Educational: Music

Book SynopsisFiddle Time Scales 1 is brimming over with creative ideas to make learning scales and arpeggios easy, covering the finger patterns used in Fiddle Time Joggers and Runners, and including all the scales and arpeggios for ABRSM Grades 1 and 2.Trade ReviewAuthors Kathy and David Blackwell lay out easy-to-follow and fun exercises. The books are filled with colorful illustrations and most of the musical exercises include whimsical lyrics and fun tips. * Strings (US), October 03 Fiddle Time Scales) *Authors Kathy and David Blackwell lay out easy-to-follow and fun exercises. The books are filled with colorful illustrations and most of the musical exercises include whimsical lyrics and fun tips. * Strings (US), October 03 *Table of ContentsD major: Finger tips ; D major: Low D, High D, and A in between ; A major: Super sprinter ; A major: Step, skip, jump! ; G major: Follow me ; G major: Ring my number ; G major: Fast food ; G major: What's in your sandwich? ; A natural minor: French carol ; E natural minor: French carol ; E natural minor: Somerset folk song ; C major: Accelerator ; C major: Double Decker ; A major: Sweet Betsy from Pike ; F major: Two little angels ; F major: Knock, knock! ; B flat major: French folk song ; D harmonic minor: Theme from Mahler's First Symphony ; D harmonic minor: In orbit ; A harmonic minor: Old man of Peru ; G harmonic minor: Haunted house ; G harmonic minor: Le Tambourin (Rameau) ; D melodic minor: I gotta play those fiddle blues ; D melodic minor: Shalom Chaverim ; A melodic minor: We walk a narrow way ; A melodic minor: Escalator cha-cha ; G melodic minor: A bit of Bach (J. S. Bach) ; G melodic minor: Mean street chase ; Natural minors: Zum gali, gali

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Book Synopsis''Brilliant and epoch-making.'' Times Literary SupplementThe Classical Style is an established classic which has remained in print since its first publication in 1971. With his experience as a world-class pianist as well as as teacher at Harvard and Oxford, Charles Rosen produced the definitive survey of the language of the music of the classical period. In the book, Rosen concentrates on the three major figures of the time - Haydn, Mozart and Beethoven - because ''it is in terms of their achievements that the musical vernacular can best be defined''.In this expanded edition, Rosen follows the development of each composer''s best known genres: for Haydn, the symphony and string quartet; for Mozart, the concerto, string quintet and comic opera; for Beethoven, the piano sonata. In addition, the author ranges widely through the material of classical music which falls outside these categories. ''The word masterpiece should be used rTrade Review"'Brilliant and epoch-making.' Times Literary Supplement 'The word "masterpiece" should be used rarely if at all. But it applies to Charles Rosen's The Classical Style... This book sets new standards for the application of language to music' George Steiner"

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Book SynopsisFiddle Time Scales 2 has been revised to reflect the syllabus at ABRSM grade 3 and part of grade 4, and is an ideal companion to Fiddle Time Sprinters.Table of ContentsG major: Keep fit ; G major: The Arrival of the Queen of Sheba ; A major: Out of the question ; B flat major: Mock Baroque ; E major: Hook or by crook ; E major: Banuwa ; E minor: In your stride ; E flat major: Tallis's canon ; A flat major: Stop - start ; D major: Spic and span ; D major: Allegro in D ; D minor: Snake bite ; D minor: Tango ; A minor: Theme and variations ; Chromatics: Circus act ; Chromatics: Seventh heaven ; Pentatonics: On Loch Lubnaig ; Pentatonics: Flat tyre blues ; Pentatonics: Gypsy wedding ; G minor: Spanish dance ; G minor: Menuet ; Modes: Scarborough Fair ; Modes: Old Joe Clark ; F major: Sea shanty ; F major: Round the Bay of Mexico ; C major: Autumn (from Vivaldi's Four Seasons) ; C major: Green holm ; C major: Kissed yesterday ; C major: The ferry ; Blues: Blues for Scrapper

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Book SynopsisThe piano is the best loved of musical instruments, thanks in part to the elegant symmetrical design of its ivory and ebony keyboard that ensures each pitch is reliably equidistant from the next. But this ''equal temperament'' tuning was once a hugely controversial notion. It is difficult now to imagine the keyboard as other than it is; yet this was precisely what many European musicians practising before the nineteenth century demanded of their instruments. For hundreds of years, musicians, craftsmen, church officials, heads of state and philosophers fought heatedly against the introduction of ''equal temperament'' tuning.Stuart Isacoff hereby recounts this great battle over the best way to create music - a battle that culminated in the destruction of the harpsichord and the emergence, from its flames, of the piano. Why the resistance to equal temperament lasted so long, and how it was finally overcome, is a story that encompasses crucial elements of Western culture - sociaTrade Review"'Isacoff untangles the complexities of this issue with the aplomb of a virtuoso planist.' New York Times"

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Book SynopsisDaniel J. Levitin, PhD, is a neuroscientist, cognitive psychologist, and bestselling author. He trained at Stanford University Medical School, The University of California at Berkeley, and the University of Oregon. He is founding dean of Arts and Humanities at the Minerva Schools at KGI in San Francisco and Professor Emeritus of psychology and neuroscience at McGill University. He is the author of This Is Your Brain on Music, The World in Six Songs, The Organized Mind, A Field Guide to Lies and Statistics and The Changing Mind. He divides his time between Montreal and California.

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Book SynopsisTake a visual journey through the world of music and learn the science behind it, too.Budding music fans will love discovering musical geniuses of every era, from Mozart and classical music to Bowie and pop, as well as finding out how music is created and what links it all together.The book looks at music throughout history, beginning with the first known melody from the Fertile Crescent and covering modern music phenomena, from K Pop to hip-hop. Instruments and genres from across the world are featured, with playlists of key pieces encouraging kids to look up pieces to hear for themselves. STEAM spreads delve into the psychology and math behind music, from how it affects our mood to how it can improve our minds.Covering India''s Ragas, Indonesia''s Gamelan, Japan''s city pop, and more, this book will help children discover a love of music.

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Book SynopsisHector the Hippo wants to play the cello more than anything else in the world. But who in the jungle will teach him? Most of the other animals laugh at the idea. Finally Hector meets a musician who can help him, a lyrebird. He practices everyday until he has a chance to play at a grand concert in front of all the other animals.Purple/ Band 8 books offer developing readers literary language, with some challenging vocabulary.Text type A story by a significant author.A storyboard on pages 22 and 23 summarises the story in eight illustrations providing an opportunity to recap the key events.Curriculum links Music: Exploring sounds, Classroom instruments, Combining sounds to make music; Science: Animals; ICT: Using text and tables to develop ideas.This book has been levelled for Reading Recovery.This book has been quizzed for Accelerated Reader.

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Book SynopsisThe popular beginner instruction books for kids with fun exercises, theory and easy songs to play.My First Piano Book introduces young children to the piano and music-making through fun activities, rhymes, songs and pieces.The author's tried-and-tested progression covers note learning, theory, aural and composing through a creative and holistic approach. Many pieces have simple teacher duet parts to encourage ensemble playing from the start, and the book is illustrated throughout in the charming Get Set! style. This carefully designed tutor will inspire, entertain and, most importantly, nurture a love of music that can last a lifetime.Suitable for children aged 5 years and over, this book facilitates a seamless transition from pre-stave reading onto stave reading, leading effortlessly into the highly acclaimed Get Set! Piano Tutor Book 1.Song list:Hey, hey, look at me!Engine, engineSpider, spiderUp and downSausage in a panSoft kittenAu clair de la luneMusic Town show timeCuckooFive fat sausagesMousey in the houseOld Mister WoodpeckerOn a logOld MacDonaldHot cross bunsHob shoe hobMerrily we roll alongHigh and lowUp like a rocket!Slowly, slowlyYum, yumTiny Bee and Bitsy FleaLittle Arabella MillerShooting starsThree little birdsTeddy bearCheese!Bell horsesJack FrostPease puddingMore pease puddingNaka naka hoiOnce there was a princessSecret alienCounting songE my name is EmilyClap your handsSuo GânGoodnightFive little monkeysRound and roundMice, miceDear SantaNaughty pussy catTwinkle, twinklePitter, patterCan you tap this rhythm?Allundé alluyaI can sing highTallis duetDown in the gardenFrère JacquesHaydn's surprise!Happy birthdayTrade Review‘Two outstanding new publications are set to become my ‘go-to’ material for teaching five-year-olds, My First Piano Book and My First Piano Pieces, Puzzles and Activities by Karen Marshall. The approach is perfect for the age group and the author’s intention to provide a gateway to music through the piano accords exactly with my own ethos. The pieces are tuneful so I know that little pianists will love them, and the emphasis is on developing musicianship holistically, encouraging children to explore the piano creatively and to sing as well as play. My First Piano Book is a work of art, with child-inspiring illustrations, and the accompanying activities book has line-drawings that children can colour in, bringing back memories of that simple childhood joy!’ – Sandy Holland, music educator, pianist and examiner

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Book SynopsisHow to teach Composition in the secondary classroom presents 50 creative ideas to support every aspect of composing in secondary schools.The ideas are concise, easy to implement and tackle everything from starters and plenaries, inspiration and project ideas to composition techniques, technology and assessment. This practical handbook provides fresh and inspiring ways to invigorate composition in the classroom and beyond.Trade ReviewThis book is bursting at the seams with practical, tried-and-tested classroom activities for supporting students in their composing development. The ideas are simple to read and offer enough flexibility to be adaptable to any situation. If you’re looking for support with composition teaching, this resource will be your go-to! ~ Dr Kirsty Devaney, Composer & Music Education Researcher Shapey is a veteran of the classroom, and this shines through in the text. Each of the 50 individual approaches are carefully laid out with starter activities, plenaries, learning outcomes, and, perhaps most excitingly, reference tracks… 50 inspiring ideas is much more than a collection of composition briefs. The book presents a carefully scaffolded plan for developing learners’ creative faculties, musical ear, and, through these skills, knowledge of theory and instrumentation. Shapey is placing creativity back at the heart of the music curriculum, where it belongs… Shapey’s ideas are crafted to engage and inspire students, embed intertextual discussions, and, perhaps most importantly, produce compositions which learners can be proud of, as well as ticking those omnipresent assessment objectives… This text is destined to become a well-thumbed addition to my collection, and one which my students will enjoy as much as I do. ~ Dale Wills, Music Teacher Magazine This is a great book for any music teacher, containing a wide range of inspiring ideas to get your class composing. Ideas include authentic composing briefs, practical information on using rhythm and harmony techniques and sections on how to write and develop a melody. Many of the ideas can be used or adapted for KS 2 too and will prepare children for composition at KS 3 and beyond. This book is a mine of useful information! ~ Kay Charlton, Music educator/composer

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Book SynopsisHow to teach Whole-class instrumental lessons presents 50 diverse ideas for teachers of every instrument.The ideas are concise, easy to implement and tackle everything from repertoire to behaviour management. Whether you're new to teaching or a seasoned practitioner, this practical handbook offers fresh and varied ways to invigorate lessons with any group.Trade Review‘Instrumental music teachers should all have a copy of this book in their instrument cases! It provides a good range of activities, but also outlines the thinking behind them, and supports progression and development too. We have been waiting for a book like this, and this one certainly fits the bill –and does so very well indeed.’ – Professor Martin Fautley, Birmingham City University ‘This fantastic book is just what is needed for the inexperienced or aspiring whole class ensemble teacher, and will be a welcome addition for those with more experience as well. There is much sage advice, based on Kay’s many years of experience in teaching WCET and running education workshops and teacher training. Covering a wide range of important subjects, from setting up the space and preparing to play through to building a curriculum, planning a lesson and teaching creatively and musically, the writing is well grounded and up-to-date in its pedagogies and professional practices.’ – Tim Palmer, Head of Music Education, Trinity Laban Conservatoire of Music and Dance

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Book SynopsisListen and celebrate introduces a selection of 15 pieces from a range of time periods, countries and styles, celebrating the people who wrote the music and offering an immersive experience through active listening and composing activities.As well as supporting National Curriculum objectives for Key Stages 1 and 2, this book will help bring breadth and depth to children's musical experience and understanding, offering a glimpse of the huge variety of music in the world and featuring composers from a range of backgrounds and experiences.Features: Background information to provide context and inspire Active listening activities for Key Stages 1 and 2 Composing activities for Key Stages 1 and 2 Beautifully illustrated whiteboard displaysPlease note audio is NOT supplied as part of this resource, but guidance is given on how to find recordings online.Trade Review‘If you're looking to decolonise your music room or include a richer musical experience to your learners, Listen & Celebrate is a must-have.’ – Steve Giddings, music teacher, award-winning author and owner of Steve’s Music Room ‘Designed to be inclusive, respectful and celebrate the enormous achievements of individual composers, the contemporary selection of pieces, as well as the relevance of 21st century concerns such as deforestation and refugee crises, will surely inform and inspire children of a primary school age.’ – Julie Digby PhD, music educator, researcher and consultant ‘Brilliant resource… It really should be on every music lead’s bookshelf.’ ⭐⭐⭐⭐⭐ – Amazon reviewer ‘There could not have been a more appropriate title for this book. It reminds us of the importance of keeping our eyes and ears open to composers of all backgrounds. In this, we find variety and richness that encourages us to listen further, so that we too can celebrate.’ – Eleanor Rashid for Music Teacher Magazine ‘[Listen & Celebrate] fills a much-needed gap and celebrates wonderful diverse music. The music selection is superb and the additional resources available to use on a white board are going to save a huge amount of time.’ – Karen Marshall, author of the Get! Set Piano Series, Collins Music and Primary School Music Lead ‘This book makes composing accessible even for the most inexperienced educators or the most reluctant learners… Listen & Celebrate should be in steady use by every Primary teacher and their respective teacher trainers.’ – Steve Giddings, Music teacher, award-winning author and owner of Steve’s Music Room ‘Differentiated into KS1 and KS2, incorporating listening, performing and composing activities, as well as suggestions for further listening, assessment and progression, this useful resource is appropriate and accessible for both generalist class teachers and specialist music teachers.’ – Julie Digby PhD, music educator, researcher and consultant

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Book SynopsisTeach kids how to play the recorder with fun lessons and sheet music for beginners.With careful progression and performance opportunities right from the start, this highly acclaimed method is perfect for teaching beginners. This second edition of Book 1 features gorgeous new illustrations and audio downloads to support learning.Ideal for both individual and whole-class teaching, with fun activities and pieces with two parts.Suitable for both generalist and specialist teachers.Stage 1 of a full scheme comprising four books.Takes the learner from pre-reading to playing and reading notes E, G, A, B and high C.Gradually introduces music notation and theory.

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Book SynopsisListen and celebrate Key Stage 3 is designed to help teachers enrich and diversify Key Stage 3 music by introducing a selection of 15 pieces from a range of countries and styles, celebrating the people who wrote the music and offering an immersive experience through active listening and composing activities.As well as supporting National Curriculum objectives for Key Stage 3, this book will help bring breadth and depth to students' musical experience and understanding, offering a glimpse of the huge variety of music in the world and featuring composers from a range of backgrounds and experiences.Features: Background information to provide context and inspire Active listening activities Composing activities Guidance on differentiation and assessment Taking it further' ideasOnline resources: Display sheets Information sheets to provide further context Composition planning sheets Supporting visual sheets Links to video clipsPlease note audio is NOT supplied as part of this resource, but gTrade Review‘If you're looking to decolonise your music room or include a richer musical experience to your learners, Listen & Celebrate is a must-have.’ – Steve Giddings, music teacher, award-winning author and owner of Steve’s Music Room ‘Designed to be inclusive, respectful and celebrate the enormous achievements of individual composers, the contemporary selection of pieces, as well as the relevance of 21st century concerns such as deforestation and refugee crises, will surely inform and inspire children of a primary school age.’ – Julie Digby PhD, music educator, researcher and consultant ‘Brilliant resource… It really should be on every music lead’s bookshelf.’ ⭐⭐⭐⭐⭐ – Amazon reviewer ‘There could not have been a more appropriate title for this book. It reminds us of the importance of keeping our eyes and ears open to composers of all backgrounds. In this, we find variety and richness that encourages us to listen further, so that we too can celebrate.’ – Eleanor Rashid for Music Teacher Magazine ‘[Listen & Celebrate] fills a much-needed gap and celebrates wonderful diverse music. The music selection is superb and the additional resources available to use on a white board are going to save a huge amount of time.’ – Karen Marshall, author of the Get! Set Piano Series, Collins Music and Primary School Music Lead ‘This book makes composing accessible even for the most inexperienced educators or the most reluctant learners… Listen & Celebrate should be in steady use by every Primary teacher and their respective teacher trainers.’ – Steve Giddings, Music teacher, award-winning author and owner of Steve’s Music Room ‘Differentiated into KS1 and KS2, incorporating listening, performing and composing activities, as well as suggestions for further listening, assessment and progression, this useful resource is appropriate and accessible for both generalist class teachers and specialist music teachers.’ – Julie Digby PhD, music educator, researcher and consultant

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Book SynopsisTeach kids how to play the recorder with fun lessons and sheet music for beginners.With careful progression and performance opportunities right from the start, this highly acclaimed method is perfect for teaching beginners. This second edition of Book 2 features gorgeous new illustrations and audio downloads to support learning.Ideal for both individual and whole-class teaching, with fun activities and pieces with two parts.Suitable for both generalist and specialist teachers.Stage 2 of a full scheme comprising four books.Introduces new notes D, F sharp and high D.Gradually introduces music notation and theory.

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Book SynopsisPlayground songs and classroom songs, silly songs and sweet songs, wake-up songs and bedtime songs . . .Every day, children, parents, friends, brothers, and sisters sing songs to one another. Nina Crews brings her energetic style of illustration to this collection of thirty-four perennial favorites. From Miss Mary Mack (watching fireworks from her balcony) to London Bridge (built by a brother and sister in the living room) to Skip to My Lou (in a rolling green park), the songs make this companion to the acclaimed The Neighborhood Mother Goose a treasure for every child in every neighborhood.

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Book SynopsisAssessment in schools has become a hotly debated issue in education. In the wake of political pressures for accountability, educators have sought to defend the principle that assessment should serve the interests of learners and learning. With the aim of improving learning and raising standards, this book presents a case for formative assessment, day-by-day, rather than summative assessment at the end of key stages. The author draws on and discusses the practical application of a range of theoretical and philosophical research, encouraging a holistic approach and focused teacher-intervention. The book provides material for reflection as well as practical tips, and is suitable for instrumental and classroom teachers (at all levels, but particularly 11-18), and the academic community.Trade ReviewEven before I picked this book up, I knew it was going to be a good one . . . Fautley makes it come alive. It is not just the quality of the writing and the humour. He shows us why it matters and what a difference good assessment can make to young people - and that I find interesting . . . What is so good about this book is that Fautley not only outlines the problems but also suggests solutions . . . Throughout this clearly written, highly readable book two central areas of concern emerge. One is that the most important role for assessment is to help students 'get better' at music. The other is that any practical solutions offered have to fit in with the reality of a workforce which is currently working at full stretch. It is these two priorities that make this book so important. If God hadn't wanted us to sort out assessment in music education, he wouldn't have given us Martin Fautley. * David Ashworth, www.teachingmusic.org.uk, May 2010 *Assessment in Music Education provides a very welcome 'bible' for understanding every aspect of assessment in music education . . . In general the writing style is accessible - a real achievement with such a multi-faceted and complex topic. In the more theoretical sections, Fautley makes a real effort to simplify concepts to communicate them effectively to his readers . . . Assessment in Music Education is a well-referenced compendium of information on all aspects of the topic. Whether or not the present government decides to continue the current emphasis on assessment in the cloassroom, this will remain a standard work in the field. * Bette Gray-Fow, Classroom Music, Autumn 2010 *Fautley has a genius for the visual model when summing up the discourse of assessment . . . Not the formulaic version of formative assessment which often permeates UK schooling, but that which is based upon a rich dialogue between pupils and teachers . . . Music education has been in need of a serious treatise on assessment for some time now, and this accessible and rigorous book fits the bill. After reading it no music educator has an excuse for not engaging with effective assessment practice or not having strategies that go beyond learning objectives, levelling and setting targets. Here Fautley draws out a myriad of possibilities from simple ideas supported with a sound theoretical underpinning. This book will be important to teachers of all types in all contexts as well as teacher educators, policymakers, academics, head teachers and those providing continuing professional development. Look forward to the next volume! * Chris Philpott, Music Education Research, August 2012 *Assessment in Music Education provides a detailed but very readable exploration of the theory and practice of assessment in the classroom, largely at Key Stage 3 . . . It is the most thoughtful exposition I know of teaching and learning in the Key Stage 3 National Curriculum, even if its conclusion is that, 'At present, it is not entirely clear what progression in music learning entails'. * James Garnett, Music Teacher magazine, May 2010 *Table of Contents1. Introduction to assessment in music education ; 2. Clarifying terminologies: uses and purposes of assessment ; 3. Reliability and validity ; 4. Evidencing achievement ; 5. Learning and knowledge in classroom music ; 6. Why assess? ; 7. 7. Progression, development, and assessment ; 8. Quality, values, and the affective domain ; 9. Developing appropriate criteria for assessment ; 10. Developing classroom performing by the use of assessment ; 11. Developing classroom composing through assessment ; 12. Developing listening through assessment ; 13. Developing classroom improvising by the use of assessment ; 14. Assessment and ICT in music education ; 15. The role of baseline assessment ; 16. Putting it together: holistic approaches to learning and assessment in music ; 17. The way forwards: new developments in assessment

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Book SynopsisGet set for the most enjoyable fright of your life as you accompany Pauline Hall and Kevin Wooding through these creepy pages. Spooky Piano Time is bursting with repertoire pieces, puzzles, poems, and full-colour illustrations - for all pianists of around Piano Time 2 standard.Trade ReviewPauline Hall's Piano Time books have been tremendously popular with piano teachers and their students and I am sure Spooky Piano Time will have similar success. The book is beautifully and lavishly illustrated by Chris Mould ... Kevin Wooding's witty poems also help bring the music to life .... As with other Piano Time books there is cheery advice on how to play the music, puzzles to do, a composition to write and a game to play so as finally to escape from the House on the Hill. This book is lots of fun and will fire many a pre-Grade 1 pupil's imagination! * Piano Journal, No. 54, Vol. 18 *... a beautifully illustrated set of 'terrifying pieces, poems and puzzles' ... that will entertain and inspire your younger pupils. Excellent, original and well-focused - and well worth the money - all of which shows the Oxford Method to be a leader in the field. * Piano Nov 97 *Glossy, colourful and entertaining, who says learning can't be fun?! This collection of crazy characters makes the Adams family look tame indeed as the young pianist is introduced to them and their surroundings piece by piece and poem by poem. However, underneath its ghostly exterior lurk some useful technical exercises involving meter, rhythm, dynamics, staccato, legato and many more. If you have little ones into things supernatural, then this is a must. * Sheet Music Winter 97 *Table of ContentsThe House on the Hill ; Meet the Family ; Compose a Creepy Piece ; Vampire Blues ; Lydia's Sandwich ; Sandwich Puzzle ; John Brown's Funeral March ; Rupert ; The Egyptian Level ; Lady Eleanor ; Frightening Phrases ; Phantango ; Sweet Dreams ; Escape from the House on the Hill

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Book SynopsisAdvice to young singers often follows the standard line of the great French singer Claire Croiza: Study the poem away from the music, so that you know what the words really mean. But Croiza''s advice is notoriously difficult to follow when performing French mélodies. Just how do you approach a French poem? In the lyric poetry on which the mélodie is based, meaning is conveyed not just through the words but also through the poem''s formal structure. Understanding French Verse: A Guide for Singers explains this formal structure and sets out the basics of French versification, using examples drawn from a wide range of well-known song settings. Its chapters examine French meters, stanzaic forms, sonnets, rondels and other fixed forms, rhyme and sound patterning, and free verse poems. Written in a clear and concise way, it explains the Alexandrine, how to distinguish different meters by counting syllables, and how to identify stresses in French verse. The book also illustrates how rhyme woTrade Review...very useful... * Dorothee Mertz-Weigel, French Review, vol. 80.1 *Table of Contents1: Why This Guide? 2: The Basics of the French Line 3: Common French Meters 4: Stanzas 5: Sonnets, rondels, and other fixed forms 6: Rhyme 7: Free verse Appendix 1. Commentaries on four poems Adieux de l'hôtesse arabe Le colibri En sourdine Montparnasse Appendix 2. Poems and songs discussed in the guide Appendix 3. A brief history of French versification Glossary of technical terms Notes Suggestions for further reading Index

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Book SynopsisGrounded in theory and research, with links to teaching practice, Education in the Arts helps students apply what they are learning to new contexts, and encourages them to become reflective and mindful practitioners. Students can continue to use this book as they become practising teachers, drawing on how to implement the various arts practices in a school setting. Lecturer Resources:Additional case studies to use with your students.Table of ContentsPart One: Key PrinciplesTeaching with Art in Mind John O’Toole, Mary Ann Hunter, Chris Sinclair and Neryl JeanneretThe Arts, Creativity and PlayJohn O’TooleLearning in the ArtsNeryl JeanneretArts Education as Intercultural and Social DialogueKate DonelanGeneral Capabilities and Multiple LiteraciesJohn O’TooleTeaching for the Aesthetic, Teaching as AestheticChristine SinclairShower Singing and Other EssentialsJulia ReidPart Two: Teaching the ArtformsDance: Art EmbodiedJan Deans, Jeff Meiners, Sarah Young and Katrina RankDrama: Social Dreaming in the 21st CenturyJane Bird, Kate Donelan and Christine SinclairMedia ArtsMichael DezuanniMusic in the Primary ClassroomNeryl Jeanneret, Jennifer Stevens-Ballenger, Sue ArneyLearning in and through the Visual ArtsRobert Brown, Marnee Watkins and Gina GrantPart three: integrating and applying the artsLearning and Teaching through the ArtsPam Macintyre, Richard Sallis, Robert Brown and Paul MolyneuxIntegrating the ArtsDavid Kelman, Marnee Watkins, Jennifer Stevens-Ballenger and Christine SinclairPart Four: Arts and CommunitySupport and Partnerships for the TeacherNeryl Jeanneret, John O’Toole and Chris SinclairWhat Can Mindful Educators Learn from Artists who Work with Children?Mary Ann Hunter and Robert BrownThe Arts and Teaching for DiversityJo Raphael and Mary Ann Hunter

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Book SynopsisSchool music teachers and college music teacher educators need resources for working with trans and gender expansive (TGE) students in school music programs. TGE youth are becoming more visible in schools across the U.S., and many teachers, administrators, and communities simply do not have adequate information to appropriately support these students. Honoring Trans and Gender-Expansive Students in Music Education combines new stories from TGE youth and their music teachers with researched-based practical suggestions from the authors to help teachers honor and empower TGE students to succeed in school music classrooms.Trade ReviewThis book should be on the shelf of every teacher and counselor working with K through graduate school. Garrett and Palkki have done a brilliant job providing up-to-date coverage of subjects that are difficult for some teachers to address. This book covers these issues with sundry documenting stories, that perhaps familiar to some are extremely helpful to the uninitiated as well as others looking to be informed in addressing important issues paramount to many students—a most welcomed addition. * Clifford K. Madsen, Robert O. Lawton Distinguished Professor of Music, Florida State University *Garrett and Palkki's compelling and comprehensive book humanizes and personalizes the lived experiences of trans and gender-expansive persons. This book is a brilliant and welcome addition to the music education profession. Teachers in all stages of their career will leave research-based discussions, powerful stories of TGE persons, and practical recommendations with enhanced awareness and fresh perspective, as well as empowered to make change for the better in the music classroom. * Bridget Sweet, Associate Professor of Music Education, University of Illinois at Urbana-Champaign *This book is integral to any music library that serves current or future music educators. * Alexa Marie Frederick, Undergraduate Music Education Student, Texas Tech University, Lubbock, Texas, USA *Honoring Trans and Gender-Expansive Students in Music Education is a valuable resource for all educators. The practical ideas on valuing trans and gender-expansive students in the music classroom are integral for educators because more students are now comfortable with identities outside of cisgender and heteronormative identities...This book is integral to any music library that serves current or future music educators. * Alexa Marie Frederick, Music Reference Services Quarterly *Table of ContentsAcknowledgements Introduction: Teaching People to Learn though the Art of Music Part I Context 1. Starting a Conversation About Trans and Gender Expansive Youth 2. Understanding School Climate for Trans and Gender Expansive Persons 3. Safe People Creating Safe Spaces 4. Honoring Gender Diversity in Music Classrooms 5. Empowering TGE Students with Inclusive Policies 6. Working with Transgender Singers in Choral Classrooms 7. From Our Collaborators Appendix A: Glossary Appendix B: Suggested Resources Appendix C: TGE-Affirmative Policy Appendix D: Vocal Exercises References Index

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Book SynopsisBuilding an Award-Winning Guitar Program is a practical guide to assist secondary and post-secondary music educators with the tasks involved in establishing a successful music program. With the rising interest in guitar, Mariachi, rock band, handbells, bluegrass, music technology, and so on, more and more music educators are being asked to teach innovative music classes. Author Bill Swick has crafted this book to help these educators build such innovative music programs from the ground floor, based on his years of experience as a music educator specialized in guitar. The book will assist music educators with classroom management, scheduling, structure, organization, fund raising, festivals, travel, and other subjects related to teaching guitar in the classroom, but its principles are broadly relevant to any and all music educators hoping to create a unique program that stands out within their school district and state, attracting students, parents, educators and administrators alike.

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Book SynopsisBuilding an Award-Winning Guitar Program is a practical guide to assist secondary and post-secondary music educators with the tasks involved in establishing a successful music program.Trade ReviewIt's finally here! Absorb the words of a master teacher, innovative educator, pioneer, and legend, Bill Swick! He shares his decades worth of knowledge in guitar education through comprehensive and clearly explained text. Bring success to your music classroom! * Ruth LeMay, President/Founder, 3 Strings, Inc *Bill Swick, the father of modern classroom guitar instruction, has once again given an essential resource to pre-college and university instructors. If you teach guitar in a school setting, then you are part of Bill's incomparable legacy. There is no one better to guide novice and veteran guitar teachers to create successful and impactful programs in their community. * Matthew Denman, Associate Professor of Guitar, Oklahoma City University / Classen School of Advanced Studies *

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Book SynopsisGrowing Musicians: Teaching Music in Middle School and Beyond focuses on teaching adolescents within the context of a music classroom. It considers the impact of music education on adolescents as they transition from child to adult as well as encourages music educators to mindfully examine their own teaching practice.Trade ReviewReading Sweets book makes one feel as though these colleagues are sitting with us, reading along and commenting. This feature, along with the authors clear writing style, make this a valuable volume, not just for middle school teachers, but for those teaching any level. * John Devorick, ACDA Choral Journal *Table of ContentsPreface ; Chapter 1: The Adolescent Musician ; Chapter 2: The Music Teacher ; Chapter 3: Establishing Music Classroom Climate ; Chapter 4: Establishing the Framework for Successful Music Classes ; Chapter 5: The Humanity of Teaching Music ; Chapter 6: Humor in the Music Classroom ; Appendix A: Teacher participant extended bios ; References ; Index

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Book SynopsisIn The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucía Frega have drawn together a variety of philosophical perspectives from a global who's who of scholars. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere. Emphasizing clarify, fairness, rigor, and utility above all,Trade ReviewOf special interest is the inclusion of a variety of practices in music education from a global perspective...Essential. * Choice *Table of ContentsAbout the Contributors ; 1. Introduction ; Wayne Bowman and Ana Lucia Frega ; I. The Nature and Value of Philosophical Inquiry in Music Education ; 2. What Should the Music Education Profession Expect of Philosophy? ; Wayne Bowman and Ana Lucia Frega ; 3. Rethinking Philosophy, Re-Viewing Musical-Emotional Experiences ; David J. Elliott and Marissa Silverman ; 4. Voicing imbas: Performing a Philosophy of Music Education ; Helen Phelan ; 5. Philosophy of Music Education as Art of Life: A Deweyan View ; Lauri Vakeva ; 6. Uncomfortable with Immanence: The Nature and Value of Music and Music Education as Singular or Supplemental ; Bennett Reimer ; II. The Nature and Values of Music ; 7. Learning to Live Music: Musical Education as the Cultivation of a Relationship between Self and Sound ; Randall Pabich ; 8. The Grain of the Music: Does Music Education 'Mean' Something in Japan? ; Tadahiko Imada ; 9. Musical Education: From Identity to Becoming ; Michael Szekely ; 10. Teaching practices in Persian Art Music ; Erum Naqvi ; 11. Understanding Music's Therapeutic Efficacy: Implications for Music Education ; Diane Thram ; III. The Aims of Education ; 12. The Impossible Profession ; Christopher Higgins ; 13. Education in Latin American Music Schools: A Philosophical Perspective ; Luis Alfonso Estrada ; 14. Must Music Education Have an Aim? ; V. A. Howard ; 15. Cultivating Virtuous Character: The Chinese Traditional Perspective of Music Education ; Yuhwen Wang ; 16. Ethical Dimensions of School-Based Music Education ; Thomas A. Regelski ; IV. Philosophical Inquiry Directed to Curricular and Instructional Concerns ; 17. Engaging Student Ownership of Musical Ideas ; Harold Fiske ; 18. Understanding Music as the Philosophical Focus of Music Education ; Keith Swanwick ; 19. Musical Heuristics: Contributions to the Understanding of Musical Creative Processes ; Ricardo Mandolini ; 20. Nurturing the Songcatchers: Philosophical Issues in Creativity and Music Education ; John Kratus ; 21. Avoiding the Dangers of Postmodern Nihilist Curricula in Music Education ; Robert Walker ; V. Challenges to Philosophical Practice in Music Education ; 22. Good for What, Good for Whom?: Decolonizing Music Education Philosophies ; Deborah Bradley ; 23. Place, Music Education, and the Practice and Pegagogy of Philosophy ; Sandra Stauffer ; 24. On Informalities in Music Education ; Estelle Jorgensen ; 25. Music Education for <"All My Relations>" ; Charlene Morton ; VI. Afterword ; 26. But is it philosophy? ; Wayne Bowman and Ana Lucia Frega ; Index

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Book SynopsisSince the mid-twentieth century, Zoltan Kodaly''s child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. Kodaly in the Kindergarten Classroom is the first comprehensive handbook to update and apply the Kodaly concepts to teaching music in early childhood classrooms. Kodaly in the Kindergarten Classroom provides teachers with a step-by-step road map for developing children''s performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for kindergarteners'' particular developmental stages but also one which integrates vertically between kindergarten and elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching kindergarteners to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Kindergarten Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be.Over 100 children''s books are incorporated into Kodaly in the Kindergarten Classroom, as well as 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.Table of ContentsIntroduction ; Chapter One ; Developing a Music Repertoire of Songs and Books for the Kindergarten Music Classroom ; Chapter Two ; Building the Framework of a Kindergarten Music Curriculum ; Chapter Three ; Developing Creative Expression Through Singing, Movement, and Playing Instruments ; Chapter Four ; A Model of Learning and Instruction for Teaching Music Concepts and Skills ; Chapter Five ; Teaching Music Concepts in Kindergarten ; Chapter Six ; Cultivating Music Skills and Creativity ; Chapter Seven ; Sequencing and Lesson Planning ; Chapter Eight ; Assessment and Evaluation in Kindergarten ; Chapter Nine ; Organizing Your Teaching Resources for the Kindergarten Classroom ; Appendix 1: Songs and Related Children's Literature for the Early Childhood and Kindergarten Classroom ; Appendix 2: Alphabetized List of Children's Literature ; Appendix 3: Children's Literature Related to Music Concepts for the Early Childhood and Kindergarten Classroom ; Appendix 4: Monthly Plans

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Table of Contents1. Why This Guide? ; 2. The Basics of the French Line ; 3. Common French Meters ; 4. Stanzas ; 5. Sonnets, rondels, and other fixed forms ; 6. Rhyme ; 7. Free verse ; Appendix 1: Commentaries on four poems ; Adieux de l'hotesse arabe ; Le colibri ; En sourdine ; Montparnasse ; Appendix 2: Pomes and songs discussed in the guide ; Appendix 3: A brief history of French versification ; Glossary of technical terms ; Notes ; Suggestions for further reading ; Index

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Book SynopsisTrade ReviewAlexandra Kertz-Welzel has fully succeeded in providing a conceptual framework for globalizing music education. The theoretical structure of categories and conceptual elements no doubt have the potential to facilitate the development of a united and diverse, culturally sensitive, global music education community. * Philosophy of Music Education Review *This book is a solid and important contribution to the community of music educators and music education scholars. * Notes *Table of ContentsAcknowledgementsIntroduction 1. Globalization and Internationalization2. Thinking Globally in Music Education Research3. Developing a Global MindsetConclusionBibliographyIndex

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Book SynopsisTrade ReviewAlexandra Kertz-Welzel has fully succeeded in providing a conceptual framework for globalizing music education. The theoretical structure of categories and conceptual elements no doubt have the potential to facilitate the development of a united and diverse, culturally sensitive, global music education community. * Philosophy of Music Education Review *This book is a solid and important contribution to the community of music educators and music education scholars. * Notes *Table of ContentsAcknowledgementsIntroduction 1. Globalization and Internationalization2. Thinking Globally in Music Education Research3. Developing a Global MindsetConclusionBibliographyIndex

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Book SynopsisTrade ReviewA valuable contribution to the field of music education -- Gaylyn Foxworthy - Interlochen Center for the Arts * Music Reference Services Quarterly *Table of ContentsIntroduction / Iris M. YobPart I: Critique and Clarification1. There is no Other / Iris M. Yob2. "On the Perils of Wakening Others" / Randall Everett Allsup3. Music Education for the Common Good? Between Hubris and Resignation—A Call for Temperance / Hanne Fossum and Øivind Varkøy4. Doing the Common Good Work: Rebalancing Individual "Preparation for" with Collectivist Being / Kevin Shorner-Johnson5. Music, Resistance, and Humane Vibrations / Ebru Tuncer BoonPart II: Pedagogy and Teacher Preparation6. Inquiry-based Learning: A Value for Music Education with Aims to Cultivate a Humane Society / Betty Anne Younker7. A Humane Approach to the Studio / Christine A. Brown8. The Tuning of the Music Educator: A Pedagogy of the "Common Good" for the Twenty-first Century / André de Quadros, Andrew Clark, Emily Howe, and Kinh T. Vu9. Navigating Music Teacher Education Toward Humane Ends / Joseph ShivelyPart III: Educating Others for the Common Good10. Friendship, Solidarity, and Mutuality Discovered in Music / Luca Tiszai11. Rethinking Vocal Education as a Means to Encourage Positive Identity Development in Adolescents / Emily Good-Perkins12. Rethinking Education: The Four Pillars of Education in the Suzuki Studio / Blakeley Menghini13. Music Education in Sacred Communities: Singing, Learning, and Leading for the Global Common Good / Mary Thomason-Smith14. Working with Transgender Students as a Humane Act: Hospitality in Research and in Practice / Jacob Axel Berglin and Thomas Murphy O'Hara Part IV: Elaborations and Expansions 15. Nourishing the Musically Hungry: Learning from Undergraduate Amateur Musicking / Susan Laird and Johnnie-Margaret McConnell16. Dissociation/Reintegration of Literary/Musical Sensibility / Deanne Bogdan17. A Humanistic Approach to Music Education: (Critical) International Perspectives / Martin Berger, Alexandra Kertz-Welzel, David Lines, and Leonard Tan18. Towards the Discovery of Contemporary Trust and Intimacy in Higher Music Education / Eleni LapidakiConclusion: On Making Music Education Humane and Good: Gathering Threads / Estelle R. Jorgensen

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Book SynopsisWhy teach music? Who deserves a music education? Can making and learning about music contribute to the common good? In Humane Music Education for the Common Good, scholars and educators from around the world offer unique responses to the recent UNESCO report titled Rethinking Education: Toward the Common Good. This report suggests how, through purpose, policy, and pedagogy, education can and must respond to the challenges of our day in ways that respect and nurture all members of the human family. The contributors to this volume use this report as a framework to explore the implications and complexities that it raises. The book begins with analytical reflections on the report and then explores pedagogical case studies and practical models of music education that address social justice, inclusion, individual nurturance, and active involvement in the greater public welfare. The collection concludes by looking to the future, asking what more should be considered, and exploring how these iTrade ReviewA valuable contribution to the field of music education -- Gaylyn Foxworthy - Interlochen Center for the Arts * Music Reference Services Quarterly *Table of ContentsIntroduction / Iris M. YobPart I: Critique and Clarification1. There is no Other / Iris M. Yob2. "On the Perils of Wakening Others" / Randall Everett Allsup3. Music Education for the Common Good? Between Hubris and Resignation—A Call for Temperance / Hanne Fossum and Øivind Varkøy4. Doing the Common Good Work: Rebalancing Individual "Preparation for" with Collectivist Being / Kevin Shorner-Johnson5. Music, Resistance, and Humane Vibrations / Ebru Tuncer BoonPart II: Pedagogy and Teacher Preparation6. Inquiry-based Learning: A Value for Music Education with Aims to Cultivate a Humane Society / Betty Anne Younker7. A Humane Approach to the Studio / Christine A. Brown8. The Tuning of the Music Educator: A Pedagogy of the "Common Good" for the Twenty-first Century / André de Quadros, Andrew Clark, Emily Howe, and Kinh T. Vu9. Navigating Music Teacher Education Toward Humane Ends / Joseph ShivelyPart III: Educating Others for the Common Good10. Friendship, Solidarity, and Mutuality Discovered in Music / Luca Tiszai11. Rethinking Vocal Education as a Means to Encourage Positive Identity Development in Adolescents / Emily Good-Perkins12. Rethinking Education: The Four Pillars of Education in the Suzuki Studio / Blakeley Menghini13. Music Education in Sacred Communities: Singing, Learning, and Leading for the Global Common Good / Mary Thomason-Smith14. Working with Transgender Students as a Humane Act: Hospitality in Research and in Practice / Jacob Axel Berglin and Thomas Murphy O'Hara Part IV: Elaborations and Expansions 15. Nourishing the Musically Hungry: Learning from Undergraduate Amateur Musicking / Susan Laird and Johnnie-Margaret McConnell16. Dissociation/Reintegration of Literary/Musical Sensibility / Deanne Bogdan17. A Humanistic Approach to Music Education: (Critical) International Perspectives / Martin Berger, Alexandra Kertz-Welzel, David Lines, and Leonard Tan18. Towards the Discovery of Contemporary Trust and Intimacy in Higher Music Education / Eleni LapidakiConclusion: On Making Music Education Humane and Good: Gathering Threads / Estelle R. Jorgensen

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Book SynopsisWhat values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them?In Values and Music Education, esteemed author Estelle R. Jorgensen explores how values apply to the practice of music education. We may declare values, but they can be hard to see in action. Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold. In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature. Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected. An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates howTrade Review"No contemporary philosopher of the arts and education can write with the depth of insight and the breadth of vision that Estelle R. Jorgensen can, as achieved in Values and Music Education."—Randall Everett Allsup, author of Remixing the Classroom"There are few scholars taking an iterative approach to their work, circling back to the primary ideas with greater depth, focus, and with the insight provided by time spent in the process of inquiry. . . . This is an approach that renders the manuscript both accessible and meaningful to music teachers who work daily with young people in classrooms and rehearsal halls."—Patrick K. Freer, author of TIPS: The First Weeks of Middle School ChorusTable of ContentsPrefaceAcknowledgments1. Culture, Humanity, Transformation, and Value2. Artistry, Taste, Skill, and Style3. Reverence, Humility, Awe, and Spirituality4. Dignity, Dispassion, Restraint, and Discipline5. Love, Friendship, Desire, and Devotion6. Joy, Happiness, Pleasure, and Celebration7. Fidelity, Persistence, Patience, and Loyalty8. Curiosity, Imagination, Wonder, and Open-mindedness9. Wisdom, Understanding, Knowledge, and Mastery10. Justice, Equality, Fairness, and Inclusion11. Commonalities, Resonances, Applications, and DecisionsEpilogueNotesIndex

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Book SynopsisWhat values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them?In Values and Music Education, esteemed author Estelle R. Jorgensen explores how values apply to the practice of music education. We may declare values, but they can be hard to see in action. Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold. In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature. Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected. An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates howTrade Review"No contemporary philosopher of the arts and education can write with the depth of insight and the breadth of vision that Estelle R. Jorgensen can, as achieved in Values and Music Education."—Randall Everett Allsup, author of Remixing the Classroom"There are few scholars taking an iterative approach to their work, circling back to the primary ideas with greater depth, focus, and with the insight provided by time spent in the process of inquiry. . . . This is an approach that renders the manuscript both accessible and meaningful to music teachers who work daily with young people in classrooms and rehearsal halls."—Patrick K. Freer, author of TIPS: The First Weeks of Middle School ChorusTable of ContentsPrefaceAcknowledgments1. Culture, Humanity, Transformation, and Value2. Artistry, Taste, Skill, and Style3. Reverence, Humility, Awe, and Spirituality4. Dignity, Dispassion, Restraint, and Discipline5. Love, Friendship, Desire, and Devotion6. Joy, Happiness, Pleasure, and Celebration7. Fidelity, Persistence, Patience, and Loyalty8. Curiosity, Imagination, Wonder, and Open-mindedness9. Wisdom, Understanding, Knowledge, and Mastery10. Justice, Equality, Fairness, and Inclusion11. Commonalities, Resonances, Applications, and DecisionsEpilogueNotesIndex

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Book SynopsisRoger Priddy''s Sing-along Songs with CD is a colorfully illustrated, embossed board book featuring the lyrics of many popular children''s tunes.Including a CD of musical recordings, pre-schoolers will love to practice their reading skills and potential vocal talents.Strike up the chorus with this interactive book that will have you and your toddlers harmonizing on such favorite songs as The Wheels on the Bus, Row, Row, Row Your Boat, Old Macdonald, Itsy Bitsy Spider, and more.

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Book SynopsisThis important book provides practical guidance for parents, teachers and other early years practitioners who are concerned with young children's musical development. The authors highlight the relationship between music and the development of communication, the expression of emotion and playfulness. They show how these three elements, in conjunction with musical activity and experience, underpin all future learning including the development of language. They go on to explore music as a subject in its own right and its role in supporting other areas of the curriculum.Insights from a wide range of research are presented in a way which makes them accessible to practitioners so that they can be used to inform and develop effective practice. Practitioners and parents are encouraged to have confidence in their own musical ability.The book provides a wide range of practical strategies and activities. It will show that everyone is capable of enjoying making music with young chiTrade Review"...another wonderfully supportive and thoughtful book in the 'Supporting Early Learning' series." - Chris HarrisonTable of ContentsIntroductionBorn musicalThe music curriculumMusic across the curriculumA music-rich environmentIntervention, observing, planning and evaluatingReferencesIndex.

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Book SynopsisBecoming an Outstanding Music Teacher shows how music teachers can provide a curricular and co-curricular experience to inspire and engage students, deliver memorable music lessons, and give every child access to great music. Drawing on a decade of education research, this book focuses on the three facets of music teaching: performance, composition, and how to listen, understand, and explain.This practical book argues that the future of music teaching is best assured by filling classrooms with knowledge and with passion, by informing teaching through intentional use of good research, and by building effective relationships. Exploring what makes music teachers stand out, as well as that which links them with all other teachers, this book covers a vital and diverse range of lesson ideas and practical guidance, including: Teaching music through composition Making the most of the rehearsal room and directing an ensemble How to make best use of classroom time Setting goals, assessment, deliberate practice, and feedback Mastery in music Encouraging all music teachers to reflect upon and develop their craft, this text is essential reading for both newly qualified and experienced music teachers alike.Table of Contents1 The best job in the world? 2 How music works 3 Musical curriculums 4 Mastery in music 5 What does a great music teacher do? 6 Teaching music 7 Knowledge, assessment, and feedback 8 Composing in the lower school 9 Composing in the upper school 10 Performing 11 The best job in the world?Acknowledgements

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Book SynopsisGender Issues in Scandinavian Music Education: From Stereotypes to Multiple Possibilities introduces much-needed updates to research and teaching philosophies that envision new ways of considering gender diversity in music education. This volume of essays by Scandinavian contributors looks beyond the dominant Anglo-American lens while confronting a universal need to resist and rethink the gender stereotypes that limit a young person's musical development. Addressing issues at all levels of music educationfrom primary and secondary schools to conservatories and universities topics discussed include: the intersection of social class, sexual orientation, and teachers' beliefs; gender performance in the music classroom and its effects on genre and instrument choice; hierarchical inequalities reinforced by power and prestige structures; strategies to fulfill curricular aims for equality and justice that meet the diversity of the classroom;Table of ContentsChapter 1: Introduction: Envisioning gender diversity for music education (Hilde Synnøve Blix, Ingeborg Lunde Vestad and Silje Valde Onsrud) / Chapter 2: Music, gender and social change: Contemporary debates, directions and challenges (Cecilia Björck) / Chapter 3: Singing like a child: Transgressive girlhood in the music classroom (Eirik Askerøi and Ingeborg Lunde Vestad) / Chapter 4: Binary oppositions and third spaces: Perspectives on the interplay between gender, genre practice, instrument and cultural capital in upper secondary schools in Sweden (Carina Borgström Kāllén) / Chapter 5: Equality and sustainable development in Swedish music classrooms (Linn Hentschel and Cecilia Ferm Almqvist ) / Chapter 6: Positioning in a Swedish music profiled school (Mikael Persson) / Chapter 7: Thinking queer pedagogy in music education with Girl in Red (Silje Valde Onsrud) / Chapter 8: On breaking the "citational chains of gender normativity" in Norwegian art and music schools / (Hilde Synnøve Blix and Live Weider Ellefsen) / Chapter 9: Career paths in higher music education: Challenges for gender equality in the arts (Lilli Mittner and Hilde Synnøve Blix)

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Book SynopsisWhat's So Important About Music Education? presents a new philosophy of music education for the United States, rooted in history and current perspectives from ethnomusicology. J. Scott Goble explores the societal effects of the nation''s foundations in democracy and capitalism, the constitutional separation of church and state, and the rise of recording, broadcast, and computer technologies. He shows how these and other factors have brought about changes in the ways music teachers and concerned others have conceptualized music and its importance in education. In demonstrating how many of the personal and societal benefits of musical engagement have come to be obscured in the nation's increasingly diverse public forum, Goble argues for the importance of musical engagement in human life and for the importance of music in education. An ideal text for courses in music education foundations, the book concludes with recommendations for teaching the musical practices of the nationTrade Review"What’s So Important About Music Education? is a thoroughly engaging, insightful, and detailed exploration of the history, philosophy, and significance of music education . . . This is unquestionably a valuable book that every serious music student, teacher, and school administrator should read. . . . Truly admirable and inspiring. . . . Goble has presented a new – and perhaps even inevitable – direction for American music schools in the twenty-first century. Let us hope that the nation’s music educators, as well as the general public, will embrace and choose to strongly support Goble’s challenge. It is a positive and essential change that our democratic society truly deserves."– Ernest Kramer, Teachers College Record"A rich text that seeks to address some of the most difficult questions in music education. Its primary purpose of promoting intercultural understanding is deeply admirable, its superb organization and range of ideas make it a most compelling book . . . Although written for music educators in the United States, it will just as easily be of interest to readers from other countries with diverse communities." – Leonard Tan, Philosophy of Music Education Review"For me, dedicated to the historicity of disciplinarity, Goble’s study . . . of the intellectual history of music education in the United States . . . is exemplary."– William Pinar, Conversations on Curriculum & Pedagogy"Goble . . . provides a philosophical, historical, pragmatic study of the public school music curriculum as it relates to the new diverse student population. This resource gives readers a perspective on the development of past curricula and provides them with guidance going forward. . . . Recommended [for] graduate students, researchers, and professionals."– V. S. Xenakis, ChoiceTable of Contents1. Music as an Academic Subject in the Public Schools of the United States: An Inherent Cultural Tension 2. "Culture," "Worldview," and Pragmatism: The Philosophy and Semiotic of Charles Sanders Peirce 3. A Pragmatic Conception of Musical Practices: "Music" as a Sign of Worldview 4. Conceptions of Music in the United States 5. A Brief Historical Survey of Concepts of Music in Music Education in the United States 6. Community, Autonomy, and Music Education in the Postmodern United States: Summary and Recommendations

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Book SynopsisThe Musical Classroom: Backgrounds, Models, and Skills for Elementary Teaching, Ninth Edition, is designed for students majoring in elementary or music education. Through eight editions, this book has been a market leader in its field. Its goal has been to help teachersâsome who may only have a limited background in musicâprepare to make music a part of the daily lives of their students. The model lessons remain the centerpiece of the book's long-lasting success. Supported by a collection of children's songs from around the world, instructional information for learning to play basic instruments, and the theoretical, pedagogical, and practical backgrounds needed for reaching all learners, pre-service and in-service teachers can make their classrooms musical classrooms.NEW to the ninth edition: The 2014 National Core Music Standards Multiple curricular connections to other subjects Expanded soprano recorder instruction unit Addition of the QChord with Autoharp /Chromaharp instruction unit Updated and expanded prekindergarten section A significant infusion of technology throughout the text Mallet-instrument ensemble accompaniments A companion website linking to music sources with numerous resources for both students and instructors Table of ContentsSECTION I - Backgrounds for Teaching MusicChapter 1 Music in the Elementary School Chapter 2 An Introduction to the Elements of Music and Music ConceptsChapter 3 Music-Making ExperiencesChapter 4 Music of the WorldChapter 5 Curricular ApproachesChapter 6 Curricular Developments and IntegrationChapter 7 Planning and Assessing Music LearningSECTION II - Model Experiences for Teaching MusicChapter 8 Introduction to Model ExperiencesChapter 9 Level I: Kindergarten and First GradeChapter 10 Level II: Second and Third GradesChapter 11 Level III: Fourth and Fifth GradesSECTION III - SongsAPPENDICESAppendix A Reference Material for Music FundamentalsAppendix B Introduction to the Autoharp®, Chromaharp®, QChord®, Soprano Recorder, and GuitarAppendix C A Collection of Chants, Proverbs, and PoemsAppendix D Resources for Elementary TeachersAppendix E Resources for ChildrenGlossarySubject IndexMusic Index

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Book SynopsisMusic and dyslexia is of particular interest for two reasons. Firstly, research suggests that music education can benefit young dyslexics as it helps them focus on auditory and motor timing skills and highlights the rhythms of language. Secondly, dyslexic musicians at a more advanced level face particular challenges such as sight-reading, written requirements of music examinations and extreme performance nerves. Thisis a sequel to the highly successful Music and Dyslexia: Opening New Doors, published in 2001.The field of dyslexiahas developed rapidly, particularly in the area of neuropsychology. Therefore this book focuses on these research advances, and draws out the aspects of music education that benefit young dyslexics. Thecontributors also discuss the problems that dyslexic musicians face, and several chapters are devoted to sight-reading and specific strategies that dyslexics can use to help them sight-read. The book offers practical techniques and strategies, to teachTrade Review"I recommend this humane, grounded and practical collection of essays to anyone with an interest in learning and teaching music." (Patoss Bulletin, November 2008) "A great read for specialist music teachers, advisory staff and anyone wanting to get a real feel for the difficulties faced by our children." (Children and Young People Now, July 2008)Table of ContentsForeword. List of Contributors. Preface. Section I: Tackling Problems. 1. Dyslexia and other developmental Differences (Tim Miles) 2. Things that can go wrong (Tim Miles) Section II: In and around the Classroom (Christine McRitchie Pratt) 4. Classroom Rhythm games for literacy support (Katie Overy) 5. Early Years: Deirdre Starts to Learn Piano (Olivia McCarth and Diana Ditchfield) 6. Winning Over the Reluctants (Christine McRitchie Pratt, Diana Ditchfield, Sheila Oglethorpe and John Westcombe) 7;. Can Music Lessons Help the Dyslexic Learner? (Sheila Oglethorpe) 8. Parallels Between the Teaching of Musical and Mathematical Notation (Tim Miles) 9. The Paper Work (Diana Ditchfield) 10. Sight-reading (Sheila Oglethorpe) 11. Sight-reading and Memory (Michael Lea) 12. Ten Top Tips and Thoughts (Nigel Clarke) 13. Can Computers Help? Matching the Inner with the Outer Ear (Adam Apostoli) Section III: Strategies and Success. 14. Positive Connections Across the Generations (Annemarie Sand John Westcombe) 15. Similarities and Differences in the Dyslexic Voice (Paula Bishop-Liebler) 16. Thirty-seven Oboists (Carolyn King) 17. Suzuki Benefits for Children with Dyslexia (Jenny Macmillan) 18. Dyslexia: No Problem (Diana Ditchfield) Section IV: Science takes Us Forward. 19. Insights from Brain Imaging (Katie Overy) 20. Music Reading: A Cognitive Neuroscience Approach (Lauren Stewart) Index.

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Book SynopsisPublished originally in 2001, the first edition of Music and Dyslexia shed light on the personal experiences of dyslexic musicians and music teachers who taught dyslexic students. The field has developed rapidly, particularly in the area of neuropsychology.Table of ContentsForeword. List of contributors. Preface. Section I. Tackling problems. 1. Dyslexia and Developmental differences (T. R. Miles). 2. Things that can go wrong (T.R. Miles). Section II. In and around the classroom. 3. In and around the classroom (Christine McRitchie Pratt). 4. Classroom rhythm games for literacy support (Katie Overy). 5. Early years: Deirdre starts to learn piano (Olivia McCarthy and Diana Ditchfield). 6. Winning over the reluctants (Christine McRitchie Pratt, Diana Ditchfield, Sheila Oglethorpe and John Westcombe). 7. Can music lessons help the dyslexic learner? (Sheila Oglethorpe). 8. Parallels between the teaching of musical and mathematical notation (Tim Miles). 9. The paperwork (Diana Ditchfield). 10. Sight-reading (Sheila Oglethorpe). 11. Sight-reading and memory (Michael Lea). 12. Ten top tips and thoughts (Nigel Clarke). 13. Can computers help? Matching the inner with the outer ear (Adam Apostoli). Section III. Strategies and successes. 14. Positive connections across the generations (Annemarie Sand and John Westcombe). 15. Similarities and differences in the dyslexic voice (Paula Bishop-Liebler). 16. Thirty-seven oboists (Carolyn King). 17. Suzuki benefits for children with dyslexia (Jenny Macmillan). 18. Dyslexia: no problem (Diana Ditchfield). Section IV. Science takes us forward. 19. Insights from brain imaging (Katie Overy). 20. Music reading: a cognitive neuroscience approach (Lauren Stewart). Index.

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