Teaching Music in the Secondary Schools

by Hoffer, Charles

• ISBN13: 9780534141363
• ISBN10: 0534141366
• Format: Hardcover
• Copyright: 1990-08-31
• Publisher: Schirmer

Summary

Written by a past president of Music Educator's National Conference (MENC) and participant in the creation of National Standards, this is the fifth edition of a book that has dominated its specialized market for the past 35 years. It offers practical coverage of all aspects of choral and instrumental music.

Table of Contents

Preface	p. xxi
The Nature and Rewards of Music Teaching	p. 1
The Importance of Personal Experience	p. 1
The Joy of Teaching Music	p. 2
The Teaching Process	p. 3
The Components of Teaching Music	p. 3
Why Have Music in the Schools?	p. 4
What Should Be Taught in Music Classes and Rehearsals?	p. 5
How Should Music Be Taught?	p. 5
To Whom Is Music Being Taught?	p. 6
What Are the Results?	p. 6
The School Music Teacher	p. 9
Personality and Ego	p. 9
Personal Characteristics	p. 11
The Importance of Being Yourself	p. 11
Personal Efficiency	p. 12
Relations with Professional Colleagues	p. 12
No One Is Successful with All Students All the Time	p. 12
Is Music Teaching for You?	p. 13
The Need for Continued Growth	p. 14
Why Teach Music?	p. 19
The Importance of Music in the Schools	p. 21
The Importance of Music	p. 21
Existing Is Not the Same as Living	p. 23
Aesthetic Experiences	p. 24
Characteristics	p. 24
The Need for Instruction	p. 26
Support for Music in the Schools	p. 26
Nonmusical Reasons for Music	p. 27
Improving Mental Capabilities	p. 27
Group Activities	p. 28
Avocational Value	p. 28
What: The Subject Matter of Music	p. 33
The Secondary School Music Curriculum	p. 35
Learning in Music	p. 36
Musical Syntax	p. 36
Musical Works	p. 37
Intellectual Understandings	p. 37
Concepts	p. 37
Way of Thinking	p. 38
Creative Process	p. 38
Skills and Activities	p. 39
Attitudes	p. 39
Selecting Content	p. 41
Guidelines	p. 41
Educational	p. 41
Valid	p. 42
Fundamental	p. 42
Representative	p. 42
Contemporary	p. 43
Relevant	p. 43
Meaningful	p. 43
Learnable	p. 44
Areas of Study in the Music Curriculum	p. 44
Nonperforming Classes	p. 45
Performing Ensembles and Classes	p. 45
Types of Performing Groups	p. 46
Small Ensembles	p. 47
Orchestras	p. 47
Marching Bands	p. 48
Stage Bands and Swing Choirs	p. 49
Credit and Graduation Requirements	p. 49
Credit for Private Study	p. 51
Extracurricular Activities	p. 51
The National Standards	p. 52
Planning for Music Instruction	p. 56
Planning by Music Teachers	p. 56
Aids in Planning	p. 57
Long-Range Planning	p. 58
Unit Planning	p. 58
Lesson Planning	p. 59
Sample Lesson Plan for General Music	p. 60
Assessing Learning	p. 63
Getting Started in the Schools	p. 63
Consider the Five Basic Questions	p. 64
Why	p. 64
What	p. 64
To Whom	p. 64
How	p. 64
Results	p. 65
How: The Methods of Music Teaching	p. 69
Guidelines for Teaching Music in the Schools	p. 71
Types of Learning	p. 72
Cognitive Domain	p. 73
Ways of Cognitive Learning	p. 73
Motivation	p. 74
Structure	p. 75
Sequence	p. 76
Reinforcement	p. 76
Other Aspects of Cognitive Learning	p. 77
Transfer	p. 77
Memory	p. 77
Psychomotor Domain	p. 78
Distributed Practice	p. 80
Singleness of Concentration	p. 80
Affective Domain	p. 81
Teaching Instrumental Music	p. 84
Beginning Instrument Instruction	p. 84
Pre-Band Instruments	p. 84
Guiding Students	p. 85
Need for Class Instruction	p. 86
Beginning Instruction Books	p. 87
Teaching Beginning Classes	p. 87
Rote Procedures	p. 88
Teaching Rhythm	p. 89
Emphasizing Musical Qualities	p. 90
Practicing	p. 90
Teaching Fundamental Playing Skills: Winds	p. 91
Breath Support	p. 91
Basic Embouchure	p. 92
Single-Reed Instruments	p. 92
Double-Reed Instruments	p. 93
Flute	p. 93
Brass Instruments	p. 93
Tonguing	p. 94
Teaching Fundamental Playing Skills: Strings	p. 96
Bowing	p. 96
Left Hand	p. 96
Percussion	p. 97
Instrumentation	p. 97
Seating	p. 97
Transferring to Other Instruments	p. 98
Equipment and Supplies	p. 99
Teaching Teenage Singers	p. 102
What is Correct Singing?	p. 102
Physical Actions for Correct Singing	p. 103
Correct Position	p. 103
Deep Breath	p. 104
Relaxed Throat	p. 105
Action of the Breath	p. 105
Resonance	p. 106
Teaching the Correct Physical Actions	p. 107
Aural-Psychological Approach	p. 107
Style and Tone	p. 107
Range	p. 108
Diction	p. 109
Girls' Voices	p. 111
Boys' Voices	p. 111
Voice Change	p. 112
Classifying High School Voices	p. 113
Rehearsing Performing Ensembles: Preparation and Procedures	p. 117
Rehearsing and Teaching	p. 117
Preparation	p. 118
Score Preparation	p. 118
Pedagogical Preparation	p. 119
Rehearsal Preparation	p. 119
Rehearsing and Teaching Instrumental Music	p. 120
Stage and Marching Bands	p. 121
Teaching Choral Music	p. 123
Show Choirs and Musicals	p. 124
Warm-Up	p. 125
Rehearsal Procedures	p. 127
Verbal Commentary	p. 127
Indicating Musical Entrances	p. 128
Isolating Trouble Spots	p. 128
Keeping Students Occupied	p. 129
Reviewing Learned Music	p. 130
Critical Listening by Students	p. 130
Objective Listening by the Teacher	p. 131
Providing for Individual Attention	p. 132
Individual Practicing Outside of Rehearsal	p. 132
Saving Time	p. 133
Pace in Teaching	p. 133
Rehearsing Performing Ensembles: Intonation and Expression	p. 135
Improving Intonation	p. 135
Intonation Illusions	p. 135
Musical Inexperience	p. 136
Listening Habits	p. 136
Lack of Coordination	p. 136
Lack of Concept	p. 136
Poor Methods of Tone Production	p. 137
Psychological and Physical Factors	p. 137
Environmental Factors	p. 137
Instrumental Intonation	p. 138
Wind Instrument Intonation	p. 138
String Intonation	p. 138
Procedures for Instrumental Music Classes	p. 138
Choral Intonation	p. 139
Range and Tessitura	p. 139
Tempo	p. 139
Intervals	p. 140
Hearing Other Parts	p. 140
Procedures for Choral Music	p. 140
Teaching Musical Expression	p. 141
Techniques for Teaching Interpretation	p. 141
Rhythm	p. 142
Blend	p. 144
Balance	p. 145
Dynamics	p. 145
Sustained Notes	p. 147
Staccato	p. 147
Legato	p. 148
Phrasing	p. 148
Interpreting Choral Music	p. 149
Tone Color	p. 150
Humming	p. 150
Slurring	p. 150
Pronunciation of Foreign Languages	p. 151
Musical Feeling and Technique	p. 151
Teaching for More than Performances	p. 153
Selecting Music	p. 153
Musical Quality	p. 153
Suitability for the Group--General Factors	p. 154
Repetition	p. 154
Length	p. 154
Musicianship of the Students	p. 154
Suitability for the Group--Choral	p. 154
Text	p. 154
Religious Texts	p. 154
Range	p. 155
Tenor Part	p. 155
Accompaniment	p. 155
Dissonant Intervals	p. 155
Number of Parts	p. 156
Musical Arrangement	p. 156
Suitability for the Group--Instrumental	p. 156
Key	p. 156
Scalewise Runs	p. 157
Range	p. 157
Musical Arrangement	p. 157
Performance Needs	p. 157
Locating Music	p. 157
The Copyright Law	p. 158
Developing Music Reading	p. 158
Methods of Reading Music	p. 159
Reading Patterns	p. 160
Improvisation	p. 161
Teaching Musical Understandings	p. 162
Teaching More than Performing	p. 163
Teaching Middle School General Music	p. 169
Status of General Music	p. 169
Scheduling and Exploratory Experiences	p. 170
Content of General Music	p. 171
The Teacher and General Music	p. 172
Characteristics of Successful Teaching	p. 172
Presents Concrete Content	p. 172
Achieves Results Quickly	p. 173
Relates to Students	p. 173
Active Learning	p. 174
Appeals to Student Maturity	p. 175
Contains Variety	p. 175
Individual and Class Instruction	p. 175
Activities and Materials	p. 176
Singing	p. 176
Listening	p. 178
Creative Activities	p. 178
Teaching High School Nonperformance Courses	p. 182
Importance of Nonperformance Courses	p. 182
Role of Technology	p. 183
Music Appreciation	p. 184
Purposes	p. 184
Course Content	p. 185
Listening	p. 185
Recognition of Styles	p. 188
Examinations	p. 188
Fine Arts and Humanities Courses	p. 188
Theory Courses	p. 189
Content	p. 189
Ear Training	p. 190
Creative Activity	p. 192
Piano and Guitar	p. 193
School Music Performances	p. 195
Reasons for Performances	p. 195
Guidelines for Performances	p. 196
Preparing for Successful Performances	p. 198
School Assemblies	p. 199
Informal Programs	p. 199
Programs Outside of School	p. 200
Preparation for the Performance Setting	p. 200
Planning the Program	p. 201
Enhancing Performances	p. 202
Staging Vocal Music	p. 202
Staging Instrumental Music	p. 203
Business Matters	p. 203
Printed Programs	p. 203
Tickets	p. 204
Publicity	p. 204
Trips and Tours	p. 205
Checklist for Program Planning	p. 206
To Whom: The Students	p. 209
Teenagers and Music	p. 211
Varied Situations	p. 213
Contradictions	p. 214
Students in Urban Schools	p. 215
Music Teachers and Teenagers	p. 216
Teenage Musical Development	p. 217
Physical and Vocal Development	p. 218
Motivating Teenagers	p. 218
Group Motivation	p. 219
Group Morale	p. 220
The Teacher's Attitude	p. 221
Securing Adequate Membership	p. 223
Recruiting Boys	p. 224
Working with Boys	p. 225
Managing Music Classes and Rehearsals	p. 227
Discipline and Teaching	p. 227
Developing Desirable Classroom Behavior	p. 228
Special Areas for Music Teaching	p. 234
Talking	p. 234
Inability to Participate	p. 234
Attendance	p. 235
Maintaining Classroom Control	p. 235
Handling Minor Disturbances	p. 236
Handling Persistent Rule Violators	p. 237
Handling Serious Problems	p. 238
With What Results?	p. 241
Assessing Learning in Music	p. 243
Uses of Assessment	p. 243
Improving Instruction	p. 243
Grading Students	p. 244
Evaluating Courses and Curricula	p. 244
Assessment: Keep It Simple!	p. 245
Assessment: More than Tests	p. 245
Projects	p. 245
Journals	p. 246
Portfolios	p. 246
Self-Assessment	p. 246
Assessment: More than Facts	p. 247
Tests and Testing	p. 247
Cognitive Tests	p. 247
Psychomotor Tests	p. 248
Affective Assessment	p. 250
Grading Students	p. 251
Clear Criteria	p. 251
C as the Starting Point	p. 252
More than a Letter Grade	p. 252
The Music Education Profession: Past, Present, and Future	p. 254
What Is a Profession?	p. 255
The Profession in the Past	p. 256
Before 1920	p. 256
After 1920	p. 258
Present and Future Challenges	p. 260
Guiding Principles for Music Teachers	p. 262
Appendices
Code of Ethics	p. 265
Additional Readings	p. 268
Teaching Materials	p. 271
Photo Credits	p. 275
Index	p. 277
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