Music : A Way of Life for the Young Child

by Edwards, Linda Carol; Bayless, Kathleen M.; Ramsey, Marjorie E.

• ISBN13: 9780131116764
• ISBN10: 0131116762
• Edition: 5th
• Format: Paperback
• Copyright: 2005-01-01
• Publisher: Pearson College Div

Summary

This long-awaited revision of this best-selling book has been completely updated to meld the classic content of previous editions with the latest in music theory and research, and contains a fresh focus on multicultural music. National music standards are teamed with the comprehensive survey of professional research previous users cherish, and linked to a wealth of activities for using music-including, in this edition, opera, classical music, and folk music-and movement experiences with children from birth to age six. Sections on developmentally-appropriate practice present concrete experiences and activities for sharing music withallchildren in an inclusive environment in which the enjoyment of music is seen to be paramount.Reference sections, at the end of each chapter provide more than 90 new, current references to professional literature and help back up chapter content with the latest information on theory, appropriate musical content, activities, and more.Music from Around the Worldsections in every chapter highlight the exceptional diversity of music-and musicrs"s potential for encouraging cross-cultural awareness and sensitivity. Extensive appendices of songs, books lists, glossaries, keyboard diagrams, fingering charts, and ideas for creating classroom-made instruments constitute an invaluable source of background and resource information for teaching music-and make it easy for teachers-to-be to create a rich, nurturing musical environment in their very first classrooms.For pre-service and in-service elementary school music teachers.

Table of Contents

Beginning the Musical Journey	1	(22)
Music and Movement: Enjoyment and Value for Children	3	(2)
Four Important Reasons for Including Music in the Classroom	3	(2)
Beginning the Process of Planning	5	(1)
Basic Stages of Early Musical Development	5	(1)
Music Skills Development from Birth to Six Years	5	(1)
Developmentally Appropriate Practice	5	(3)
Planning for Children with Special Needs	8	(1)
Children with Physical Disabilities	8	(1)
Children with Hearing Impairments	8	(1)
Children with Visual Disabilities	9	(1)
Music and Movement for Young Children	9	(3)
Children and Dance in the Classroom	10	(1)
Basic Dance Movements	10	(2)
Selecting Songs, Fingerplays, and Instruments	12	(7)
Singing with Young Children	12	(1)
Selecting Songs for Singing	13	(1)
Fingerplays and Action Songs	13	(1)
Musical Instruments for Young Children	14	(1)
Classical Music and Children	15	(4)
Processes for Music and Movement	19	(2)
Introducing Movement and Dance	19	(1)
Materials for Creative Movement	19	(2)
References	21	(2)
Infancy	23	(16)
The Young Child's Musical Development	24	(1)
Music Making in Infancy	24	(1)
Importance of Lullabies	25	(1)
Auditory Stimulation of Infants	25	(4)
Birth to One Year	25	(2)
Musical Learning Activities	27	(2)
Favorite Songs and Rhythms	29	(8)
Selective Skills for Children	37	(1)
Key Ideas	37	(1)
Summary	38	(1)
Questions to Consider	38	(1)
References	38	(1)
Song Collections	38	(1)
Recordings	38	(1)
Music for the Ones and Twos	39	(14)
New Opportunities for Enjoyment and Learning	40	(1)
Creating the Environment	40	(1)
Nursery Rhymes	40	(1)
Using Nursery Rhymes with Infants	40	(1)
Chanting	41	(2)
The Link between Speech and Rhythm	41	(2)
Music from Around the World	43	(1)
Ella Jenkins, Educator	44	(1)
Elements of Musical Beginnings	44	(2)
Two-Year-Olds	45	(1)
Favorite Songs and Rhythms	46	(5)
Key Ideas	51	(1)
Summary	51	(1)
Questions to Consider	51	(1)
References	52	(1)
Song Collections	52	(1)
Recordings	52	(1)
Music for the Twos and Threes	53	(24)
Musical Experiences for Two- and Three-Year-Olds	54	(1)
Characteristics of Two- and Three-Year-Olds	54	(1)
Toddlers' Response to Sound and Movement	54	(1)
Developing Listening Skills	55	(1)
Music in Context	55	(1)
Building on Children's Natural Movements	55	(1)
Music as a Support to Movement	56	(1)
Singing and Musical Awareness	56	(8)
Elements of Musical Beginnings	56	(7)
General Guidelines for Selecting Musical Activities	63	(1)
Music from Around the World	64	(9)
The Tourist Approach	64	(9)
Planning Musical Activities for Young Children	73	(1)
National Standards for Music Education	73	(1)
Key Ideas	74	(1)
Summary	74	(1)
Questions to Consider	74	(1)
References	74	(1)
Song Collections	74	(1)
Recordings	75	(2)
Music for the Threes and Fours	77	(20)
Gardner's Theory of Multiple Intelligences	78	(1)
Musical Intelligence	78	(1)
Bodily-Kinesthetic Intelligence	78	(1)
Logical-Mathematical Intelligence	78	(1)
Supporting Children's Intelligences	79	(1)
Gardner's Message to Teachers	79	(1)
National Standards for Music Education for Four-Year-Olds	80	(1)
Singing and Playing Instruments	80	(1)
Creating Music	80	(1)
Responding to Music	80	(1)
Understanding Music	81	(1)
Conceptual Learning Through Music and Movement	81	(1)
Music as Communication	81	(1)
Music and Play	82	(1)
Musical Concepts	82	(1)
Music from Around the World	82	(1)
Caribbean Ring Dances	82	(1)
Movement	83	(2)
Pitch and Movement Concepts	83	(2)
Creative Movement	85	(1)
Favorite Songs and Rhythms	85	(10)
Key Ideas	95	(1)
Summary	95	(1)
Questions to Consider	95	(1)
References	95	(1)
Song Collections	95	(1)
Recordings	96	(1)
Music for the Fours and Fives	97	(22)
Building a Meaningful Music Curriculum	98	(1)
The Teacher's Role	98	(1)
National Standards for Music Education for Five-Year-Olds	98	(1)
The Children's Role	99	(1)
Listening to Music	99	(3)
Conditions That Promote Good Listening	101	(1)
Singing	102	(3)
Research and the Singing Voice	102	(1)
Suggested Singing Experiences	102	(1)
Choosing Songs	103	(1)
Presenting New Songs	103	(1)
Reluctant Singers	104	(1)
Teaching a New Song	104	(1)
Instruments	105	(1)
Body Percussion	105	(1)
Percussion Through Sound-Making Devices	105	(1)
Introducing Instruments	105	(1)
Establishing a Listening Music Center	106	(1)
Inviting Resource Visitors	107	(1)
Movement	107	(3)
Movement for the Fours and Fives	107	(1)
Imaginative Teachers	107	(1)
Fundamentals of Movement	108	(1)
Exploring Space, Time, and Force	108	(1)
Establishing the Beat	109	(1)
Using Recordings and Props	110	(1)
Music from Around the World	110	(1)
The Hawaiian Hula	110	(1)
Favorite Songs and Rhythms	111	(5)
Key Ideas	116	(1)
Summary	116	(1)
Questions to Consider	116	(1)
References	116	(1)
Song Collections	117	(1)
Recordings	117	(2)
Music Through the Day	119	(74)
Music and Language	120	(1)
Language Development	120	(1)
Traditional Music	120	(1)
Simple Tunes	121	(1)
Whole Language	121	(1)
Stories and Singing	121	(1)
Music and Reading Skills	122	(2)
ESL and Non-English-Speaking Children	124	(1)
Big Music Books	124	(1)
Music, Science, and Numbers	124	(1)
Music, Multiculturalism, and Social Studies	125	(1)
Music from Around the World	125	(2)
Gospel Music	126	(1)
Planning Musical Experiences for Young Children	127	(11)
Favorite Songs and Rhythms	138	(53)
Key Ideas	191	(1)
Summary	191	(1)
Questions to Consider	191	(1)
References	191	(1)
Song Collections	192	(1)
Recordings	192	(1)
Remembering the Importance of Music in All Our Lives	193	(4)
Developing an Appreciation of Music	194	(1)
Live Performances	194	(1)
Musical Stories	194	(1)
Background Music	194	(1)
Building a Music Library	195	(1)
Music Education: Music for a Lifetime	195	(1)
References	196	(1)
Appendix A Music from Around the World	197	(28)
Appendix B Music Terminology and Approaches to Music Education	225	(12)
Appendix C Resources for Teachers in Early Childhood Classrooms	237	(6)
Appendix D Learning Autoharp® and Guitar for the Classroom	243	(4)
Appendix E Instruments for the Classroom	247	(2)
Song Index	249	(2)
Subject Index	251

Excerpts

Music is our universal language, the language of our imaginations, of musicians and dancers, composers and performers, orchestras and operas. Music is the rhythmic language of the dancing 5-year-old using her body to recreate the graceful movements of a swimming dolphin. Music is the lullaby of a father singing to his infant while communicating tenderness and love. The language of music is revealed through the dancers who choose not to be restrained by convention as they represent their understanding of space, time, and form in ways that are personally satisfying and pleasing. Music is the language of children adding original lyrics and new melodies to a familiar song. This new edition presents a comprehensive and up-to-date survey of professional research while continuing to provide links between theory and practice. It encourages teachers and caregivers to attend to the importance of research and contemporary thought regarding music education. At the same time, the narrative frames theoretical ideas in meaningful ways for the adult who has chosen teaching as a profession. The songs, ideas, suggestions, and musical concepts are time tested. Parents, teachers, student teachers, caregivers, and students have aided in compiling and assessing the contents of this edition. Musical concepts and activities appropriate for each age level have been included to accompany some of the songs and rhythms. I do not believe, however, that music experiences provided for young children must always be used to teach them something. Children's awareness and understanding of the concepts and skills presented should grow out of natural encounters with the musical selections and activities. At each age level, enjoyment of the music should be paramount, and teachers are encouraged to use music in creative ways. I hope that as you discover the materials, you will enjoy the musical activities whether in your home or in the larger community where children gather. Become an advocate for music in the lives of young children. Even though you may feel you lack experience, just begin! Young children are not critics of your expertise with music; they enjoy, participate, and thrive as you do the same. Throughout the book, the wordteacheris used to describe the adult who is charged with the care and well-being of children. This includes the preservice college student enrolled in a teacher education program, the student teacher embarking on a teaching career, practicing teachers, master teachers, college professors, and other professionals who are dedicated to enriching the lives of children. NEW TO THIS EDITION Many changes and major revisions to this fifth edition provide a comprehensive look at music, children and teachers, and how music can expand our understanding of the teaching and learning process. Music in a Cultural Context Music is suited to address the wonderful diversity of children in today's schools. Music provides teachers with a multicultural context for seeing diversity from viewpoints different from their own and provides some of the tools needed to meet the different learning modalities of children. A new focus on viewing music through a multicultural context is included in this fifth edition. New sections entitled "Music from Around the World" highlight music's great potential as a resource for musical expression and an awareness of the diversity of music. Multiple Intelligences Theory Howard Gardner's eight intelligences provide a framework for approaching multiple intelligence theory and the implications this theory has for music education. His theory recognizes eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. In this edition, the coverage of these intelligences includes an in-depth focus on musical, bodily-kinesthetic, and logical-mathematical intelligences because our own success