The Musical Classroom

TO STUDENTS, xi

 

TO INSTRUCTORS, xiii

 

ACKNOWLEDGMENTS, xvi

 

SECTION ONE

Backgrounds for Teaching Music, 1

 

I MUSIC IN THE ELEMENTARY SCHOOL, 2

The Classroom Music Program, 3

Why Music in the Elementary School, 3

What Elementary School Children Should Learn About Music, 4

What Children Need to Know and Able to Do in Music, 4

National Standards for Music Education, 5

The Amount of Time that Should Be Allocated for Music, 5

Materials and Equipment Needed to Teach Music, 6

 

II AN INTRODUCTION TO THE ELEMENTS

OF MUSIC AND MUSIC CONCEPTS, 8

The Elements of Music, 9

Expressive Qualities, 9

Melody, 10

Rhythm, 11

Form, 12

Harmony, 12

 

III MUSIC-MAKING ACTIVITIES, 15

Listening, 16

Playing Instruments, 19

Singing, 29

Movement, 38

Creating Music, 41

Reading and Notating Music, 44

 

IV THE WORLD OF MUSIC, 48

Western Art Music, 49

World Music, 51

Jazz, 58

Women in Music, 60

Popular Music, 61

National Standards for Music Education, 62

 





V APPROACHES TO CURRICULUM, 64

The Comprehensive Musicianship Approach, 64

Dalcroze Eurhythmics, 67

The Orff Schulwerk Approach, 68

The Kodály Approach, 72

Theory of Music Learning: Edwin E. Gordon, 74

The Eclectic Approach, 76

 

VI CURRICULAR DEVELOPMENTS, 78

Music Technology in the Elementary Classroom, 78

Integrating Music, the Arts, and Other Subjects, 83

Teaching Music to Special Learners, 90

Cooperative Learning, 95

The Prekindergarten Child and Music, 97

 

VII PLANNING AND ASSESSING MUSIC LEARNING, 104

Planning: Goals and Objectives, 104

Lesson Planning, 105

Assessing Music Learning, 106

Sample Assessment Strategy, 107

The National Assessment of Educational Progress (NAEP), 108

 

SECTION TWO

Model Experiences for Teaching Music, 111

 

The Model Experience Format, 112

Presenting a Model Experience, 114

Teaching Tips, 115

Developmental Characteristics of K—5th Grade Students, 116

Scope and Sequence Chart of Music Concepts in

Model Experiences–Levels I—III, 118

 

LEVEL 1: MODEL EXPERIENCES

FOR KINDERGARTEN AND FIRST GRADE, 119

 

Sequence of Songs and Listening Selections–Level I (Grades K—1), 120

Model 1 “Golden Gate” (traditional chant), 122

Model 2 “Riding in the Buggy” (American folk song), 124

Model 3 “Parade,” from Divertissement, by Ibert, 126

Model 4 “Sally, Go ’Round the Sun” (American folk song), 128

Model 5 Hungarian Dance no. 5, by Brahms, 130

Model 6 “Looby Loo” (Traditional), 132

Model 7 “Ballet of the Unhatched Chicks,” from Pictures at an Exhibition,

by Mussorgsky, 134

Model 8 “John the Rabbit” (American folk song), 138

Model 9 “The Elephant,” from Carnival of the Animals, by Saint-Saëns, 140

“The Aviary,” from Carnival of the Animals, by Saint-Saëns, 140

Model 10 “Five Angels” (German folk song), 142

Model 11 “Wishy Washy Wee” (American folk song), 144

Model 12 “Head-Shoulders, Baby” (African-American game song), 146

Model 13 “Anaguta Drums” (Nigeria) (excerpt), 148

“Munomuno” (Mulondo, Uganda) (excerpt), 148

Model 14 “Wake Me!” (African-American song), 150

Model 15 “Matarile” (Mexican folk song), 152

 





Sequence of Music Concepts–Level I (Grades K—1), 121

Model Experiences, 122

Evaluation for College Students–Level I, 154

Creating a Model Experience–Level I, 155

Elementary Music Series Textbook Assignment–Level I, 156

 

LEVEL II: MODEL EXPERIENCES

FOR SECOND AND THIRD GRADES, 157

 

Sequence of Songs and Listening Selections–Level II (Grades 2—3), 158

Model 16 “Sing about Martin!” by “Miss Jackie”Weissman, 160

Model 17 “Barcarolle,” from Tales of Hoffman, by Offenbach (excerpt), 162

“Devil’s Dance,” from The Soldier’s Tale, by Stravinsky, 162

Model 18 “Shoo, Fly” (American folk song), 164

Model 19 “Chinese Dance,” from Nutcracker Suite, by Tchaikovsky, 166

Model 20 “Willowbee” (American game song), 168

Model 21 “Kangaroos,” from Carnival of the Animals, by Saint-Saëns, 170

Model 22 “Cielito Lindo” (Mexico: trumpets) (excerpt), 172

“Cielito Lindo” (Mexico: guitar) (excerpt), 172

Model 23 “The Stars and Stripes Forever,” by Sousa (excerpt), 176

Model 24 “Chatter with the Angels” (African-American song), 178

Model 25 Canzona, by Gabrieli (excerpt), 180

Trout Quintet, fourth movement, by Schubert (excerpt), 180

Serenade for Wind Instruments, Theme and Variations (K. 361),

by Mozart (excerpt), 180

Toccata, third movement, by Chávez (excerpt), 180

Model 26 “Jesu, Joy of Man’s Desiring,” from Cantata no. 147, by Bach (excerpt), 184

Model 27 “Ebeneezer Sneezer,” by Olson, 186

Model 28 “Hanukkah” (Hebrew folk song), 188

Model 29 “Song of the Dragon” (Chinese folk melody), 190

Model 30 “Hop Up, My Ladies” (American folk song), 192

 

Sequence of Music Concepts–Level II (Grades 2—3), 159

Model Experiences, 160

Evaluation for College Students–Level II, 194

Creating a Model Experience–Level II, Assignments 1 and 2, 195

Elementary Music Series Textbook Assignment–Level II, 197

 

LEVEL III: MODEL EXPERIENCES

FOR FOURTH AND FIFTH GRADES, 199

 

Sequence of Songs and Listening Selections–Level III (Grades 4—5), 200

Model 31 “Pianists” from Carnival of the Animals, by Saint-Saëns, 202

Model 32 “Hawaiian Rainbows” (modern Hawaiian song), 204

Model 33 Haiku sound piece, 208

Model 34 “Carillon” from L’Arlésienne Suite no. 1, by Bizet, 210

Model 35 “Viennese Musical Clock” from Háry János Suite, by Kodály, 212

Model 36 “Hey, Lidee” (American song), 214

Model 37 “Stomp Dance” (Cherokee Indian) (excerpt), 216

“Mai Wakaringano” (Zimbabwe) (excerpt), 216

“Ho Jamalo” (India-Pakistan) (excerpt), 216

Model 38 “Corn Grinding Song” (Navajo Indian), 218

Model 39 “Haoli Dance” (Tunisia) (excerpt), 222

“Rippling Water” (Vietnam) (excerpt), 222

“Barong Dance” (Bali) (excerpt), 222

Model 40 “Wabash Cannon Ball” (traditional), 226

Model 41 “Joe Turner Blues” (American blues), 228

Model 42 “Piffle Rag,” by Yelvington, 232

Model 43 “Take Five,” by Desmond (excerpt), 236

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Model 44 “Jamaica Farewell” (traditional calypso from the West Indies), 238

Model 45 “Four on the Floor,” by Larsen (excerpt), 240

Archduke Trio, second movement, by Beethoven (excerpt), 240

 

Sequence of Music Concepts–Level III (Grades 4—5), 201

Model Experiences, 202

Evaluation for College Students–Level III, 244

Creating a Model Experience–Level III, Assignments 1 and 2, 246

Elementary Music Series Textbook Assignment–Level III, 248

 

SECTION THREE

Instruments, 249

 

The Autoharp and the Chromaharp®, 250

The Guitar and the Baritone Ukulele, 254

The Keyboard, 261

The Soprano Recorder, 272

The Voice, 276

SECTION FOUR

Songs, 279

 

APPENDIXES, 401

A REFERENCE MATERIAL

FOR MUSIC FUNDAMENTALS, 403

 

B EVALUATION FORMS, 414

Self-Evaluation of Model Experience Presentation, 414

Evaluation of Model Experience Presentation, 416

Music Software Program Evaluation, 417

 

C ELEMENTARY MUSIC SERIES, 419

Jump Right In: The General Music Series (Grades 1—3), 419

Making Music (K-6), 419

Music Expressions (K-6), 419

Share the Music (K-8), 419

Spotlight on Music (K-8), 419

 

D A COLLECTION OF CHANTS,

PROVERBS, AND POEMS, 421

 

E TIMELINE OF MUSIC, 425

 

F MATERIALS AND EQUIPMENT

 

FOR ELEMENTARY CLASSROOM MUSIC, 429

 

GLOSSARY, 447

 

SUBJECT INDEX, 451

 

MUSIC INDEX, 454

 

RESOURCES FOR HOLIDAYS, SEASONS, AND SPECIAL

OCCASIONS IN THE MUSICAL CLASSROOM, 456