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This is guide to teaching music in elementary schools, written in an eclectic style based on the popular teaching of Zoltan Kodaly, Carl Orff, and Emile Jacques-Dalcroze, explores the six essential components of the elementary classroom music program. Over 250 song selections help encompass the topics of singing, playing instruments, moving, listening, reading, and creating music. Chapter material includes popular approaches to teaching music, technology in elementary classroom music, multicultural music, movement and singing games, instruments in the classroom, music in the curriculum, and the extramusical benefits of music study for children.
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Using an eclectic style and "hands-on" approach, this text explores the six essential components of the elementary classroom music program: singing, playing instruments, moving, listening, creating, and reading.From the Inside Flap:
Preface A HANDS-ON APPROACH The goal in writing this book has been to prepare future elementary classroom teachers to include music as a part of their curriculum. The book also is intended to assist curriculum planners, workshop directors, and music specialists in presenting a spiral, conceptual music program that appeals to children. A hands-on approach to build the teacher's confidence in the subject is achieved through the text's emphasis on the six essential components of the elementary classroom music program: singing, playing instruments, moving, listening, creating, and reading. The future teacher learns the subject through active participation in each of the six areas and learns to teach the subject by planning and presenting conceptual lessons to a peer group or a children's class. This textbook contains more than 200 songs, and many of them also appear in the basal series textbooks adopted for elementary school music classes across the United States. MOTIVATING THE FUTURE TEACHER TO LEARN MUSIC The future classroom teacher who has little or no prior musical experience can be motivated to develop basic music skills when made aware of the benefits of music study for children presented in Part I. This section also assures classroom teachers that they have an important role in children's musical development, a role that it is possible for them to fulfill, whether as the sole source of a class's musical experiences in the school or as an invaluable teaching partner with a music specialist. ACQUIRING THE BASICS OF MUSIC The part of the text devoted to fundamentals (Part II) gives the teacher essential music terminology and exposure to the basics of musical notation and symbols. This material can be used as the beginning for a course in elementary classroom music or as a reference guide. Part III, on playing musical instruments, helps the teacher build coordination and reading skills that are so important in the elementary classroom and is intended to be an ongoing part of the course. Recent developments, including the Omnichord and the electronic keyboard, are increasingly found in the classroom, and their possibilities are explored here. Part IV, "Singing in the Classroom," presents information about the child's voice and tips for getting children to sing well. This section also includes teacher preparation in the rote teaching of songs. AN ECLECTIC CURRICULUM FROM MANY SOURCES Vast resources and materials are available for the elementary teacher who teaches music. A knowledge of the contributions of some of the major music pedagogues to the field of music is found in Part V. Although this text is eclectic in approach, some of the teaching strategies developed and used by Emile Jaques-Dalcroze, Edwin Gordon, Zoltan Kodaly, and Carl Orff appear later in the book. Many teachers use specific pedagogical approaches of one or more of these successful educators, and background material is provided here to acquaint prospective teachers with these important figures in elementary music. Teachers need to know they can find much assistance in the basal series texts and recordings, sources given for global musics, and computer-aided music instruction programs. MIDI applications with synthesizers open new musical doors for children. The teacher who may feel somewhat insecure in presenting music fundamentals to children can find "user-friendly" help available. Part V presents information about these teaching aids and often-omitted assistance in locating these materials. LEARNING THEORY AND THE CHILD'S MUSICAL DEVELOPMENT Successful teaching of any subject requires that the teacher be knowledgeable about what the child can be expected to do and learn within specific age ranges. Part VI relates the learning theory of Jean Piaget to the way in which children develop musically. The activities for children in Part VII were developed, in part, in accordance with music-learning sequences based on Piaget's theory. LESSON PLANNING AND PRESENTATION The lesson outlines in Part VII are intended to provide the basic sources and teaching suggestions to be included in detailed lesson plans developed by the college student and instructor. The college instructor should carefully review the information on lesson planning and the procedure for teaching a rote song with the students before making any teaching assignments. Demonstrations of classroom teaching at each level should be presented to the college students, either in successful elementary school classes or by the methods instructor. Peer teaching and presentation of lessons to children's classes provide the feedback and evaluation essential for the development of classroom teaching skills. The lessons are usually based on rote-learned songs, which are the springboard for other activities, such as movement, playing instrumental accompaniments, creativity, listening, and reading notation. Skills, concepts, and objectives have been listed for each lesson, and many sample lessons are followed by a list of other songs and listening selections that can be adapted to the lesson's format and related to its concept. MATERIALS NEEDED TO USE THIS BOOK Although much of the book can be studied without other materials, the success of a hands-on music class is necessarily dependent on the availability of some related items:
Chalkboard Record player Autoharps* or Omnichords* Pianos* Guitars* Recorders* One set of at least one of the basal series texts mentioned in Chapter 16, including teacher's editions and recordings Piano keyboards (included at the back of this text) One set of tone bars One set of classroom percussion instruments Adventures in Music recordings or Bowmar Orchestral Library Nice to have but not essential:
Orff instruments (glockenspiel, xylophone, metallophone) An Apple II, IIe, or gs computer (or access to one through a lab or a library) * One for each class member is not essential; these can be shared or taught in small groups. The methods instructor may select which instruments a class will study based on availability and time constraints. TO THE CLASSROOM TEACHER Helping children discover their musical potential is a joyous and fulfilling experience for a teacher. The benefits to the child, the teacher, and the overall classroom experience validate the presence of music in the elementary curriculum. Your own growth in acquiring musical skills and knowledge will prove to be well worth the effort as you build a stimulating environment for tomorrow's adults. ACKNOWLEDGMENTS The author wishes to thank the students in her Music for Children classes at San Jose State University for their helpful comments and suggestions, which contributed significantly to the preparation of the manuscript, and to the teachers and students in the San Jose Unified School District for their participation in the development of lesson outlines for Part VII. The author also expresses appreciation for the guidance presented by these professors who reviewed the manuscript: John F. Flohr, Texas Women's University, Denton, Texas; Hilary Apfelstadt, University of North Carolina; Josephine C. Bell, University of Arkansas at Pine Bluff; and Gladys Johnsen, University of Maine. Rebecca M. Herrold
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Book Description Condition: New. New. Seller Inventory # STR-0136116906
Book Description Pearson College Div, 1991. Condition: New. book. Seller Inventory # M0136116906