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 | Fourth edition. |
| Publication Info | Belmont, CA : Wadsworth Publishing Company, ©1998. |
| Description | viii, 520 pages : illustrations ; 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 -- Learning in music needs to be active -- Teacher-centered and 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 ; Cooperative learning ; Musical experiences for inclusive learning ; The gifted student ; The mentally challenged student -- 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 ; Assessing learning -- National standards in music education -- 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 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 -- 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 ; Singing additive songs -- Teaching part singing. Lining out a song ; Singing canons ; Singing dialogue songs or echo songs ; Singing call-response songs ; Adding descants ; Adding countermelodies ; Singing ostinato chants ; Singing rounds ; Singing partner songs -- 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. Rosh Hashanah (Jewish New Year) ; Halloween ; Thanksgiving ; Hanukkah ; Christmas ; Kwanzaa ; New Year's Day ; Martin Luther King, Jr. Day ; Valentine's Day ; Presidents' Day: George Washington ; Presidents' Day: Abraham Lincoln ; Saint Patrick's Day -- Integrative category: patriotic songs of the United States ; Integrative category: getting acquainted ; Integrative category: human relationships and emotions ; Integrative category: language arts ; Integrative category: mathematics ; Integrative category: science ; Integrative category: seasons ; Integrative category: transportation -- |
| Contents | Teaching music through playing classroom instruments. Melody instruments. Piano and electronic keyboards ; Melody bells ; Resonator bells ; Xylophones ; Glockenspiels ; Metallophones ; Handbells ; Tone chimes ; 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. 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 ; Electric 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 musical 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 in relating music and the arts -- Using a thematic approach in relating music and the arts -- Using a historical approach in relating music and the arts -- Using a cross-cultural approach in relating music and the arts -- Planning and presenting a program. Purpose ; Planning ; Rehearsals ; Committees ; Additional ideas for festivals or programs -- Epilogue: The continuing place of music in the lives of children. A trip to buy a recording -- Attending concerts -- Performing with friends -- Appendix A: Selected soprano recorder fingerings (Baroque system) -- Appendix B: Common chord fingerings for the guitar. |
| Abstract | Praised for its exceptional guidance in integrating music into other areas of the elementary curriculum, this comprehensive book is as appropriate for elementary teachers with limited musical experiences as it is for music specialists. The authors show teachers how to integrate music into their daily classroom curriculum through use of singing, playing instruments, listening, movement, creating music, studying music from a multicultural perspective, and relating music with the arts and other subject areas. They cover music fundamentals and provide materials and methods--including Orff, Kodály, and Dalcroze--for teaching music with confidence. This book contains planning guides that include model lesson plans and musical activities for children, plus more than 160 songs representing various historical periods and cultures. Important enhancements to this fourth edition include: more songs for K-2 children; greater coverage of technology, including CDs and videos; incorporation of the national standards for music education; greater attention to cultural diversity; and new photos and illustrations for enhanced musical learning. |
| Local note | Little-312385--305131014128T |
| General note | Piano keyboard and grand staff: 1 folded leaf at end. |
| General note | Includes indexes. |
| LCCN | 97029330 |
| ISBN | 0534525962 (acid-free paper) |
Availability
| Library | Location | Call Number | Status | Item Actions |
|---|---|---|---|---|
| Music | Closed Stacks - Ask at Circulation Desk | MT1 .A696 1998 | ✔ Available | Place Hold |