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Integrating Music Into the Elementary Classroom

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ISBN-10: 053451751X

ISBN-13: 9780534517519

Edition: 5th 2001

Authors: William M. Anderson, Joy E. Lawrence

List price: $105.95
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Book details

List price: $105.95
Edition: 5th
Copyright year: 2001
Publisher: Wadsworth
Publication date: 8/1/2000
Binding: Comb Bound 
Pages: 496
Size: 8.66" wide x 11.02" long
Weight: 2.552
Language: English

Introductionp. 1
The Importance of Music and Other Arts in the Elementary Schoolp. 2
An Integrated Approach to Learning and Teachingp. 4
The Plan for This Bookp. 5
How Children Learnp. 7
Basic Types of Learningp. 7
Psychomotor Learningp. 7
Cognitive Learningp. 8
Affective Learningp. 8
Learning in Music Needs to Be Activep. 9
Teacher-Centered and Child-Centered Learningp. 9
The Structure of Musical Learningp. 10
Make What You Teach Meaningfulp. 10
Organize Material Sequentiallyp. 10
Experience Music Before Labeling Itp. 10
Use a Conceptual Approach to Learningp. 11
Use a Multisensory Approach to Learningp. 11
Use a Multicultural Approach to Learningp. 12
Provide Reinforcementp. 12
Teach for Transferp. 12
Techniques for Applying Principles to Musical Learningp. 13
Cooperative Learningp. 13
Musical Experiences for Inclusive Learningp. 13
The Gifted Studentp. 15
The Mentally Challenged Studentp. 16
Instructional Technology for the Classroomp. 17
Looking for Information About Music on the Internetp. 18
For Your Journalp. 19
Guidelines for Teaching Musicp. 21
Designing Integrated Learning Experiences with Musicp. 21
Identifying Long- and Short-term Goalsp. 22
Deciding on Musical Conceptsp. 22
Developing Objectivesp. 23
Choosing Appropriate Musical Materials and Activitiesp. 24
Teaching and Learning in Logical Sequencep. 25
Deciding on Length and Frequency of Lessonsp. 25
Relating Music to Students' Personal Livesp. 26
Developing Multisensory Experiencesp. 26
Including Multicultural Experiencesp. 26
Designing Audiovisual Mediap. 26
Bringing Closure to a Learning Experiencep. 26
Assessing Learningp. 27
National Standards in Music Educationp. 27
Writing Lesson Plansp. 28
Reminders for Planning and Teaching Lessonsp. 36
Some Options to Use When Teaching Musicp. 37
Making Good Teaching Great Teachingp. 38
For Your Journalp. 38
Fundamentals of Music: Understanding How Sounds Are Organized in a Musical Compositionp. 39
Experiences with Melodyp. 39
A Melody Is Based on a Set of Pitchesp. 40
A Melody Moves by Steps and Skipsp. 40
A Melody Has Shapep. 41
A Melody Has Rangep. 43
A Melody Is Made Up of Phrasesp. 44
A Melody May Be Based on a Scalep. 45
A Melody May Contain Accidentalsp. 52
A Melody Has a Keyp. 54
Experiences with Rhythmp. 57
Rhythm Has a Beatp. 57
Rhythm Has Tempop. 57
Rhythm Has Meterp. 58
Rhythm May Have Syncopationp. 60
Rhythm Patterns May Repeatp. 62
Reading Rhythmsp. 64
Experiences with Texturep. 66
Texture May Be Monophonicp. 66
Texture May Be Homophonic or Harmonicp. 66
Texture May Be Polyphonicp. 67
Experiences with Tone Colorp. 68
Tone Color Varies with the Type and Size of Material Producing the Soundp. 68
Exploring Tone Colorsp. 69
Tone Color Varies with Different Types of Instrumentsp. 70
Tone Color Varies with Different Types of Voicesp. 70
Experiences with Dynamicsp. 70
Dynamic Levels May Be Soft or Loudp. 70
Dynamic Level May Gradually Get Louder (Crescendo) or Softer (Decrescendo)p. 71
Experiences with Musical Formsp. 72
Repeated Musical Ideas Unify Compositions, and Contrasting Ideas Provide Varietyp. 72
For Your Journalp. 77
Teaching Music Through Singingp. 79
Characteristics of the Child Voice and Children's Song Interestsp. 79
Preschool and Kindergarten (Ages Four and Five)p. 81
Early Primary: First and Second Grades (Ages Six and Seven)p. 82
Intermediate: Third and Fourth Grades (Ages Eight and Nine)p. 83
Upper Elementary: Fifth and Sixth Grades (Ages Ten and Eleven)p. 83
Techniques for Teaching Children to Singp. 84
Creating an Environment for Singing Experiencesp. 84
Improving Posturep. 84
Teaching Good Breathing Habits to Support the Tonep. 84
Finding the Head Voicep. 85
Developing the Ability to Match Tonesp. 86
Developing the Concepts of High and Lowp. 89
Discovering Patternsp. 91
Preparing to Teach a Songp. 93
Leading a Songp. 97
Teaching Songs to Childrenp. 100
Teaching a Song by Rote (Nonconceptual)p. 100
Guidelines for Teaching Songs to Childrenp. 101
Teaching a Song by Rote (Conceptual)p. 103
Teaching a Song by Rote-Notep. 105
Teaching a Song by Note: The Kodaly Approachp. 106
Singing Additive Songsp. 111
Teaching Part Singingp. 111
Lining Out a Songp. 111
Singing Canonsp. 114
Singing Dialogue Songs or Echo Songsp. 116
Singing Call-and-Response Songsp. 118
Adding Descantsp. 120
Adding Countermelodiesp. 124
Singing Ostinato Chantsp. 126
Singing Roundsp. 128
Singing Partner Songsp. 129
For Your Journalp. 134
Integrating Songs with Other Subjects and Activitiesp. 135
Integrative Category: Actionp. 136
Integrative Category: Animalsp. 140
Integrative Category: Circusp. 150
Integrative Category: Social Studies--Geographyp. 152
Integrative Category: Social Studies--Historyp. 157
Integrative Category: Holidaysp. 159
Rosh Hashanah (Jewish New Year)p. 159
Halloweenp. 159
Thanksgiving, Sukkot, and Shavuotp. 162
Hanukkahp. 166
Christmasp. 168
Kwanzaap. 173
New Year's Dayp. 175
Martin Luther King Jr. Dayp. 177
Chinese New Yearp. 179
Valentine's Dayp. 181
Presidents' Day: George Washingtonp. 183
Presidents' Day: Abraham Lincolnp. 186
Saint Patrick's Dayp. 188
Integrative Category: Patriotic Songs of the United States of Americap. 190
Integrative Category: Getting Acquaintedp. 192
Integrative Category: Human Relationships and Emotionsp. 195
Integrative Category: Language Artsp. 196
Integrative Category: Mathematicsp. 196
Integrative Category: Sciencep. 198
Integrative Category: Seasonsp. 199
Integrative Category: Transportationp. 200
For Your Journalp. 209
Teaching Music Through Playing Classroom Instrumentsp. 211
Melody Instrumentsp. 212
Piano and Electronic Keyboardsp. 213
Transpositionp. 218
Melody Bellsp. 219
Resonator bellsp. 221
Xylophonesp. 221
Glockenspielsp. 222
Metallophonesp. 222
Handbellsp. 223
Tone Chimesp. 223
Recorderp. 223
Using Melody Instruments in the Classroomp. 227
Harmonic Instrumentsp. 233
The Autoharpp. 233
The Omnichord (or Q Chord)p. 236
The Guitarp. 237
Percussion Instrumentsp. 247
Woodsp. 247
Metalsp. 249
Skinsp. 251
How to Select an Appropriate Instrumentp. 252
Playing Rhythm Accompaniments to Songsp. 253
Developing a Rhythm Ensemble (Grades K-3)p. 255
Methods and Materials for Integrating Instrumental Experiences into the Classroomp. 256
Language Arts (Grades 4-6)p. 256
Science: Sound (Grades 4-6)p. 257
How to Make Your Own Musical Instrumentsp. 258
Social Studies--History: Medieval/Renaissance (Grades 4-6)p. 259
Social Studies--Geography: American West (Grades 4-6)p. 259
Sample Lessonsp. 260
For Your Journalp. 264
Teaching Music Through Listeningp. 265
The Chain of Events in Musical Expressionp. 266
The Composerp. 266
The Performerp. 266
The Composer/Performerp. 267
The Listenerp. 267
Sounds Produced by Voicesp. 267
Sounds Produced by Western Orchestral Instrumentsp. 267
Stringed Instrumentsp. 267
Wind Instrumentsp. 269
Percussion Instrumentsp. 273
Keyboard Instrumentsp. 276
Electronic Instrumentsp. 278
Performing Ensemblesp. 278
Orchestrap. 278
Bandp. 281
Chorusp. 281
How to Guide Listeningp. 282
Levels of Listeningp. 282
The Teacher's Rolep. 282
Guidelines for Planning Listening Lessonsp. 283
Techniques for Teaching Students to Listen to Musicp. 284
Visual Representationsp. 284
Written Listening Guidesp. 286
The Familiar Song in a Musical Compositionp. 288
Moving to Musicp. 291
Playing Instrumentsp. 292
Songs Used in Larger Musical Compositionsp. 293
Sample Lesson Plansp. 296
Integrating Listening Experiences into the Classroomp. 301
Music and Drama: Operap. 301
Music and Drama: Oratoriop. 303
Music and Dance: Balletp. 306
Program Musicp. 308
Preparing Students to Attend a Concertp. 319
Sample Concertp. 319
For Your Journalp. 323
Teaching Music Through Movementp. 325
Developing Body Awareness in Spacep. 326
Movement As an Expression of Problem Solvingp. 326
Movement As an Expression of Imageryp. 327
Movement with No External Beatp. 330
Movement to a Beat with a Sense of Timingp. 330
Expressing Musical Concepts Through Movement: The Dalcroze Approachp. 332
Concept: Beat/Meterp. 332
Concept: Fast, Slow, Getting Faster, Getting Slowerp. 336
Concept: Accentsp. 337
Concept: Dynamicsp. 338
Concept: Rhythm Patternsp. 339
Concept: Melodic Contourp. 340
Interpreting Musical Ideas Through Movementp. 340
What Inspires Interpretative Movement?p. 340
General Guidelines for Planning Movement Experiencesp. 341
Abstract Interpretative Movementp. 342
Dramatic Interpretative Movementp. 343
Playing Singing Games and Dancingp. 352
Additional Singing Games and Dances Appearing in Other Areas of This Bookp. 369
For Your Journalp. 370
Creative Experiences with Musicp. 371
The Orff Approachp. 372
Improvising and Organizing Soundsp. 372
Rhythm in Speechp. 373
Rhythm Speech Canonsp. 374
Improvising Melodiesp. 375
Ostinato Patterns (Rhythmic and Melodic)p. 376
Improvising an Accompaniment to a Songp. 378
Improvising Rhythms with Classroom Instrumentsp. 380
Creative Experiences with Vocal Soundsp. 380
Creative Experiences with Instrumental Soundsp. 381
Follow the Leaderp. 382
Creative Experiences with Environmental Soundsp. 384
Creative Experiences with Body Soundsp. 384
Factory District in Soundp. 385
Creating a Musical Videop. 386
Creating a Percussion Accompaniment to a Songp. 386
Creating a Percussion Compositionp. 387
Creative Experiences with Writing Melodies or Songsp. 388
What Makes an Interesing Melody?p. 389
Preparing Students to Write Melodies or Songsp. 389
Writing a Melody Using a Pentatonic Scalep. 390
Writing a Melody Using a Seven-Note Scale (Major/Minor)p. 391
Setting a Poem to Musicp. 392
Writing an Original Poem and Setting It to Musicp. 395
Standard Melody Formsp. 395
For Your Journalp. 398
Integrating Music with the Study of Peoples, Places, and Culturesp. 399
Some Suggested Classroom Experiencesp. 400
Music of African Peoplesp. 401
Background Information for the Classp. 401
Some General Characteristics of African Musicp. 402
Teaching African Music: Suggestions for Lessonsp. 403
Music of Asian Peoples: China and Japanp. 412
Background Information for the Classp. 412
Some General Characteristics of Chinese and Japanese Musicp. 413
Teaching Chinese and Japanese Music: Suggestions for Lessonsp. 414
Music of European Peoplesp. 423
Background Information for the Classp. 423
Some General Characteristics of European Musicp. 424
Teaching European Music: Suggestions for Lessonsp. 424
American Musicp. 432
Background Information for the Classp. 432
Teaching American Music: Suggestions for Lessonsp. 433
For Your Journalp. 450
Experiences with Music and Other Artsp. 451
Using Analogous Concepts in Relating Music and the Artsp. 452
Suggestions for Lessonsp. 452
Using a Thematic Approach in Relating Music and the Artsp. 464
Suggestions for Lessonsp. 464
Using a Historical Approach in Relating Music and the Artsp. 473
Suggestions for Lessonsp. 473
Using a Cross-Cultural Approach in Relating Music and the Artsp. 482
Planning and Presenting a Programp. 484
Purposep. 484
Planningp. 484
Rehearsalsp. 484
A Musical Horn of Plenty (Thanksgiving)p. 485
Libertyp. 486
A Musical Fiesta--South of the Borderp. 491
Committeesp. 495
Additional Ideas for Festivals or Programsp. 495
For Your Journalp. 496
Epilogue: The Continuing Place of Music in the Lives of Childrenp. 497
A Trip to Buy a Recordingp. 497
Attending Concertsp. 498
Performing with Friendsp. 499
Selected Soprano Recorder Fingerings (Baroque System)p. 501
Common Chord Fingerings for the Guitarp. 502
Glossaryp. 503
Index of Songsp. 507
Two-Chord Songsp. 509
Three-Chord Songsp. 509
Songs by Country and Culturep. 510
Index of Listening Examplesp. 511
General Indexp. 513
Table of Contents provided by Syndetics. All Rights Reserved.