Introduction | p. 1 |
The Importance of Music and Other Arts in the Elementary School | p. 2 |
An Integrated Approach to Learning and Teaching | p. 4 |
The Plan for This Book | p. 5 |
How Children Learn | p. 7 |
Basic Types of Learning | p. 7 |
Psychomotor Learning | p. 7 |
Cognitive Learning | p. 8 |
Affective Learning | p. 8 |
Learning in Music Needs to Be Active | p. 9 |
Teacher-Centered and Child-Centered Learning | p. 9 |
The Structure of Musical Learning | p. 10 |
Make What You Teach Meaningful | p. 10 |
Organize Material Sequentially | p. 10 |
Experience Music Before Labeling It | p. 10 |
Use a Conceptual Approach to Learning | p. 11 |
Use a Multisensory Approach to Learning | p. 11 |
Use a Multicultural Approach to Learning | p. 12 |
Provide Reinforcement | p. 12 |
Teach for Transfer | p. 12 |
Techniques for Applying Principles to Musical Learning | p. 13 |
Cooperative Learning | p. 13 |
Musical Experiences for Inclusive Learning | p. 13 |
The Gifted Student | p. 15 |
The Mentally Challenged Student | p. 16 |
Instructional Technology for the Classroom | p. 17 |
Looking for Information About Music on the Internet | p. 18 |
For Your Journal | p. 19 |
Guidelines for Teaching Music | p. 21 |
Designing Integrated Learning Experiences with Music | p. 21 |
Identifying Long- and Short-term Goals | p. 22 |
Deciding on Musical Concepts | p. 22 |
Developing Objectives | p. 23 |
Choosing Appropriate Musical Materials and Activities | p. 24 |
Teaching and Learning in Logical Sequence | p. 25 |
Deciding on Length and Frequency of Lessons | p. 25 |
Relating Music to Students' Personal Lives | p. 26 |
Developing Multisensory Experiences | p. 26 |
Including Multicultural Experiences | p. 26 |
Designing Audiovisual Media | p. 26 |
Bringing Closure to a Learning Experience | p. 26 |
Assessing Learning | p. 27 |
National Standards in Music Education | p. 27 |
Writing Lesson Plans | p. 28 |
Reminders for Planning and Teaching Lessons | p. 36 |
Some Options to Use When Teaching Music | p. 37 |
Making Good Teaching Great Teaching | p. 38 |
For Your Journal | p. 38 |
Fundamentals of Music: Understanding How Sounds Are Organized in a Musical Composition | p. 39 |
Experiences with Melody | p. 39 |
A Melody Is Based on a Set of Pitches | p. 40 |
A Melody Moves by Steps and Skips | p. 40 |
A Melody Has Shape | p. 41 |
A Melody Has Range | p. 43 |
A Melody Is Made Up of Phrases | p. 44 |
A Melody May Be Based on a Scale | p. 45 |
A Melody May Contain Accidentals | p. 52 |
A Melody Has a Key | p. 54 |
Experiences with Rhythm | p. 57 |
Rhythm Has a Beat | p. 57 |
Rhythm Has Tempo | p. 57 |
Rhythm Has Meter | p. 58 |
Rhythm May Have Syncopation | p. 60 |
Rhythm Patterns May Repeat | p. 62 |
Reading Rhythms | p. 64 |
Experiences with Texture | p. 66 |
Texture May Be Monophonic | p. 66 |
Texture May Be Homophonic or Harmonic | p. 66 |
Texture May Be Polyphonic | p. 67 |
Experiences with Tone Color | p. 68 |
Tone Color Varies with the Type and Size of Material Producing the Sound | p. 68 |
Exploring Tone Colors | p. 69 |
Tone Color Varies with Different Types of Instruments | p. 70 |
Tone Color Varies with Different Types of Voices | p. 70 |
Experiences with Dynamics | p. 70 |
Dynamic Levels May Be Soft or Loud | p. 70 |
Dynamic Level May Gradually Get Louder (Crescendo) or Softer (Decrescendo) | p. 71 |
Experiences with Musical Forms | p. 72 |
Repeated Musical Ideas Unify Compositions, and Contrasting Ideas Provide Variety | p. 72 |
For Your Journal | p. 77 |
Teaching Music Through Singing | p. 79 |
Characteristics of the Child Voice and Children's Song Interests | p. 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 Sing | p. 84 |
Creating an Environment for Singing Experiences | p. 84 |
Improving Posture | p. 84 |
Teaching Good Breathing Habits to Support the Tone | p. 84 |
Finding the Head Voice | p. 85 |
Developing the Ability to Match Tones | p. 86 |
Developing the Concepts of High and Low | p. 89 |
Discovering Patterns | p. 91 |
Preparing to Teach a Song | p. 93 |
Leading a Song | p. 97 |
Teaching Songs to Children | p. 100 |
Teaching a Song by Rote (Nonconceptual) | p. 100 |
Guidelines for Teaching Songs to Children | p. 101 |
Teaching a Song by Rote (Conceptual) | p. 103 |
Teaching a Song by Rote-Note | p. 105 |
Teaching a Song by Note: The Kodaly Approach | p. 106 |
Singing Additive Songs | p. 111 |
Teaching Part Singing | p. 111 |
Lining Out a Song | p. 111 |
Singing Canons | p. 114 |
Singing Dialogue Songs or Echo Songs | p. 116 |
Singing Call-and-Response Songs | p. 118 |
Adding Descants | p. 120 |
Adding Countermelodies | p. 124 |
Singing Ostinato Chants | p. 126 |
Singing Rounds | p. 128 |
Singing Partner Songs | p. 129 |
For Your Journal | p. 134 |
Integrating Songs with Other Subjects and Activities | p. 135 |
Integrative Category: Action | p. 136 |
Integrative Category: Animals | p. 140 |
Integrative Category: Circus | p. 150 |
Integrative Category: Social Studies--Geography | p. 152 |
Integrative Category: Social Studies--History | p. 157 |
Integrative Category: Holidays | p. 159 |
Rosh Hashanah (Jewish New Year) | p. 159 |
Halloween | p. 159 |
Thanksgiving, Sukkot, and Shavuot | p. 162 |
Hanukkah | p. 166 |
Christmas | p. 168 |
Kwanzaa | p. 173 |
New Year's Day | p. 175 |
Martin Luther King Jr. Day | p. 177 |
Chinese New Year | p. 179 |
Valentine's Day | p. 181 |
Presidents' Day: George Washington | p. 183 |
Presidents' Day: Abraham Lincoln | p. 186 |
Saint Patrick's Day | p. 188 |
Integrative Category: Patriotic Songs of the United States of America | p. 190 |
Integrative Category: Getting Acquainted | p. 192 |
Integrative Category: Human Relationships and Emotions | p. 195 |
Integrative Category: Language Arts | p. 196 |
Integrative Category: Mathematics | p. 196 |
Integrative Category: Science | p. 198 |
Integrative Category: Seasons | p. 199 |
Integrative Category: Transportation | p. 200 |
For Your Journal | p. 209 |
Teaching Music Through Playing Classroom Instruments | p. 211 |
Melody Instruments | p. 212 |
Piano and Electronic Keyboards | p. 213 |
Transposition | p. 218 |
Melody Bells | p. 219 |
Resonator bells | p. 221 |
Xylophones | p. 221 |
Glockenspiels | p. 222 |
Metallophones | p. 222 |
Handbells | p. 223 |
Tone Chimes | p. 223 |
Recorder | p. 223 |
Using Melody Instruments in the Classroom | p. 227 |
Harmonic Instruments | p. 233 |
The Autoharp | p. 233 |
The Omnichord (or Q Chord) | p. 236 |
The Guitar | p. 237 |
Percussion Instruments | p. 247 |
Woods | p. 247 |
Metals | p. 249 |
Skins | p. 251 |
How to Select an Appropriate Instrument | p. 252 |
Playing Rhythm Accompaniments to Songs | p. 253 |
Developing a Rhythm Ensemble (Grades K-3) | p. 255 |
Methods and Materials for Integrating Instrumental Experiences into the Classroom | p. 256 |
Language Arts (Grades 4-6) | p. 256 |
Science: Sound (Grades 4-6) | p. 257 |
How to Make Your Own Musical Instruments | p. 258 |
Social Studies--History: Medieval/Renaissance (Grades 4-6) | p. 259 |
Social Studies--Geography: American West (Grades 4-6) | p. 259 |
Sample Lessons | p. 260 |
For Your Journal | p. 264 |
Teaching Music Through Listening | p. 265 |
The Chain of Events in Musical Expression | p. 266 |
The Composer | p. 266 |
The Performer | p. 266 |
The Composer/Performer | p. 267 |
The Listener | p. 267 |
Sounds Produced by Voices | p. 267 |
Sounds Produced by Western Orchestral Instruments | p. 267 |
Stringed Instruments | p. 267 |
Wind Instruments | p. 269 |
Percussion Instruments | p. 273 |
Keyboard Instruments | p. 276 |
Electronic Instruments | p. 278 |
Performing Ensembles | p. 278 |
Orchestra | p. 278 |
Band | p. 281 |
Chorus | p. 281 |
How to Guide Listening | p. 282 |
Levels of Listening | p. 282 |
The Teacher's Role | p. 282 |
Guidelines for Planning Listening Lessons | p. 283 |
Techniques for Teaching Students to Listen to Music | p. 284 |
Visual Representations | p. 284 |
Written Listening Guides | p. 286 |
The Familiar Song in a Musical Composition | p. 288 |
Moving to Music | p. 291 |
Playing Instruments | p. 292 |
Songs Used in Larger Musical Compositions | p. 293 |
Sample Lesson Plans | p. 296 |
Integrating Listening Experiences into the Classroom | p. 301 |
Music and Drama: Opera | p. 301 |
Music and Drama: Oratorio | p. 303 |
Music and Dance: Ballet | p. 306 |
Program Music | p. 308 |
Preparing Students to Attend a Concert | p. 319 |
Sample Concert | p. 319 |
For Your Journal | p. 323 |
Teaching Music Through Movement | p. 325 |
Developing Body Awareness in Space | p. 326 |
Movement As an Expression of Problem Solving | p. 326 |
Movement As an Expression of Imagery | p. 327 |
Movement with No External Beat | p. 330 |
Movement to a Beat with a Sense of Timing | p. 330 |
Expressing Musical Concepts Through Movement: The Dalcroze Approach | p. 332 |
Concept: Beat/Meter | p. 332 |
Concept: Fast, Slow, Getting Faster, Getting Slower | p. 336 |
Concept: Accents | p. 337 |
Concept: Dynamics | p. 338 |
Concept: Rhythm Patterns | p. 339 |
Concept: Melodic Contour | p. 340 |
Interpreting Musical Ideas Through Movement | p. 340 |
What Inspires Interpretative Movement? | p. 340 |
General Guidelines for Planning Movement Experiences | p. 341 |
Abstract Interpretative Movement | p. 342 |
Dramatic Interpretative Movement | p. 343 |
Playing Singing Games and Dancing | p. 352 |
Additional Singing Games and Dances Appearing in Other Areas of This Book | p. 369 |
For Your Journal | p. 370 |
Creative Experiences with Music | p. 371 |
The Orff Approach | p. 372 |
Improvising and Organizing Sounds | p. 372 |
Rhythm in Speech | p. 373 |
Rhythm Speech Canons | p. 374 |
Improvising Melodies | p. 375 |
Ostinato Patterns (Rhythmic and Melodic) | p. 376 |
Improvising an Accompaniment to a Song | p. 378 |
Improvising Rhythms with Classroom Instruments | p. 380 |
Creative Experiences with Vocal Sounds | p. 380 |
Creative Experiences with Instrumental Sounds | p. 381 |
Follow the Leader | p. 382 |
Creative Experiences with Environmental Sounds | p. 384 |
Creative Experiences with Body Sounds | p. 384 |
Factory District in Sound | p. 385 |
Creating a Musical Video | p. 386 |
Creating a Percussion Accompaniment to a Song | p. 386 |
Creating a Percussion Composition | p. 387 |
Creative Experiences with Writing Melodies or Songs | p. 388 |
What Makes an Interesing Melody? | p. 389 |
Preparing Students to Write Melodies or Songs | p. 389 |
Writing a Melody Using a Pentatonic Scale | p. 390 |
Writing a Melody Using a Seven-Note Scale (Major/Minor) | p. 391 |
Setting a Poem to Music | p. 392 |
Writing an Original Poem and Setting It to Music | p. 395 |
Standard Melody Forms | p. 395 |
For Your Journal | p. 398 |
Integrating Music with the Study of Peoples, Places, and Cultures | p. 399 |
Some Suggested Classroom Experiences | p. 400 |
Music of African Peoples | p. 401 |
Background Information for the Class | p. 401 |
Some General Characteristics of African Music | p. 402 |
Teaching African Music: Suggestions for Lessons | p. 403 |
Music of Asian Peoples: China and Japan | p. 412 |
Background Information for the Class | p. 412 |
Some General Characteristics of Chinese and Japanese Music | p. 413 |
Teaching Chinese and Japanese Music: Suggestions for Lessons | p. 414 |
Music of European Peoples | p. 423 |
Background Information for the Class | p. 423 |
Some General Characteristics of European Music | p. 424 |
Teaching European Music: Suggestions for Lessons | p. 424 |
American Music | p. 432 |
Background Information for the Class | p. 432 |
Teaching American Music: Suggestions for Lessons | p. 433 |
For Your Journal | p. 450 |
Experiences with Music and Other Arts | p. 451 |
Using Analogous Concepts in Relating Music and the Arts | p. 452 |
Suggestions for Lessons | p. 452 |
Using a Thematic Approach in Relating Music and the Arts | p. 464 |
Suggestions for Lessons | p. 464 |
Using a Historical Approach in Relating Music and the Arts | p. 473 |
Suggestions for Lessons | p. 473 |
Using a Cross-Cultural Approach in Relating Music and the Arts | p. 482 |
Planning and Presenting a Program | p. 484 |
Purpose | p. 484 |
Planning | p. 484 |
Rehearsals | p. 484 |
A Musical Horn of Plenty (Thanksgiving) | p. 485 |
Liberty | p. 486 |
A Musical Fiesta--South of the Border | p. 491 |
Committees | p. 495 |
Additional Ideas for Festivals or Programs | p. 495 |
For Your Journal | p. 496 |
Epilogue: The Continuing Place of Music in the Lives of Children | p. 497 |
A Trip to Buy a Recording | p. 497 |
Attending Concerts | p. 498 |
Performing with Friends | p. 499 |
Selected Soprano Recorder Fingerings (Baroque System) | p. 501 |
Common Chord Fingerings for the Guitar | p. 502 |
Glossary | p. 503 |
Index of Songs | p. 507 |
Two-Chord Songs | p. 509 |
Three-Chord Songs | p. 509 |
Songs by Country and Culture | p. 510 |
Index of Listening Examples | p. 511 |
General Index | p. 513 |
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