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 |
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