Music in Childhood From Preschool Through the Elementary Grades

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.
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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.

Prefacep. xi
The Musical Childp. 1
The Multiple Meanings of Music for Childrenp. 2
Musical Learning to Engage Childrenp. 3
Music's Many Functionsp. 3
Music at the Curricular Corep. 6
Children's Musical Capacitiesp. 7
Music's Historical Role in the Curriculump. 10
Music for Children in a Changing Societyp. 12
A Musical Futurep. 13
Reviewp. 14
Critical Thinkingp. 14
Projectsp. 14
From Theory to Practice in Teaching Music to Childrenp. 15
Stage and Phase Theoriesp. 18
Theories of Musical Play and Socializationp. 21
A Constructivist Theory of Meaning Makingp. 22
Social Learning and Reinforcement Theoriesp. 24
Learning Style Theoriesp. 27
Theories of Instructionp. 32
Relating Theory to Practicep. 35
The Classroom Environmentp. 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 Curriculump. 37
Know the Childrenp. 37
Begin Where the Children Arep. 37
Allow Time for Musical Play and Explorationp. 37
Integrate Music into the Other Parts of a Child's Lifep. 38
The Teacher as Transmitterp. 38
Know the Subject Matterp. 38
Model the Musical Behaviorsp. 38
Present with Energy and Enthusiasmp. 39
Instructional Strategiesp. 40
Starting the Classp. 40
Ending the Classp. 40
Supplying Feedback: The TSTp. 41
Stimulating Aural Learningp. 41
Providing for Repetition and Rehearsalp. 42
Informed Teachingp. 42
Reviewp. 42
Critical Thinkingp. 42
Projectsp. 43
Methods of Teaching Music to Childrenp. 44
Dalcroze: Movement with a Missionp. 45
Kodaly: Inner Hearing and Music Literacyp. 49
Orff: Expression through Musical Experiencep. 52
Other Approaches to Music Learningp. 56
Comprehensive Musicianshipp. 56
Gordon's Music Learning Theoryp. 56
Manhattanville Curriculum Projectp. 58
Music in Educationp. 59
Education through Musicp. 60
Weikert's Movement Sequencep. 61
A Comparison of Methodsp. 61
A Personal Methodp. 61
Reviewp. 65
Critical Thinkingp. 65
Projectsp. 65
The Singing Childp. 66
The Developing Child Voicep. 67
Physical Training for the Child Voicep. 72
Toward Accurate Singingp. 77
The Vocal Modelp. 83
Selecting and Teaching Songsp. 85
How to Teach Singing in Partsp. 89
Children's Choirsp. 96
Assessment of Singingp. 97
Reasons to Singp. 98
Scenariop. 98
Questionsp. 99
Reviewp. 100
Critical Thinkingp. 100
Projectsp. 100
Pitch and the Childp. 101
Growth in Understanding of Linear Pitch Structuresp. 102
Discrimination and Contour Awarenessp. 103
Pitch Relations and Melodic Motionp. 107
Advanced Pitch Conceptsp. 110
Growth in Understanding of Vertical Pitch Structuresp. 114
Helping Children to Think Musicallyp. 117
Reviewp. 118
Critical Thinkingp. 118
Projectsp. 118
The Moving Childp. 119
Movement and Child Developmentp. 121
Action Songs and Singing Gamesp. 123
Eurhythmicsp. 124
Creative Movementp. 124
Dancep. 124
Precepts and Principles of Movementp. 125
Prelude to Movement-Based Musical Experiencesp. 125
Action Songs and Singing Gamesp. 127
Dalcroze Eurhythmicsp. 131
Creative Movementp. 139
Dancep. 142
Assessment of Movingp. 150
Movement for Musical Developmentp. 151
Scenariop. 151
Questionsp. 153
Reviewp. 153
Critical Thinkingp. 153
Projectsp. 153
Rhythm and the Childp. 155
Rhythma and Child Developmentp. 156
Rhythm in Speechp. 158
Rhythm in Movementp. 163
The Pulsep. 164
Meterp. 165
Durations and Their Patternsp. 167
Rhythm Mnemonicsp. 178
Notation for Writing and Reading Rhythmsp. 181
Syncopationsp. 182
Polyrhthmsp. 186
From Natural Rhythms to Rhythmic Trainingp. 188
Reviewp. 189
Critical Thinkingp. 189
Projectsp. 189
The Playing Childp. 190
Developmental Sequencep. 191
The Body as a Percussion Instrumentp. 194
Nonpitched Percussion Instrumentsp. 197
Gourdsp. 198
Woodsp. 198
Skins (Drums)p. 200
Metalsp. 201
Pitched Instrumentsp. 202
Barred Instruments of the Orff Approachp. 203
The Recorderp. 209
Harmony Instrumentsp. 212
The Autoharpp. 212
The Guitarp. 214
Keyboardsp. 216
Assessment of Playing Instrumentsp. 217
The Benefits of Instrumental Studyp. 218
Scenariop. 219
Questionsp. 220
Reviewp. 221
Projectsp. 221
The Listening Childp. 222
The Centrality of Listeningp. 222
Growth in Listeningp. 223
The Development of Perceptive Listeningp. 223
The Development of Attitudes toward Musicp. 224
Active Involvement in Listeningp. 225
Principles in Teaching Music Listeningp. 225
Listening in Early Childhood Settingsp. 226
Building Skills of Aural Perceptionp. 228
Deep-Listeningp. 229
Student Construction of Listening Experiencesp. 235
Building an Aural Repertoirep. 237
Listening Sequencep. 238
Assessment of Listeningp. 242
Keys to Listeningp. 245
Scenariop. 246
Questionsp. 246
Reviewp. 247
Critical Thinkingp. 247
Projectsp. 247
The Creating Childp. 248
The Importance of Creativityp. 248
Developmental Sequencep. 249
Creative Thinkingp. 249
Creative Processesp. 250
Exploration and Discoveryp. 250
Improvisationp. 252
Compositionp. 255
Structure and Contextp. 255
Aural Plansp. 258
Notational Systemsp. 259
Inventing Songsp. 262
Individualized Planp. 265
Assessmentp. 265
The Rewards of Nurturing Creativity in Musicp. 267
Scenariop. 268
Questionsp. 268
Reviewp. 269
Critical Thinkingp. 269
Projectsp. 269
The Facilitating Teacherp. 271
Motivation and Managementp. 272
What Is Motivation and Where Does It Come From?p. 274
Three Sources of Motivationp. 274
Drive Reduction Theory of Motivationp. 276
Behaviorism: Operant Conditioningp. 277
Competition as a Motivatorp. 279
Foundations of Understanding and Managing Student Behaviorsp. 280
Understanding the Role of Personal Traits and the Educational Environmentp. 280
Understanding Self and Others through Enneagramsp. 280
Logical Consequencesp. 281
Setting Up Your Classroom to Nurture Positive Social and Academic Learningp. 282
Organizing Classes into Cooperative Learning Groupsp. 282
Organizing the Classroom and Record Keepingp. 284
Learning and Remembering Students' Namesp. 285
Guidelines for Motivating and Managing Studentsp. 286
Token Prizesp. 286
Special Personp. 287
Other External Motivatorsp. 289
Strategies for Confronting Inappropriate Behaviorp. 289
Establishing Expectations and Proceduresp. 290
Judicious Disciplinep. 291
Discipline with Love and Logicp. 293
Behavior Expectation Formsp. 293
Behavior Contractsp. 294
The Intervention Thermometerp. 296
Scenariop. 296
Questionsp. 298
Reviewp. 298
Critical Thinkingp. 298
Projectsp. 299
Curriculum Designp. 300
Program Vignettesp. 300
The Nature of Curriculump. 301
Types and Sources of Curriculump. 302
National Standardsp. 303
State and Local Standardsp. 303
Other Sources of Curriculump. 304
Planning a Curriculump. 305
General Curriculum Contentp. 305
Early Childhood Planningp. 308
K-6 Planningp. 309
Implementing a Curriculump. 313
Lesson Planningp. 313
The Three-Legged Modelp. 313
The Problem-Solving Approachp. 316
The Quadrant Approachp. 316
The Immersed Approachp. 321
Thematic and Unit Planningp. 322
Curriculum Connectionsp. 323
Topics within Musicp. 323
Distilling the Essence of Curriculump. 325
Reviewp. 326
Critical Thinkingp. 326
Projectsp. 326
Assessment and Evaluationp. 327
Evaluationp. 328
Testing and Measurementp. 329
Assessmentp. 330
Teacher Assessment of Childrenp. 331
Overt and Covert Behaviorsp. 331
Questioningp. 331
Rubricsp. 335
Student Self-Assessmentp. 336
Peer Assessmentp. 337
Teacher Self-Assessmentp. 338
Tracking Student Growthp. 339
Record Keepingp. 340
Portfoliosp. 341
Reporting to Parentsp. 342
Distilling the Essence of Assessment and Evaluationp. 343
Reviewp. 344
Critical Thinkingp. 344
Projectsp. 344
Music in an Integrated Curriculump. 345
Vignettes of Artistically Rich Music Classroomsp. 345
The Invitation to Arts Integrationp. 347
The Challenges of Arts Integrationp. 348
Integrating Other Arts into the Music Curriculump. 350
Interdisciplinary Curriculum in the Artsp. 350
Shared Curriculum in the Artsp. 351
Creative Movement and Dancep. 351
Visual Artsp. 353
Literature and Poetryp. 356
Creative Drama and Theaterp. 357
Models of Integrationp. 359
The Thematic Web Designp. 359
The Threaded Curriculump. 360
The Immersed Curriculump. 361
Creating Valid Connectionsp. 362
Integrating the Arts Processp. 363
The Arts in Social Studiesp. 364
The Arts in Science and Mathp. 365
The Arts and Language Artsp. 368
Reflections on the Integrated Curriculump. 369
Reviewp. 370
Critical Thinkingp. 370
Projectsp. 370
Music, Children, and Cultural Diversityp. 371
Definitionsp. 372
Uncertainties in Teaching New Musical Stylesp. 375
The Musically Competent Teacherp. 377
New Repertoire for Familiar Pedagogiesp. 379
The Aural-Oral Transmission Processp. 381
Curricular Redesignp. 384
Many Musical Worldsp. 392
Scenariop. 392
Questionsp. 393
Reviewp. 394
Critical Thinkingp. 394
Projectsp. 394
Music for Exceptional Childrenp. 395
Who Are Exceptional Children?p. 397
Educating Exceptional Childrenp. 398
Mainstreaming and the Music Classroomp. 399
IEP in Musicp. 401
Inclusion in Music Instructionp. 403
The Music Classroom and Exceptional Childrenp. 403
Mental Retardationp. 404
Learning Disabilitiesp. 405
Attention Deficit Hyperactivity Disorderp. 407
Emotional or Behavioral Disordersp. 409
Sensory Disordersp. 410
Hearing Impairedp. 410
Vision Impairedp. 413
Physical Disabilitiesp. 413
Adapting for Movementp. 415
Adapting Instruments and Materialsp. 416
Gifted and Talentedp. 417
The Joys of Reaching All Childrenp. 418
Scenariop. 419
Questionsp. 419
Reviewp. 420
Critical Thinkingp. 420
Projectsp. 420
Technology for Music Instructionp. 421
Music Technology Helps Students Learn in May Waysp. 422
Technology Available for Teaching Musicp. 423
Choosing Music Technologyp. 425
Guidelines for Evaluating Music Softwarep. 427
Using Technology to Teach Musicp. 428
Decide Who Will Use the Technologyp. 430
Sequence Learning in Small Stepsp. 431
Encourage Child-to-Child Interactionp. 431
Consider Incorporating Mastery Learningp. 431
Funding Technology-Assisted Instruction in Musicp. 432
The Likely Future of Technology for Music Teachingp. 433
Scenariop. 433
Questionsp. 434
Reviewp. 434
Critical Thinkingp. 434
Projectsp. 434
The School Music Program: A New Visionp. 435
References and Resourcesp. 443
Indexp. 455
Table of Contents provided by Ingram. All Rights Reserved.
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