New Approaches to Elementary Classroom Music (3e)

Using an eclectic style based on the popular teaching methods of Zoltan Kodaly, Carl Orff, and Emile Jaques-Dalcroze, this text explores the six essential components of the elementary classroom music program: singing, playing instruments, moving, listening, reading, and creating music. A review of music fundamentals necessary for teaching begins the text, evolving to later apply them to the development of music skills for K-6 teaching. The book concludes with lesson outlines intended for peer teaching in the college classroom or field experiences in elementary schools. The lessons reflect the National Standards in Music K-6.

I. INTRODUCTION.

II. THE BASICS OF MUSIC FOR CLASSROOM TEACHERS.

III. DEVELOPING SKILLS FOR TEACHING MUSIC.

IV. PLAYING INSTRUMENTS.

V. RESOURCES FOR DEVELOPING THE ELEMENTARY MUSIC CURRICULUM.

VI. LET'S PRACTICE! PLANNING AND TEACHING K-6 MUSIC.

VII. ADDITIONAL SONGS.

VIII. APPENDIXES.

• “Let's Practice” Section—Includes over 15 complete lesson plans for each of three grade levels.

  • Enables instructors to make teaching assignments that can be prepared directly from outlined plans. Shows students how to create their own plans. Includes lesson planning form and peer teaching evaluation form. Ex.___

• Enhanced repertoire of 250 songs throughout—Contains a greater focus on world sources.

  • Provides instructors with a wide variety of multicultural sources. Gives students a substantial background of appropriate songs for elementary teaching, and serves as an inspirational resource tool for the classroom. Ex.___

• “Movement and Singing Games”—Presents songs and activities that culminate in a game format, movement exercise, or dance.

  • Familiarizes students with lively activities that will inspire children and bring joy to the learning experience. Ex.___

• “Baritone, Ukulele and Guitar” section—Includes tuning the instruments; preparing chord charts; and using the capo as a shortcut.

  • Enables instructors to teach their class how to play a fretted instrument. Provides students with a learned skill that will enable them to accompany singing in their own classroom one day. Ex.___

• Updated information on technology—Includes uses for electronic keyboards in the classroom; a review of “intelligent” software; MIDI.

  • Reflects increasing use of the computer in this course. Ex.___

• National Standards in Music K-6—Integratred throughout the text; coordinated with sample lessons.

  • Music Education Departments look to the National Standards for help in setting curriculum. Ex.___

• NEW - “Let's Practice” Section—Includes over 15 complete lesson plans for each of three grade levels.

  • Enables instructors to make teaching assignments that can be prepared directly from outlined plans. Shows students how to create their own plans. Includes lesson planning form and peer teaching evaluation form. Ex.___

• NEW - Enhanced repertoire of 250 songs throughout—Contains a greater focus on world sources.

  • Provides instructors with a wide variety of multicultural sources. Gives students a substantial background of appropriate songs for elementary teaching, and serves as an inspirational resource tool for the classroom. Ex.___

• NEW - “Movement and Singing Games”—Presents songs and activities that culminate in a game format, movement exercise, or dance.

  • Familiarizes students with lively activities that will inspire children and bring joy to the learning experience. Ex.___

• NEW - “Baritone, Ukulele and Guitar” section—Includes tuning the instruments; preparing chord charts; and using the capo as a shortcut.

  • Enables instructors to teach their class how to play a fretted instrument. Provides students with a learned skill that will enable them to accompany singing in their own classroom one day. Ex.___

• NEW - Updated information on technology—Includes uses for electronic keyboards in the classroom; a review of “intelligent” software; MIDI.

  • Reflects increasing use of the computer in this course. Ex.___

• A section on listening for K-6—Age-appropriate listening examples; how-to suggestions for getting children to focus.

  • Increased focus and attentiveness to listening yields better educated students. Ex.___

• A section on Teaching Improvisation and Composition—Classroom-tested strategies for encouraging children's creativity.

• NEW - National Standards in Music K-6—Integratred throughout the text; coordinated with sample lessons.

  • Music Education Departments look to the National Standards for help in setting curriculum. Ex.___

• Progressive organization of material—Introduces content and activities one step at a time.

  • Allows students to acquire a music background and effective teaching strategies simultaneously. Ex.___

• Song Accompaniments—Includes body percussion, Autoharp/Omnichord, Orff instruments, resonator bells, and classroom percussion.

  • Offers maximum approach to teachers. Ex.___

• Teaching Aids—e.g., Curwen hand signs, durational syllables, chord charts, and diagrams of simple folk song dances.

REBECCA M. HERROLD (D.M.A. Stanford) is Professor of Music and coordinator of music education programs at California State University, San Jose, where she has received a meritorious performance award for outstanding teaching, scholarship, and service. Dr. Herrold's career includes ten years of teaching in elementary and middle schools in Georgia, Col9orado, and California before beginning her work in teacher preparation at the university level. She is the author of Mastering the Fundamentals of Music (Prentice Hall, 1997), founder of the Consortium for the Study of Women Composers, and is listed in Who's Who of American Women.