198
Woods	p. 198
Skins (Drums)	p. 200
Metals	p. 201
Pitched Instruments	p. 202
Barred Instruments of the Orff Approach	p. 203
The Recorder	p. 209
Harmony Instruments	p. 212
The Autoharp	p. 212
The Guitar	p. 214
Keyboards	p. 216
Assessment of Playing Instruments	p. 217
The Benefits of Instrumental Study	p. 218
Scenario	p. 219
Questions	p. 220
Review	p. 221
Projects	p. 221
The Listening Child	p. 222
The Centrality of Listening	p. 222
Growth in Listening	p. 223
The Development of Perceptive Listening	p. 223
The Development of Attitudes toward Music	p. 224
Active Involvement in Listening	p. 225
Principles in Teaching Music Listening	p. 225
Listening in Early Childhood Settings	p. 226
Building Skills of Aural Perception	p. 228
Deep-Listening	p. 229
Student Construction of Listening Experiences	p. 235
Building an Aural Repertoire	p. 237
Listening Sequence	p. 238
Assessment of Listening	p. 242
Keys to Listening	p. 245
Scenario	p. 246
Questions	p. 246
Review	p. 247
Critical Thinking	p. 247
Projects	p. 247
The Creating Child	p. 248
The Importance of Creativity	p. 248
Developmental Sequence	p. 249
Creative Thinking	p. 249
Creative Processes	p. 250
Exploration and Discovery	p. 250
Improvisation	p. 252
Composition	p. 255
Structure and Context	p. 255
Aural Plans	p. 258
Notational Systems	p. 259
Inventing Songs	p. 262
Individualized Plan	p. 265
Assessment	p. 265
The Rewards of Nurturing Creativity in Music	p. 267
Scenario	p. 268
Questions	p. 268
Review	p. 269
Critical Thinking	p. 269
Projects	p. 269
The Facilitating Teacher	p. 271
Motivation and Management	p. 272
What Is Motivation and Where Does It Come From?	p. 274
Three Sources of Motivation	p. 274
Drive Reduction Theory of Motivation	p. 276
Behaviorism: Operant Conditioning	p. 277
Competition as a Motivator	p. 279
Foundations of Understanding and Managing Student Behaviors	p. 280
Understanding the Role of Personal Traits and the Educational Environment	p. 280
Understanding Self and Others through Enneagrams	p. 280
Logical Consequences	p. 281
Setting Up Your Classroom to Nurture Positive Social and Academic Learning	p. 282
Organizing Classes into Cooperative Learning Groups	p. 282
Organizing the Classroom and Record Keeping	p. 284
Learning and Remembering Students' Names	p. 285
Guidelines for Motivating and Managing Students	p. 286
Token Prizes	p. 286
Special Person	p. 287
Other External Motivators	p. 289
Strategies for Confronting Inappropriate Behavior	p. 289
Establishing Expectations and Procedures	p. 290
Judicious Discipline	p. 291
Discipline with Love and Logic	p. 293
Behavior Expectation Forms	p. 293
Behavior Contracts	p. 294
The Intervention Thermometer	p. 296
Scenario	p. 296
Questions	p. 298
Review	p. 298
Critical Thinking	p. 298
Projects	p. 299
Curriculum Design	p. 300
Program Vignettes	p. 300
The Nature of Curriculum	p. 301
Types and Sources of Curriculum	p. 302
National Standards	p. 303
State and Local Standards	p. 303
Other Sources of Curriculum	p. 304
Planning a Curriculum	p. 305
General Curriculum Content	p. 305
Early Childhood Planning	p. 308
K-6 Planning	p. 309
Implementing a Curriculum	p. 313
Lesson Planning	p. 313
The Three-Legged Model	p. 313
The Problem-Solving Approach	p. 316
The Quadrant Approach	p. 316
The Immersed Approach	p. 321
Thematic and Unit Planning	p. 322
Curriculum Connections	p. 323
Topics within Music	p. 323
Distilling the Essence of Curriculum	p. 325
Review	p. 326
Critical Thinking	p. 326
Projects	p. 326
Assessment and Evaluation	p. 327
Evaluation	p. 328
Testing and Measurement	p. 329
Assessment	p. 330
Teacher Assessment of Children	p. 331
Overt and Covert Behaviors	p. 331
Questioning	p. 331
Rubrics	p. 335
Student Self-Assessment	p. 336
Peer Assessment	p. 337
Teacher Self-Assessment	p. 338
Tracking Student Growth	p. 339
Record Keeping	p. 340
Portfolios	p. 341
Reporting to Parents	p. 342
Distilling the Essence of Assessment and Evaluation	p. 343
Review	p. 344
Critical Thinking	p. 344
Projects	p. 344
Music in an Integrated Curriculum	p. 345
Vignettes of Artistically Rich Music Classrooms	p. 345
The Invitation to Arts Integration	p. 347
The Challenges of Arts Integration	p. 348
Integrating Other Arts into the Music Curriculum	p. 350
Interdisciplinary Curriculum in the Arts	p. 350
Shared Curriculum in the Arts	p. 351
Creative Movement and Dance	p. 351
Visual Arts	p. 353
Literature and Poetry	p. 356
Creative Drama and Theater	p. 357
Models of Integration	p. 359
The Thematic Web Design	p. 359
The Threaded Curriculum	p. 360
The Immersed Curriculum	p. 361
Creating Valid Connections	p. 362
Integrating the Arts Process	p. 363
The Arts in Social Studies	p. 364
The Arts in Science and Math	p. 365
The Arts and Language Arts	p. 368
Reflections on the Integrated Curriculum	p. 369
Review	p. 370
Critical Thinking	p. 370
Projects	p. 370
Music, Children, and Cultural Diversity	p. 371
Definitions	p. 372
Uncertainties in Teaching New Musical Styles	p. 375
The Musically Competent Teacher	p. 377
New Repertoire for Familiar Pedagogies	p. 379
The Aural-Oral Transmission Process	p. 381
Curricular Redesign	p. 384
Many Musical Worlds	p. 392
Scenario	p. 392
Questions	p. 393
Review	p. 394
Critical Thinking	p. 394
Projects	p. 394
Music for Exceptional Children	p. 395
Who Are Exceptional Children?	p. 397
Educating Exceptional Children	p. 398
Mainstreaming and the Music Classroom	p. 399
IEP in Music	p. 401
Inclusion in Music Instruction	p. 403
The Music Classroom and Exceptional Children	p. 403
Mental Retardation	p. 404
Learning Disabilities	p. 405
Attention Deficit Hyperactivity Disorder	p. 407
Emotional or Behavioral Disorders	p. 409
Sensory Disorders	p. 410
Hearing Impaired	p. 410
Vision Impaired	p. 413
Physical Disabilities	p. 413
Adapting for Movement	p. 415
Adapting Instruments and Materials	p. 416
Gifted and Talented	p. 417
The Joys of Reaching All Children	p. 418
Scenario	p. 419
Questions	p. 419
Review	p. 420
Critical Thinking	p. 420
Projects	p. 420
Technology for Music Instruction	p. 421
Music Technology Helps Students Learn in May Ways	p. 422
Technology Available for Teaching Music	p. 423
Choosing Music Technology	p. 425
Guidelines for Evaluating Music Software	p. 427
Using Technology to Teach Music	p. 428
Decide Who Will Use the Technology	p. 430
Sequence Learning in Small Steps	p. 431
Encourage Child-to-Child Interaction	p. 431
Consider Incorporating Mastery Learning	p. 431
Funding Technology-Assisted Instruction in Music	p. 432
The Likely Future of Technology for Music Teaching	p. 433
Scenario	p. 433
Questions	p. 434
Review	p. 434
Critical Thinking	p. 434
Projects	p. 434
The School Music Program: A New Vision	p. 435
References and Resources	p. 443
Index	p. 455
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