Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Improving Music Methods Instruction For Preservice Elementary Educators PDF full book. Access full book title Improving Music Methods Instruction For Preservice Elementary Educators.
| Author | : Suzanne Louise Burton |
| Publisher | : |
| Total Pages | : 324 |
| Release | : 2002 |
| Genre | : Elementary school teachers |
| ISBN | : |
| Author | : René Boyer-Alexander |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2012 |
| Genre | : Education, Elementary |
| ISBN | : 9780132563598 |
Written for pre-service teachers who will be teaching music to students in Kindergarten through grade 6, this market-leading textbook provides the fundamentals of music education in an accessible and clear manner by providing both a thorough overview of the basic elements of music and a clear sequence of instructional steps that allows readers to participate in the same learning process they will later use as teachers. Packaged with an audio CD for use with the lessons, the text continues to be written in such a way that, once students leave the college classroom, they can feel confident in using the text package as a readily available resource and handbook for teaching their own students the fundamentals of music. Noteworthy enhancements made to this edition include: expanded ideas on integrating music across the curriculum to enhance students' knowledge of language arts, social studies, math and science special icons that represent curricular areas and facilitate cross-curricular connections to music references to the National Standards for Arts Education with direct applications to musical learning inspirational accompaniment tracks for selected songs using children's voices more exciting multicultural and patriotic folk songs, rhymes and movement activities; exciting activities on beginning drumming new helpful guidelines on maintaining vocal health additional tools and suggestions for the assessment of concepts learned.
| Author | : Suzanne Natallia Hall |
| Publisher | : |
| Total Pages | : |
| Release | : 2010 |
| Genre | : |
| ISBN | : |
The purpose of this study was to examine how NASM accredited music education degree programs from public and private universities throughout the United States address reading literacy (language arts) integration within the elementary music classroom. Accordingly, the following research questions guided the study: (1) What, if any, reading course is currently included in the undergraduate music education degree program?(2) What are the attitudes and perceptions of music education professors towards music and reading integration within the music teacher preparation programs?(3) What “philosophical lens” is used to develop a reading integrated curriculum for pre-service music teachers and how is it interpreted in practice?(4) What content and experiences are included within the general music course (or course equivalent) that addresses reading and how is it implemented? A quantitative descriptive research design was implemented in three phases: conceptual analysis of degree programs curricula, survey, and interviews. A conceptual analysis of music education degree programs was used to examine the presence of reading courses within the music education degree program and under which department the courses are provided (n = 100). A cross-sectional survey was conducted in order to provide a “descriptive” analysis of instructors’ (n = 42) attitudes and perception towards reading/language arts integration within the general music methods course (or course equivalent). A chi-squared analysis determined correlations between teacher demographics and questionnaire portions of the survey. Interviews of selected instructors (n = 3) were conducted to further detail how reading content is introduced and integrated within the coursework of the general music methods course (or course equivalent), a course that is required by the NASM for music teacher certification. Results indicated that of the universities/colleges investigated (N = 100) more than half (54%) included a course(s) in reading. Additionally, instructor attitudes showed favorably towards reading integration and a majority of the instructors perceive an awareness of the national reading crisis. However, there were mixed feelings towards the belief that music education teacher training programs should be structured to prepare pre-service music students to support basic reading instruction in the music classroom and instructor confidence in teaching reading integration to pre-service music teachers. Analysis of interviews revealed consistent themes towards reading integration including preparing pre-teachers music teachers with (1) awareness of key concepts and vocabulary in reading instruction (phonemic awareness, phonics, sequencing, decoding, and comprehension) that was embedded in the course, (2) use of reading strategies, and (3) modeling how integrative strategies are implemented in which students had opportunities to imitate through assignments. Finally, the philosophical lens that guided the instructors in the inclusion of reading integration in the course was integrative in nature. .
| Author | : Margaret Dee Merrion |
| Publisher | : R & L Education |
| Total Pages | : 148 |
| Release | : 1989 |
| Genre | : Education |
| ISBN | : |
Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t.
| Author | : Marshall Haning |
| Publisher | : Taylor & Francis |
| Total Pages | : 105 |
| Release | : 2024-05-15 |
| Genre | : Music |
| ISBN | : 1040094236 |
For decades, scholars in the field of music education have recognized the need for growth and change in our approach to teaching music, yet despite these calls for change, the music education curriculum today remains remarkably similar to that of a century ago. Points of Disruption in the Music Education Curriculum, Volume 2: Individual Changes is one of two volumes that bring together applied suggestions, analyses, and best practices for disrupting cycles of replication in the curriculum of K-12 and collegiate music education programs in the United States and beyond, considering disruption as a force for positive change. Identifying specific strategies for interrupting or reimagining traditional practices, the contributors provide music teachers and music educators with a variety of potential practical approaches to creating changes that foster a better musical education at all levels of the curriculum. This second volume focuses on changes that can be implemented by individual educators, covering topics including transcultural approaches, student-teacher power relations, methods courses, integrated music education, and administrator support of teacher agency, student–teacher power relations, and reimagining music education. Bringing together 6 thought-provoking chapters, this book offers a diverse set of concrete strategies that will be useful to a wide range of music education stakeholders, including teachers, administrators, and curriculum designers.
| Author | : Michael Raiber |
| Publisher | : Taylor & Francis |
| Total Pages | : 294 |
| Release | : 2022-07-29 |
| Genre | : Music |
| ISBN | : 1000605965 |
The Journey from Music Student to Teacher: A Professional Approach, Second Edition helps prospective educators transition from music student to professional music teacher. This textbook acknowledges that students must first reconcile their assumptions about learning and teaching before they can make thoughtful, informed decisions about their own professional education. Building upon personal experience is essential to an enhanced approach to the profession, and the topics and activities presented here guide readers to think not as students but as professionals, addressing the primary stages of teacher development. In three parts—Discovery of Self, Discovery of Teaching, and Discovery of Student Learning—the authors connect readers to theoretical foundations and the processes of becoming an insider to the profession. This updated Second Edition includes: Integration of the 2014 National Core Arts Standards Discussion of NAfMEs Model Cornerstone Assessments Explorations of issues of equity, access, and inclusion for marginalized populations and new examples of culturally responsive pedagogy Added coverage of innovative practices including popular music, technology for autonomous music-making, songwriting, and composition Streamlined discussion of learning theory, focusing on the basic foundations of behaviorism, cognitivism, and constructivism The accompanying companion website at www.routledge.com/cw/raiber provides revised and updated "Connecting to the Profession" features that help enhance students’ understanding of the ideas presented in the text, links to videos of K-12 music teaching and interviews with teachers, and additional resources for instructors. Featuring networking activities to aid in self-reflection, a glossary of terms, and a wealth of online resources and tools, The Journey from Music Student to Teacher is the culmination of more than 25 years of experience in secondary music classrooms, providing a framework for establishing professional role identity among preservice music educators during their introduction to the field.
| Author | : Alice M. Hammel |
| Publisher | : Oxford University Press |
| Total Pages | : 305 |
| Release | : 2017 |
| Genre | : Education |
| ISBN | : 0190654694 |
With new vignettes from practicing music educators, in addition to an updated list of resources, this Second Edition of Teaching Music to Students with Special Needs offers new ways to navigate special needs in the music classroom. As a practical guide and reference manual, this book addresses special needs in the broadest possible sense to equip teachers with proven, research-based curricular strategies that are grounded in both best practice and current special education law. Chapters address the full range of topics and issues music educators face, including parental involvement, student anxiety, field trips and performances, and assessment strategies, Teaching Music to Students with Special NEeds is now publisherd alongside an accompanying Practical Resource (available separately) that includes lesson plans, worksheets, and games for classroom use. -- Publisher's description.
| Author | : Charlotte V. Hester |
| Publisher | : |
| Total Pages | : 242 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
The present study investigated the strengths and areas of improvement for elementary music teacher preparation from the perspective of multiple members of a single body of music teachers. Subjects for the study were elementary music teachers from an urban school district in the southern United States. All elementary music teachers in the school district have at least Level I Kodaly certification. Thus, they teach from the same perspective. An online survey instrument utilizing open-ended and free response questions was designed based on the research questions. Cooperating teachers commented regarding elementary music student teacher preparation across three broad categories: Teaching skills (lesson planning, lesson presentation, and curriculum design and sequencing); Teacher understandings (child development, classroom management, and assessment strategies); and Musicianship skills (singing, playing instruments, improvisation and composition as related to the music instruction of children). Findings from the present study indicate a general consensus with previous research. The most frequently identified strengths include lesson planning, lesson presentation, knowledge of child development, and musicianship skills in singing and playing instruments. The most frequently identified areas of improvement include curriculum design and sequencing, classroom management strategies, assessment strategies, and musicianship skills of improvisation and composition. In contrast to previous research, results of the present study found that 25% of cooperating teachers found curriculum design and sequencing to be a strength of preservice teachers and that the strength was associated with a familiarity with the Kodaly method. A secondary goal was to examine the undergraduate elementary music methods course taken by the preservice teachers prior to student teaching. Two universities were identified as the most frequent sources of music student teachers. Findings indicate that there appears to be a difference in breadth of elementary music training based on time and institutional emphasis. At the same time both universities emphasize the elementary music knowledge base demonstrated in the review of literature, such as lesson planning and presentation, developing age appropriate music learning activities, understanding musical skill development across grade levels, classroom management strategies, and instruction in prominent methodologies. Moreover, training at both institutions occurs in the context of authentic learning environments as well as the university classroom. Instructors utilize teaching strategies shown in the literature base to increase preservice teacher learning such as objective measurement of teaching episodes, a reflective practice model, and multiple teaching experiences. Additionally, cooperating teachers reiterated positive outcomes for these types of training activities. Cooperating teachers in the present study repeatedly identified time and experience as promoters of music teacher development.
| Author | : Amanda Palmer Montgomery |
| Publisher | : |
| Total Pages | : 372 |
| Release | : 2002 |
| Genre | : School music |
| ISBN | : 9780130173942 |
Appropriate for use in Elementary Music Methods course offered in most education programs in universities and university-colleges across Canada. Appropriate for use in Elementary Music Methods courses offered in most education and music programs in universities and university-colleges across Canada, Teaching Towards Musical Understanding: A Handbook for the Elementary Grades, provides pre-service teachers with a comprehensive look at teaching music to children in the elementary grades. Age appropriate music, classroom activities, and teaching strategies are provided for all aspects of elementary school music. Research is presented side by side with its pedagogical implications leading students to make significant connections between theory and practice. This text is ideal for pre-service education students who will be required to teach music as generalist/classroom teachers as well as teachers who are preparing to be music specialists. This is the only Canadian text available for either audience.
| Author | : Stephanie L. Standerfer |
| Publisher | : Oxford University Press |
| Total Pages | : 192 |
| Release | : 2019-08-21 |
| Genre | : Music |
| ISBN | : 0190909862 |
In Line by Line: Progressive Staff Method Arrangements for Elementary Music Literacy, author Stephanie L. Standerfer harnesses years of pedagogical expertise in a practical guide that promotes music learning by experience rather than imitation and memorization. Using well-known songs and instrumental accompaniments, this book contains a new practical method for teaching music literacy. The book's lesson plans first introduce concepts to the ear and body that allow students to internalize the sound and feeling before learning the symbol. Through this method, students learn and understand songs without the teacher modeling them and develop musicianship skills in the process. The arrangements include instrument parts for the typical complement of melodic instruments including glockenspiels, xylophones, and metallophones. Each arrangement includes at least one instrument part for more advanced learners, and one or more parts for students at lower skill levels. Music educators then complete individual lesson plans by teaching instrumental parts, again from notation instead of imitation. In this method, each song is taught over five to seven class periods as short segments of a regular class meeting, leaving time for other musical experiences such as listening lessons or folk dances. Taking every student into consideration, Line by Line also suggests ways to address specific student needs for those who need more time to process or who have specific diagnosed issues.
