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Integrating Music into the Elementary Classroom: Spiral,9780534528263
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Integrating Music into the Elementary Classroom: Spiral

by
Edition:
6th
ISBN13:

9780534528263

ISBN10:
0534528260
Format:
Paperback
Pub. Date:
6/4/2003
Publisher(s):
Schirmer

Questions About This Book?

What version or edition is this?
This is the 6th edition with a publication date of 6/4/2003.
What is included with this book?
  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.

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Summary

The market-leading text for the Elementary School Music Methods course, INTEGRATING MUSIC IN THE ELEMENTARY CLASSROOM boasts an author team who helped set the national standards for teaching music in elementary schools. The first to emphasize the theme of integrating music throughout the school day, Anderson and Lawrence show future educators how to make music an effective part of the entire elementary curriculum. The text introduces the songs, instruments, sources of age-appropriate music, and methods of making music in a multicultural environment--making the text perfect for students with no prior knowledge of the fundamentals of music. With easy-to-use techniques for teaching young children how to sing, play instruments, move to music, create music, listen to music, and understand music, this text relates music to all subject areas. Notably, the authors provide sample lesson plans for kindergarten through grade six, along with more than 150 songs from different cultures and historical periods.

Table of Contents

Introduction 1(1)
The Importance of Music and Other Arts in the Elementary School
2(2)
An Integrated Approach to Learning and Teaching
4(1)
The Plan for This Book
5(2)
How Children Learn
7(14)
Basic Types of Learning
7(2)
Psychomotor Learning
7(1)
Cognitive Learning
8(1)
Affective Learning
8(1)
Learning in Music Needs to Be Active
9(1)
Teacher-Centered and Child-Centered Learning
9(1)
The Structure of Musical Learning
10(3)
Make What You Teach Meaningful
10(1)
Organize Material Sequentially
10(1)
Experience Music Before Labeling It
10(1)
Use a Conceptual Approach to Learning
11(1)
Use a Multisensory Approach to Learning
11(1)
Use a Multicultural Approach to Learning
12(1)
Provide Reinforcement
12(1)
Teach for Transfer
12(1)
Techniques for Applying Principles to Musical Learning
13(5)
Cooperative Learning
13(1)
Musical Experiences for Inclusive Learning
14(2)
The Gifted Student
16(1)
The Mentally Challenged Student
16(2)
Instructional Technology for the Classroom
18(3)
Looking for Information About Music on the Internet
19(1)
Using Instructional Technology
20(1)
Guidelines for Teaching Music
21(18)
Designing Integrated Learning Experiences with Music
21(6)
Identifying Long- and Short-term Goals
22(1)
Deciding on Musical Concepts
22(1)
Developing Objectives
23(1)
Choosing Appropriate Musical Materials and Activities
24(1)
Teaching and Learning in a Logical Sequence
25(1)
Deciding on Length and Frequency of Lessons
25(1)
Relating Music to Students' Personal Lives
26(1)
Developing Multisensory Experiences
26(1)
Including Multicultural Experiences
26(1)
Using Instructional Technology
26(1)
Bringing Closure to the Learning Experience
27(1)
Assessing Learning
27(1)
National Standards in Music Education
27(1)
Writing Lesson Plans
28(8)
Reminders for Planning and Teaching Lessons
36(2)
Some Options to Use When Teaching Music
37(1)
Making Good Teaching Great Teaching
38(1)
Using Instructional Technology
38(1)
Fundamentals of Music: Understanding How Sounds Are Organized in a Musical Composition
39(38)
Experiences with Melody
39(16)
A Melody Is Based on a Set of Pitches
39(1)
A Melody Moves by Steps and Skips
40(1)
A Melody Has Shape
41(2)
A Melody Has Range
43(1)
A Melody Is Made Up of Phrases
44(1)
A Melody May Be Based on a Scale
45(6)
A Melody May Contain Accidentals
51(2)
A Melody Has a Key
53(2)
Experiences with Rhythm
55(9)
Rhythm Has a Beat
55(1)
Rhythm Has Tempo
56(1)
Rhythm Has Meter
57(2)
Rhythm May Have Syncopation
59(1)
Rhythm Patterns May Repeat
60(2)
Reading Rhythms
62(2)
Experiences with Texture
64(3)
Texture May Be Monophonic
64(1)
Texture May Be Homophonic or Harmonic
64(1)
Texture May Be Polyphonic
65(2)
Experiences with Tone Color
67(2)
Tone Color Varies with the Type and Size of Material Producing the Sound
67(1)
Tone Color Varies with Different Types of Instruments
67(1)
Tone Color Varies with Different Types of Voices
67(1)
Exploring Tone Colors
68(1)
Experiences with Dynamics
69(2)
Dynamic Levels May Be Soft or Loud
69(1)
Dynamic Level May Gradually Get Louder (Crescendo) or Softer (Decrescendo)
69(2)
Experiences with Musical Forms
71(6)
Repeated Musical Ideas Unify Compositions, and Contrasting Ideas Provide Variety
71(5)
Using Instructional Technology
76(1)
Teaching Music Through Singing
77(54)
Characteristics of the Child Voice and Children's Song Interests
77(5)
Preschool and Kindergarten (Ages Four and Five)
79(1)
Early Primary: First and Second Grades (Ages Six and Seven)
80(1)
Intermediate: Third and Fourth Grades (Ages Eight and Nine)
81(1)
Upper Elementary: Fifth and Sixth Grades (Ages Ten and Eleven)
81(1)
Techniques for Teaching Children to Sing
82(9)
Creating an Environment for Singing Experiences
82(1)
Improving Posture
82(1)
Teaching Good Breathing Habits to Support the Tone
82(1)
Finding the Head Voice
83(1)
Developing the Ability to Match Tones
84(3)
Developing the Concepts of High and Low
87(2)
Discovering Patterns
89(2)
Preparing to Teach a Song
91(4)
Leading a Song
95(3)
Teaching Songs to Children
98(11)
Teaching a Song by Rote
98(1)
Guidelines for Teaching Songs to Children
99(3)
Teaching a Song by Rote-Note
102(1)
Teaching a Song by Note: The Kodaly Approach
103(4)
Singing Additive Songs
107(2)
Teaching Part Singing
109(22)
Lining Out a Song
109(1)
Singing Canons
110(2)
Singing Dialogue Songs or Echo Songs
112(2)
Singing Call-and-Response Songs
114(2)
Adding Descants
116(4)
Adding Countermelodies
120(2)
Singing Ostinato Chants
122(2)
Singing Rounds
124(1)
Singing Partner Songs
125(5)
Using Instructional Technology
130(1)
Integrating Songs with Other Subjects and Activities
131(72)
Integrative Category: Action
132(4)
Integrative Category: Animals
136(7)
Integrative Category: Circus
143(2)
Integrative Category: Social Studies---Geography
145(5)
Integrative Category: Social Studies---History
150(2)
Integrative Category: Holidays
152(31)
Rosh Hashanah (Jewish New Year)
152(1)
Halloween
152(3)
Thanksgiving, Sukkot, and Shavuot
155(4)
Hanukkah
159(2)
Christmas
161(5)
Kwanzaa
166(2)
New Year's Day
168(2)
Martin Luther King Jr. Day
170(2)
Chinese New Year
172(2)
Valentine's Day
174(2)
Presidents' Day: George Washington
176(3)
Presidents' Day: Abraham Lincoln
179(2)
Saint Patrick's Day
181(2)
Integrative Category: Patriotic Songs of the United States of America
183(1)
Integrative Category: Getting Acquainted
184(3)
Integrative Category: Human Relationships and Emotions
187(1)
Integrative Category: Language Arts
188(1)
Integrative Category: Mathematics
189(1)
Integrative Category: Science
190(1)
Integrative Category: Seasons
191(1)
Integrative Category: Transportation
192(11)
Teaching Music Through Playing Classroom Instruments
203(52)
Melody Instruments
204(21)
Piano and Electronic Keyboards
205(5)
Transposition
210(1)
Melody Bells
211(2)
Resonator bells
213(1)
Xylophone
213(1)
Glockenspiel
214(1)
Metallophone
214(1)
Handbells
215(1)
Tone Chimes
215(1)
Recorder
215(4)
Using Melody Instruments in the Classroom
219(6)
Harmonic Instruments
225(13)
Autoharp
225(3)
Omnichord
228(1)
Guitar
229(9)
Percussion Instruments
238(6)
Woods
238(2)
Metals
240(2)
Skins
242(1)
How to Select an Appropriate Instrument
243(1)
Playing Rhythm Accompaniments to Songs
244(2)
Developing a Rhythm Ensemble (Grades K--3)
246(1)
Methods and Materials for Integrating Instrumental Experiences into the Classroom
247(3)
Language Arts (Grades 4--6)
247(1)
Science: Sound (Grades 4--6)
248(1)
How to Make Your Own Musical Instruments
249(1)
Social Studies---History: Medieval/Renaissance (Grades 4--6)
250(1)
Social Studies---Geography: American West (Grades 4--6)
250(1)
Sample Lessons
250(5)
Using Instructional Technology
254(1)
Teaching Music Through Listening
255(58)
The Chain of Events in Musical Expression
256(1)
The Composer
256(1)
The Performer
256(1)
The Composer/Performer
257(1)
The Listener
257(1)
Sounds Produced by Voices
257(1)
Sounds Produced by Western Orchestral Instruments
257(11)
Stringed Instruments
257(2)
Wind Instruments
259(4)
Percussion Instruments
263(3)
Keyboard Instruments
266(2)
Electronic Instruments
268(1)
Performing Ensembles
268(4)
Orchestra
268(3)
Band
271(1)
Chorus
271(1)
How to Guide Listening
272(1)
Levels of Listening
272(1)
The Teacher's Role
272(1)
Guidelines for Planning Listening Lessons
273(1)
Techniques for Teaching Students to Listen to Music
274(17)
Visual Representations
274(2)
Written Listening Guides
276(2)
The Familiar Song in a Musical Composition
278(3)
Moving to Music
281(1)
Playing Instruments
282(1)
Songs Used in Larger Musical Compositions
283(3)
Sample Lesson Plans
286(5)
Integrating Listening Experiences into the Classroom
291(17)
Music and Drama: Opera
291(2)
Music and Drama: Oratorio
293(3)
Music and Dance: Ballet
296(2)
Program Music
298(10)
Preparing Students to Attend a Concert
308(5)
Sample Concert
308(3)
Using Instructional Technology
311(2)
Teaching Music Through Movement
313(40)
Developing Body Awareness in Space
314(6)
Movement As an Expression of Problem Solving
314(1)
Movement As an Expression of Imagery
315(3)
Movement with No External Beat
318(1)
Movement to a Beat with a Sense of Timing
318(2)
Expressing Musical Concepts Through Movement: The Dalcroze Approach
320(7)
Concept: Beat/Meter
320(3)
Concept: Fast, Slow, Getting Faster, Getting Slower
323(1)
Concept: Accents
324(1)
Concept: Dynamics
325(1)
Concept: Rhythm Patterns
325(2)
Concept: Melodic Contour
327(1)
Interpreting Musical Ideas Through Movement
327(8)
What Inspires Interpretative Movement?
327(1)
General Guidelines for Planning Movement Experiences
328(1)
Abstract Interpretative Movement
329(1)
Dramatic Interpretative Movement
330(5)
Playing Singing Games and Dancing
335(18)
Additional Singing Games and Dances Appearing in Other Areas of This Book
351(1)
Using Instructional Technology
351(2)
Creative Experiences with Music
353(28)
The Orff Approach
354(1)
Improvising and Organizing Sounds
354(8)
Rhythm in Speech
355(1)
Rhythm Speech Canons
356(1)
Improvising Melodies
357(1)
Ostinato Patterns (Rhythmic and Melodic)
358(2)
Improvising an Accompaniment to a Song
360(2)
Improvising Rhythms with Classroom Instruments
362(1)
Creative Experiences with Vocal Sounds
362(1)
Creative Experiences with Instrumental Sounds
363(3)
Follow the Leader
364(2)
Creative Experiences with Environmental Sounds
366(1)
Creative Experiences with Body Sounds
366(4)
Factory District in Sound
367(1)
Creating a Musical Video
368(1)
Creating a Percussion Accompaniment to a Song
368(1)
Creating a Percussion Composition
369(1)
Creative Experiences with Writing Melodies or Songs
370(11)
What Makes an Interesting Melody?
371(1)
Preparing Students to Write Melodies or Songs
371(1)
Writing a Melody Using a Pentatonic Scale
372(1)
Writing a Melody Using a Seven-Note Scale (Major/Minor)
373(1)
Setting a Poem to Music
374(3)
Writing an Original Poem and Setting It to Music
377(1)
Standard Melody Forms
377(3)
Using Instructional Technology
380(1)
Integrating Music with the Study of Peoples, Places, and Cultures
381(52)
Some Suggested Classroom Experiences
382(1)
Music of African Peoples
383(11)
Background Information for the Class
383(1)
Some General Characteristics of African Music
384(1)
Teaching African Music: Suggestions for Lessons
385(9)
Music of Asian Peoples: China and Japan
394(11)
Background Information for the Class
394(1)
Some General Characteristics of Chinese and Japanese Music
395(1)
Teaching Chinese and Japanese Music: Suggestions for Lessons
396(9)
Music of European Peoples
405(9)
Background Information for the Class
405(1)
Some General Characteristics of European Music
406(1)
Teaching European Music: Suggestions for Lessons
406(8)
American Music
414(19)
Background Information for the Class
414(1)
Teaching American Music: Suggestions for Lessons
415(17)
Using Instructional Technology
432(1)
Experiences with Music and Other Arts
433(46)
Using Analogous Concepts in Relating Music and the Arts
434(12)
Suggestions for Lessons
434(12)
Using a Thematic Approach in Relating Music and the Arts
446(10)
Suggestions for Lessons
447(9)
Using a Historical Approach in Relating Music and the Arts
456(9)
Suggestions for Lessons
456(9)
Using a Cross-Cultural Approach in Relating Music and the Arts
465(2)
Planning and Presenting a Program
467(12)
Purpose
467(1)
Planning
467(1)
Rehearsals
467(1)
Program I: A Musical Horn of Plenty (Thanksgiving)
468(1)
Program II: Liberty
469(5)
Program III: A Musical Fiesta---South of the Border
474(4)
Committees
478(1)
Additional Ideas for Festivals or Programs
478(1)
Appendix A Selected Soprano Recorder Fingerings (Baroque System) 479(1)
Appendix B Common Chord Fingerings for the Guitar 480(1)
Glossary 481(4)
Two-Chord Songs 485(1)
Three-Chord Songs 485(1)
Index of Listening Examples 486(2)
General Index 488


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