Integrating music into the classroom / William M. Anderson, Joy E. Lawrence.
| Author/creator | Anderson, William M., 1940- |
| Other author | Lawrence, Joy E. |
| Format | Book |
| Edition | Second edition. |
| Publication Info | Belmont, CA : Wadsworth Publishing Company, ©1991. |
| Description | xviii, 430 pages : illustrations, music ; 29 cm |
| Subjects |
| Contents | Introduction. The importance of music and other arts in the elementary school -- An integrated approach to learning and teaching -- The plan for this book -- How children learn. Basic types of learning. Psychomotor learning ; Cognitive learning ; Affective learning -- Active versus passive learning -- Teacher-centered versus child-centered learning -- The structure of musical learning. Make what you teach meaningful ; Organize material sequentially ; Experience music before labeling it ; Use a conceptual approach to learning ; Design learning experiences with a spiral approach ; Use a multisensory approach to learning ; Use a multicultural approach to learning ; Provide reinforcement ; Teach for transfer -- Designing integrated learning experiences with music. Identifying long- and short-term goals ; Deciding on musical concepts ; Developing objectives ; Identifying musical experiences at various levels ; Choosing appropriate musical materials and activities ; Teaching and learning in logical sequence ; Deciding on length and frequency of lessons ; Relating music to personal lives: preliminary activities ; Developing multisensory experiences ; Developing multicultural experiences ; Designing audiovisual media ; Bringing closure to a learning experience ; Evaluating learning -- Sample lessons. Teaching musical concepts -- Reminders for planning and teaching lessons -- Some options to use when teaching music -- Making good teaching great teaching -- Fundamentals of music: understanding how sounds are organized in a musical composition. Experiences with melody. A melody is based on a set of pitches ; A melody moves by steps and skips ; A melody has shape ; A melody has range ; A melody is made up of phrases ; A melody may be based on a scale ; A melody may contain accidentals ; A melody has a key ; A melody may be atonal -- Experiences with rhythm. Rhythm has a beat ; Rhythm has tempo ; Rhythm has meter ; Rhythm may have syncopation ; Rhythm patterns may repeat ; Reading rhythms -- Experiences with texture. Texture may be monophonic ; Texture may be homophonic or harmonic ; Texture may be polyphonic -- Experiences with tone color. Tone color varies with the type and size of material producing the sound ; Tone color varies with different types of instruments ; Tone color varies with different types of voices -- Experiences with dynamics. Dynamic levels may be soft or loud ; The dynamic level may gradually get louder (crescendo) or softer (decrescendo) -- Experiences with musical forms. Repeated musical ideas unify compositions and contrasting ideas provide variety ; Binary form ; Ternary form ; Rondo form ; Fugue ; Theme-and-variation form -- Teaching music through singing. Characteristics of the child voice and song interests. Preschool and kindergarten (ages 4-5) ; Early primary: first and second grades (ages 6-7) ; Intermediate: third and fourth grades (ages 8-9) ; Upper elementary: fifth and sixth grades (ages 10-11) -- Techniques for teaching children to sing. Creating an environment for singing experiences ; Improving posture ; Teaching good breathing habits to support the tone ; Finding the head voice ; Developing the ability to match tones ; Developing the concept of high and low ; Discovering patterns -- Preparing to teach a song. Sample analysis: "Tinga Layo" ; Sample lesson plan -- Leading a song -- Teaching songs to children. Teaching a song by rote (nonconceptual) ; Teaching a song by rote (conceptual) ; Teaching a song by rote-note ; Teaching a song by note ; The Kodály approach -- Teaching part singing. Lining out a song ; Singing dialogue songs or echo songs ; Adding descants ; Adding countermelodies ; Singing ostinato chants ; Singing rounds -- Integrating songs with other subjects and activities. Integrative category: action ; Integrative category: animals ; Integrative category: circus ; Integrative category: geography ; Integrative category: history ; Integrative category: holidays ; Integrative category: patriotic songs of the United States ; Integrative category: human relationships and emotions ; Integrative category: language arts ; Integrative category: mathematics ; Integrative category: science ; Integrative category: transportation -- |
| Contents | Teaching music through playing classroom instruments. Melody instruments. Piano and electronic keyboards ; Melody bells ; Resonator bells ; Xylophones ; Glockenspiels ; Metallophones ; Recorder ; Using melody instruments in the classroom -- Harmonic instruments. The autoharp ; The omnichord ; The guitar -- Percussion instruments. Cymbals ; Triangle ; Hand drum ; Bongo drums ; Conga drum ; Tambourine ; Jingle bells ; Jingle sticks ; Rhythm sticks ; Claves ; Woodblocks ; Maracas ; Sand blocks ; Güiro ; Finger cymbals -- How to select an appropriate instrument -- Playing rhythm accompaniments to songs -- Developing a rhythm ensemble (grades K-3) -- Methods and materials for integrating instrumental experiences into the classroom. Language arts (grades 4-6) ; Science: sound (grades 4-6) ; History: Medieval/Renaissance (grades 4-6) ; Geography: American West (grades 4-6) -- Sample lessons. Dynamics (grades 1-3) ; Repetition and contrast (grades 4-6) -- Teaching music through listening. The chain of events in musical expression. The composer ; The performer ; The composer-performer ; The listener -- Sounds produced by voices -- Sounds produced by instruments. Stringed instruments ; Wind instruments ; Percussion instruments ; Keyboard instruments ; Electronic instruments -- Performing ensembles. Orchestra ; Band ; Chorus -- How to guide listening. The teacher's role -- Levels of listening -- Guidelines for planning listening lessons -- Techniques for teaching students to listen to music. Visual representations ; The familiar song in a musical composition ; Moving to music ; Playing instruments ; Sample lessons -- Integrating listening experiences into the classroom. Music and drama: opera ; Music and drama: oratorio ; Music and dance: ballet ; Program music ; Preparing students to attend a concert ; Sample concert ; Sample lessons -- |
| Contents | Teaching music through movement. Developing body awareness in space. Movement as an expression of problem solving ; Movement as an expression of imagery ; Movement with no external beat ; Movement to a beat with a sense of timing -- Expressing musical concepts through movement. The Dalcroze approach -- Integrating musical ideas through movement. What inspires interpretative movement? ; General guidelines for planning movement experiences -- Playing singing games and dancing. Did you ever see a lassie? ; The mulberry bush ; The farmer in the dell ; Looby loo ; Shoemaker's dance ; Round and round the village ; Pop, goes the weasel ; Bow, Belinda ; Goodnight, ladies ; O Susanna ; La Cucaracha ; Hahvah Nahgeelah ; Virginia reel ; Weggis song ; Irish jig ; Cielito Lindo ; Additional singing games and dances appearing in other areas of this book -- Creative experiences with music. The Orff approach -- Improvising and organizing sounds. Rhythm in speech ; Rhythm speech canons ; Improvising melodies ; Ostinato patterns (rhythmic and melodic) -- Improvising an accompaniment to a song -- Improvising rhythms with classroom instruments -- Creative experiences with vocal sounds -- Creative experiences with instrumental sounds -- Creative experiences with environmental sounds -- Creative experiences with body sounds -- Creating a percussion accompaniment to a song -- Creating a percussion composition -- Creative experiences with writing melodies or songs. What makes an interesting melody? ; Preparing students to write melodies or songs ; Writing a melody using a pentatonic scale ; Writing a melody using a seven-note scale (major/minor) -- Setting a poem to music -- Writing an original poem and setting it to music -- Integrating music with the study of peoples, places, and cultures. Some suggested classroom experiences -- Music of African peoples. Background information for the class ; Some general characteristics of African music ; Teaching African music: sample lessons -- Music of Asian peoples: China and Japan. Background information for the class ; Some general characteristics of Chinese and Japanese music ; Teaching Chinese and Japanese music: sample lessons -- Music of European peoples. Background information for the class ; Some general characteristics of European music ; Teaching European music: sample lessons -- American music. Background information for the class ; Teaching American music: sample lessons -- Experiences with music and other arts. Using analogous concepts to relate music and the arts -- Using a thematic approach in relating music and the arts -- Studying music and the arts as part of understanding our past -- Studying music and the arts as part of understanding other peoples -- Planning and presenting a program. Purpose ; Planning ; Rehearsals ; Committees -- Epilogue: The continuing place of music in the lives of children. A trip to buy a recording -- Attending concerts -- Performing with friends -- Appendix A. Musical experiences for students with special needs. Normal intelligence. Physically impaired: confined to a wheelchair ; Visually impaired ; Hearing impaired -- Mentally retarded. General characteristics ; Guidelines for musical experiences -- Appendix B. Soprano recorder fingerings (Baroque system) -- Appendix C. Common chord fingerings for the guitar. |
| Abstract | Popular for its easy-to-implement lesson plans and excellent collection of songs, this book for aspiring elementary school teachers includes all the necessary tools for integrating music into the regular curriculum. The authors begin with strong coverage of the skills, methods, and techniques for teaching music to children. Then, they integrate music into the teaching of other subjects in a sensitive way that allows music to retain its integrity, while enhancing children's understanding of other subjects. This book includes planning guides, games, and dances (with specific teaching suggestions) and many student activities (some graded to help teachers work with different age groups). And now, this second edition contains a detailed chapter on the fundamentals of music, including coverage of melody, rhythm, texture, tone color, dynamics, musical forms, and use of the electronic media. A practical classroom resource, this book includes: more activities for K-2 children; coverage of all types of music education methods including Orff, Kodaly, and Dalcroze; more techniques for teaching children how to sing; greater coverage of listening--expanded guidelines, more ideas for teaching young children to listen, a new section that prepares students to attend a concert, and much more; and expanded multicultural approaches to teaching. |
| General note | Includes indexes. |
| LCCN | 90041761 |
| ISBN | 0534145205 |
Availability
| Library | Location | Call Number | Status | Item Actions |
|---|---|---|---|---|
| Music | Closed Stacks - Ask at Circulation Desk | MT1 .A696 1991 | ✔ Available | Place Hold |