Teaching Music in the Twenty-First Century

Description

• National Standards (MENC)—Describes and discusses the new standards and relates them to the four methods.

  • Provides instructors with a convenient source for implementing the National Standards. Ex.___

• Technology in the study of music is used.

  • Familiarizes students with the technology available and the ways that technology can be harnessed to benefit music education. Ex.___

• Expanded coverage of Which Method? —Gives suggestions for incorporating technology and the new National Standards into the sample lessons for each method at each grade level.

  • Makes this text a complete teaching tool and doesn’t necessitate professors having to use other sources. Ex.___

 1. Method in North American Music Teaching: The Beginnings.

 2. Influences on Methods, Approaches, and Philosophies of Teaching Music.

 3. Technology and Music Education.

 4. The Approach of Emile Jacques-Dalcroze.

 5. The Kodály Method.

 6. The Orff Approach.

 7. Comprehensive Musicianship: An American Technique and Philosophy for Teaching Music.

 8. Achieving Goals and Objectives in School Music Programs via the Principles of Jacques-Dalcroze, Kodály, Orff, and Comprehensive Musicianship.

 9. Grades K-1-2.

10. Grades 3-4-5.

11. Grades 6-7-8.

12. Method in Music for Older Students.

13. Which Method?

• NEW – National Standards (MENC)—Describes and discusses the new standards and relates them to the four methods.

  • Provides instructors with a convenient source for implementing the National Standards. Ex.___

• NEW – Technology in the study of music is used.

  • Familiarizes students with the technology available and the ways that technology can be harnessed to benefit music education. Ex.___

• NEW – Expanded coverage of Which Method? —Gives suggestions for incorporating technology and the new National Standards into the sample lessons for each method at each grade level.

  • Makes this text a complete teaching tool and doesn’t necessitate professors having to use other sources. Ex.___

• A brief history of music education in North America—To 2000. Discusses the most important symposia of the 20th century and explains the origins of the school music movement.

  • Shows students the acceptance and spread of the four approaches. Ex.___

• Comparison of methods—Analyzes and compares the four methods in terms of their approach to creating, moving, singing and playing, musical reading and writing, performing and listening, and musical materials used in teaching.

  • Provides students with in-depth, non-judgmental comparisons, enabling them to evaluate each approach objectively in terms of their own personal positions. Ex.___

• The conflicting philosophies among the methods—Most texts focus only on the methods, themselves.

  • Familiarizes students with the underlying philosophies of each method, helping them better understand each method in greater depth, and offering an intellectual basis for selecting a method. Ex.___

• Goals, objectives, and suggested skill hierarchies—Given for each approach in four levels—early elementary, upper elementary, middle school, and older students of high school through and university levels.

  • Provides students with an outline for each approach. Ex.___

• Detailed teaching techniques.

  • Show students how to use each method at each level. Ex.___

• Sample lesson plans—Includes numerous musical examples.

  • Provide students with examples within the text so they don’t have to use other sources to see examples. Ex.___

Today’s music teachers are in a position to make advances that were not dreamed of in the mid-twentieth century by Jacques-Dalcroze, Carl Orff, Zoltan Kodaly, or those who developed Comprehensive Musicianship. Yet the principles espoused by these innovators offer a vision of music education that the world is only beginning to realize. The MENC National Standards include aspects of music literacy and personal fulfillment these methodologies have advocated for many years: music for all, singing as a basis for musicianship, moving to music, instrumental experience, analytical thinking, listening to music, improvising and composing. The authors have designed this book to help teachers promote musical learning in these areas by making knowledgeable curricular choices among methods.

Special features set this book apart:

• 1. Goals and Objectives and suggested skill hierarchies are given for each approach in four levels—early elementary, upper elementary, middle school-high school, and university.
• 2. Detailed teaching techniques show how to use each method at each level.
• 3. Sample lesson plans include numerous musical examples.
• 4. National Standards are described and discussed.
• 5. Suggestions are given for appropriate use of technology in the study of music.
• 6. The four methods are compared in their approach to creating, moving, singing and playing, musical reading and writing, and performing and listening.
• 7. A brief history of music education in North America relates the acceptance and spread of these four approaches.

For any undergraduate/graduate-level course in Music Education.

Unique in both content and approach, this text offers a single-volume authoritative comparison of the four most popular music education methods used in North America—Jacques-Dalcroze, Kodály, Orff, and Comprehensive Musicianship. Its in-depth examination of the methods and underlying philosophies of each method—and its suggested lessons for each method at each grade level—will help students make educated curricular choices among methods.

Additional information

Dimensions	1.00 × 7.20 × 9.40 in
Imprint	Pearson
Format	gen
ISBN-13	09780130280275
ISBN-10	0130280275
Author	Lois Choksy, Robert M. Abramson, Avon E. Gillespie, David Woods, Frank York
Subjects	music, higher education, humanities, Humanities and Social Sciences, Methods & Materials