Integrating music into the elementary classroom / William M. Anderson, Joy E. Lawrence.
| Author/creator | Anderson, William M., 1940- |
| Other author | Lawrence, Joy E. |
| Format | Book |
| Edition | Third edition. |
| Publication Info | Belmont : Wadsworth Publishing Company, ©1995. |
| Description | xii, 516 pages : illustrations, music ; 28 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 -- Musical experiences for students with special needs. Normal intelligence ; Mentally retarded -- Instructional technology for the classroom -- Guidelines for teaching music. 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 students' personal lives ; Developing multisensory experiences ; Developing multicultural experiences ; Designing audiovisual media ; Bringing closure to a learning experience ; Evaluating learning -- Writing lesson plans -- 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 music. 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 ; Rondo form ; Fugue ; Theme-and-variation form -- Teaching music through singing. Characteristics of the child voice and children's 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 -- 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. Halloween ; Thanksgiving ; Christmas ; Hanukkah ; Martin Luther King, Jr. Day ; Valentine's Day ; Presidents' Day: George Washington ; Presidents' Day: Abraham Lincoln -- 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. Woods ; Metals ; Skins -- 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 -- 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 Western orchestral instruments. Stringed instruments ; Wind instruments ; Percussion instruments ; Keyboard instruments ; Electronic instruments -- Performing ensembles. Orchestra ; Band ; Chorus -- How to guide listening. Levels of listening ; The teacher's role -- Guidelines for planning listening lessons -- Techniques for teaching students to listen to music. Visual representations ; Written listening guides ; The familiar song in a musical composition ; Moving to music ; Playing instruments ; Sample lesson plans -- 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 -- 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. Concept: beat/meter ; Concept: fast, slow, getting faster, getting slower ; Concept: accents ; Concept: dynamics ; Concept: rhythm patterns ; Concept: melodic contour -- Interpreting musical ideas through movement. What inspires interpretative movement? ; General guidelines for planning movement experiences ; Abstract interpretative movement ; Dramatic interpretative movement -- Playing singing games and dancing. 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 video -- 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: suggestions for 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: suggestions for lessons -- Music of European peoples. Background information for the class ; Some general characteristics of European music ; Teaching European music: suggestions for lessons -- American music. Background information for the class ; Teaching American music: suggestions for 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: Soprano recorder fingerings (Baroque system) -- Appendix B: Common chord fingerings for the guitar. |
| Abstract | This book emphasizes the importance of enriching children's lives by making music a central part of the elementary school curriculum. Recognizing that classroom teachers are often responsible for many subject areas including music, the authors provide guidelines for elementary teachers with limited musical experience as well as for music specialists. This comprehensive book covers music fundamentals and provides materials and methods, including Orff, Kodály, and Dalcroze, for teaching music in the elementary classroom with confidence. It focuses on how children learn and presents popular, easy-to-use, techniques for teaching singing, playing instruments, moving to music, creating music, and listening to music. Lesson plans are provided for kindergarten through grade six, along with more than 160 songs selected from different historical periods and cultures. In addition, the authors are unique in integrating music not only with other arts but with the entire elementary curriculum. The third edition is carefully designed to meet the National Standards for Music Education. The third edition includes: more activities for K-2 children; new songs; new CDs and videos; new and updated sample lesson plans; a greater emphasis on cultural diversity; focus on evaluation techniques; and review questions at the end of each chapter. |
| General note | Piano keyboard and grand staff: 1 folded leaf at end. |
| Bibliography note | Includes bibliographical references and indexes. |
| LCCN | 94029737 |
| ISBN | 0534237363 (acid-free paper) |
Availability
| Library | Location | Call Number | Status | Item Actions |
|---|---|---|---|---|
| Music | Closed Stacks - Ask at Circulation Desk | MT1 .A696 1995 | ✔ Available | Place Hold |