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 |
Table of Contents provided by Ingram. All Rights Reserved. |