An illustrated biography about Schubert's childhood and how he came to become a great composer. The accompanying CD contains recordings of some of his most famous works as well as the narration of the story. At the age of seven, Franz Schubert already knew as much about music as his teacher. Did you know that Schubert was part of a string quartet with his father and two brothers. By the age of fifteen he was already composing piano pieces, string quartets, and even a symphony. Read about Schubert and listen to his songs, his chamber music, his piano music and his symphonies.

You've likely heard of the performer Dolly Parton. But do you know where this dazzling songwriter and musician draws her roots? As one of twelve children growing up in rural Tennessee, Dolly was determined to be seen and heard. From her front porch to her church choir, every stage was an opportunity to perform and share her many talents. While balancing farm chores with schoolwork, Dolly never lost sight of her dreams, composing her first song at age five and performing at the Grand Ole Opry at age thirteen. With lilting language and vibrant artwork, this childhood story captures the unique gifts of Dolly Parton, while also honoring the measures of her success: resilience, confidence, family, and kindness.

Updated editions to the bestselling series. They have been completely redesigned in colour. Includes improved backing tracks (on the CD editions) and new songs have been added. The prices remain the same as the classic original editions. John Pitt's hugely successful Recorder from the Beginning teaching scheme has a straightforward, easy-to-follow approach with attractive collections of well-known and original tunes. The beginner books are specially written for 7-11 year olds. The additional graded repertoire and ensemble books will appeal to players of all ages. No previous knowledge of the recorder or music is needed in order to begin playing with this specially written recorder course - it's all covered in the books. Pupil book and CD edition provides demonstration tracks and interesting accompaniments to help encourage practice and performance.

Explore the creative ways music educators across the country are approaching emerging practices in music teaching and learning. Outlined in twenty-five unique case studies, each program offers a new perspective on music teaching and learning, often falling outside the standard music education curriculum. Find innovative ideas and models of successful practice to incorporate into your teaching, whether in school, university, or community settings. Close the gap between music inside and outside the music classroom and spark student interest. The diversity of these real-world case studies will inspire questioning and curiosity, stimulate lively discussion and innovation, and provide much food for thought. Designed for music teachers, preservice music education students, and music education faculty, this project was supported by Society for Music Teacher Education's (SMTE) Areas of Strategic Planning and Action on Critical Examination of the Curriculum, which will receive a portion of the proceeds.

Compassionate Music Teaching provides a framework for music teaching in the 21st century by outlining qualities, skills, and approaches to meet the needs of a unique and increasingly diverse generation of students. The text focuses on how six qualities of compassion (trust, empathy, patience, inclusion, community, and authentic connection) have made an impact in human lives, and how these qualities might relate to the practices of caring and committed music teachers. This book bridges the worlds of research and practice, discussing cutting-edge topics while also offering practical strategies that can be used immediately in music studios and classrooms. Each chapter is addressed from multiple perspectives, including: research in music, education, psychology, sociology, and related fields; insights from various students and teachers across the United States; and an in-depth study of five music teachers who represent a broad range of genres, student ages, and pedagogical approaches. The book is dedicated to exploring those conditions that help students not only to learn, but also to grow, thrive, and freely express-and become compassionate musicians, teachers, performers, and people as well.

World Music Pedagogy, Volume VI: School-Community Intersections provides students with a resource for delving into the meaning of "world music" across a broad array of community contexts and develops the multiple meanings of community relative to teaching and learning music of global and local cultures. It clarifies the critical need for teachers to work in tandem with community musicians and artists in order to bridge the unnecessary gulf that often separates school music from the music of the world beyond school and to consider the potential for genuine collaborations across this gulf. The five-layered features of World Music Pedagogy are specifically addressed in various school-community intersections, with attention to the collaboration of teachers with local community artist-musicians and with community musicians-at-a-distance who are available virtually. The authors acknowledge the multiple routes teachers are taking to enable and encourage music learning in community contexts, such as their work in after-school academies, museums and libraries, eldercare centers, places of worship, parks and recreation centers, and other venues in which adults and children gather to learn music, make music, and become convivial through music This volume suggests that the world's musical cultures may be found locally, can be tapped virtually, and are important in considerations of music teaching and learning in schools and community contexts. Authors describe working artists and teachers, scenarios, vignettes, and teaching and learning experiences that happen in communities and that embrace the role of community musicians in schools, all of which will be presented with supporting theoretical frameworks.

In Music Teachers' Values and Beliefs, Dwyer investigates the relationships between teachers, learners and music in music classrooms. Using Bourdieu's concepts of habitus and doxa as an interpretive lens, the book explores the values and beliefs of four music teachers, depicted in richly detailed narratives. The narratives are contextualised through the examination of traditions of music and contemporary approaches. In the past, music education has been shaped by elitist tendencies regarding the types of music worthy of study, the ways in which music should be learnt, and the purpose of such learning. Contemporary approaches to music education have enacted significant change in some regions and systems, while others have been slower to leave behind deeply entrenched values, beliefs and practices. These approaches have been blamed for low rates of participation and engagement in school music education, despite the fact that the majority of young people listen to and enjoy music outside of school. This innovative book provides music education researchers and practitioners with a new understanding of the impact of teachers' personal values, beliefs and experiences of music and music education on classroom practice, and the impact this has on students' experiences of music education.

Why is music so valuable in the care and education of the youngest children?
How can parents and early childhood professionals create environments rich in musical opportunities?

The importance and value of music in the care and education of the very young children is increasingly recognised. This book looks closely at early musical development and how this translates into ways of supporting the musical activity of babies, toddlers and young children, keeping in mind the diversity of preschool work.
The following topics are included:
* Pre- and post-natal musical experience
* Musical parenting
* Lullabies and play songs
* Baby music sessions
* Toddlers' music play
* Songs, musical games and other activities
* Young children's singing
* Music play with instruments
* Listening
* Working with adults to develop musical opportunities
The text provides a valuable synthesis of recent thinking in this area, as well as practical suggestions for fostering creativity through musical activities. This original and inspiring book will be welcomed by anyone responsible for the care and education of preschool children.

Teaching Strings in Today's Classroom: A Guide for Group Instruction assists music education students, in-service teachers, and performers to realize their goals of becoming effective string educators. It introduces readers to the school orchestra environment, presents the foundational concepts needed to teach strings, and provides opportunities for the reader to apply this information. The author describes how becoming an effective string teacher requires three things of equal importance: content knowledge, performance skills, and opportunities to apply the content knowledge and performance skills in a teaching situation. In two parts, the text addresses the unique context that is teaching strings, a practice with its own objectives and related teaching strategies. Part I (Foundations of Teaching and Learning String Instruments) first presents an overview of the string teaching environment, encouraging the reader to consider how context impacts teaching, followed by practical discussions of instrument sizing and position, chapters on the development of each hand, and instruction for best practices concerning tone production, articulation, and bowing guidelines. Part II (Understanding Fingerings) provides clear guidance for understanding basic finger patterns, positions, and the creation of logical fingerings. String fingerings are abstract and thus difficult to negotiate without years of playing experience-these chapters (and their corresponding interactive online tutorials) distill the content knowledge required to understand string fingerings in a way that non-string players can understand and use. Teaching Strings in Today's Classroom contains pedagogical information, performance activities, and an online virtual teaching environment with twelve interactive tutorials, three for each of the four string instruments. ACCOMPANYING VIDEOS CAN BE ACCESSED VIA THE AUTHOR'S WEBSITE: www.teachingstrings.online

By balancing research coverage and theory with applied practice, "Music and Movement: A Way of Life for the Young Child, Seventh Edition, "gives the most comprehensive and current treatment to the topic of music and movement while encouraging teachers to not only inspire young children to move with music but be inspired themselves to join our youngest musicians and dancers in the fun.

A piece a week Piano Grade 4 is ideal to be used alongside the Improve your sight-reading! graded piano books to support and improve the reading skills so fundamental to successful sight-reading. These fun, short pieces are specifically written to be learnt one per week. By continually reading accessible new repertoire, the crucial processing of information and hand-eye coordination are established and improved, developing confident sight-reading. The ability to sight-read fluently is a vital skill, enabling students to learn new pieces more quickly and play with other musicians. The best-selling Improve your sight-reading! series, by renowned educationalist Paul Harris, is designed to develop sight-reading skills, especially in the context of graded exams.

How do globalization and internationalization impact music education around the world? By acknowledging different cultural values and priorities, Alexandra Kertz-Welzel's vision challenges the current state of international music education and higher education, which has been dominated by English-language scholarship. Her framework utilizes an interdisciplinary approach and emphasizes the need for developing a pluralistic mode of thinking, while underlining shared foundations and goals. She explores issues of educational transfer, differences in academic discourses worldwide, and the concept of the global mindset to help facilitate much-needed transformations in global music education. This thinking and research, she argues, provides a means for better understanding global transfers of knowledge and ways to avoid culturally and linguistically hegemonic standards. Globalizing Music Education: A Framework is a timely call to action for a more conscious internationalization of music education in which everyone can play a part.

- Broad coverage of creativity in music education across many different contexts and topics, providing a comprehensive resource in a single volume - Addresses both theoretical and practical aspects of musical creativity in education - International scope with contributors from all continents, allowing global comparisons and fostering cross-regional connections - Many chapters by leading scholars in field

Quick Reference for Band Directors is a go-to guide for new and experienced band directors. With tips on recruiting and retaining members, preparing lesson plans and program objectives, developing a booster group, budgeting, classroom management, using technology, and making emergency repairs, this book will soon number among your closest advisors. Learn how to build, maintain, and improve your program. Get tips on how to structure concert band, symphonic band, wind ensemble, marching band, small ensembles, jazz band, and pep band while developing musicianship. The book focuses on high school band programs but offers advice for elementary and middle school directors as well. Read it sequentially or select the chapters most pertinent to you. You'll come back again and again to benefit from the author's thirty years of teaching.

New in paperback! This book comes at a time when opera-lovers, singers, directors, and critics alike are taking a new look at the dramatic soprano heroines created by Giuseppe Verdi and Giacomo Puccini, endeavoring to delve beyond inherited scholarly interpretation and gain a richer understanding of these compelling female characters. Artistically limited by the bel canto musical tradition popular at the time, Verdi launched a new style dramma per musica which also demanded a new soprano archetype. This book illustrates the musical evolution of the Verdi and Puccini soprano while illuminating the dramatic scope and power of these great heroines. Avoiding critical reductionism, Verdi and Puccini Heroines provides an unprecedented and probing discussion of how these great soprano roles were conceived and executed. Accordingly, the authors take a three-dimensional look at these heroines, examining seven operas: Il Trovatore, La Forza del Destino, Aida, La Boheme, Tosca, Madama Butterfly, and Turandot. The chapters, which are fully self-contained analyses, contain translations, illustrative musical examples, supplementary notes, and references to each opera's literary sources. The musical analysis, while thorough, is descriptive and accessible to all levels of readers.

Marginalized Voices in Music Education explores the American culture of music teachers by looking at marginalization and privilege in music education as a means to critique prevailing assumptions and paradigms. In fifteen contributed essays, authors set out to expand notions of who we believe we are as music educators -- and who we want to become. This book is a collection of perspectives by some of the leading and emerging thinkers in the profession, and identifies cases of individuals or groups who had experienced marginalization. It shares the diverse stories in a struggle for inclusion, with the goal to begin or expand conversation in undergraduate and graduate courses in music teacher education. Through the telling of these stores, authors hope to recast music education as fertile ground for transformation, experimentation and renewal.

Co-published by MENC: The National Association for Music Education. A History of American Music Education covers the history of American music education, from its roots in Biblical times through recent historical events and trends. It describes the educational, philosophical, and sociological aspects of the subject, always putting it in the context of the history of the United States. It offers complete information on professional organizations, materials, techniques, and personalities in music education.

(Guitar Method). Guitar for Kids is a fun, easy course that teaches children to play guitar faster than ever before. Popular songs such as "Yellow Submarine," "Hokey Pokey," "I'm a Believer," "Surfin' U.S.A.," "This Land Is Your Land" and "Hound Dog" keep students motivated, and the clean, simple page layouts ensure their attention remains focused on one concept at a time. The method is equally suitable for students using electric or acoustic guitars. It can be used in combination with a guitar teacher or parents, even if they've never had any musical training themselves. The accompanying CD contains more than 30 tracks for demonstration and play-along. No tablature included.

As guitar instruction increases in popularity in secondary schools, many band, choir, and orchestra teachers are asked to teach guitar. In one helpfully concise volume, Teaching Beginning Guitar Class: A Practical Guide provides all of the practical tools that are necessary to teach guitar in the classroom, especially for music instructors who are not guitar specialists. Formatted to follow the school year from summer planning to opening weeks of the fall semester to a week-to-week timeline for the full school year, Teaching Beginning Guitar Class encompasses all possible needs for a non-guitar playing music instructor navigating the world of guitar instruction in a classroom setting. In twelve expertly organized chapters, author and veteran guitar teacher Bill Swick gives hard and fast guides for instruction, providing reassurance alongside invaluable tips for novice guitar educators. This book addresses questions such as 'I Do Not Play Guitar, Why Do I have to Teach Guitar?'; 'What is the Classroom Lifespan of a Guitar?'; and 'New Students in January?' while also providing practical solutions including basic setup, how to select the correct method book, and equipment maintenance.

Teaching Music Differently explores what music teachers do and why. It offers insightful analysis of eight in-depth studies of teachers in a range of settings - the early years, a special school, primary and secondary schools, a college, a prison, a conservatoire and a community choir - and demonstrates that pedagogy is not simply the delivery of a curriculum or an enactment of a teaching plan. Rather, a teacher's pedagogy is complex, nuanced and influenced by a multitude of factors. Exploring the theories teachers hold about their own teaching, it reveals that, even when teachers are engaged with the same subject, their teaching varies substantially. It analyses the differences in terms of agency - the knowledge and skills that teachers bring to teaching, their expectations shaped by their life histories, the ways in which they relate to their students and the subject and their ideas about the content they teach - what is important, what is interesting, what is difficult for students to grasp. It also explores the constraints that are imposed upon the teachers - by curriculum, policy, institutions, society and the students themselves. Together with discussion of key ideas for understanding the case studies, historical influences on music pedagogy and the main discourses around music teaching, Teaching Music Differently invites all music education professionals to consider their own responses to pedagogical discourses and to use these discourses to further the development of the profession as a whole.

The classical music of Iraq, known as Iraqi Maqam, features classical and vernacular poetry sung by a virtuoso soloist and accompanied by a small instrumental ensemble. It is a remarkably cosmopolitan art, sharing many features with neighboring classical traditions, particularly Iranian. Its repertoire consists of orally transmitted, multi-sectioned compositions, performed with some flexibility regarding ornamentation, arrangement and development. Focusing on the period between 1930-1980, this reference offers the first comprehensive view of the musical contents of the repertoire scalar structure, melodic materials and overall form through various tables and musical transcriptions. This reference consolidates information from prominent Iraqi sources and draws upon a selection of recordings by master musicians, including Rashid Qundarchi and Yusuf Omar. An introductory section provides a brief overview of pan-Middle Eastern modal theory along with an outline of the terminology, theory and practices specific to Iraqi Maqam. The main section of the work is a catalog of 40 maqams that constitute the central core of the contemporary repertoire. The Repertoire of Iraqi Maqam aims to foster a better musical understanding of a relatively little known tradition, promote further research, and enhance appreciative listening to this inspiring facet of Iraqi culture.

The Oxford History of English Music, Volume 2 takes the story of English Music from c.1715 to the present day, following on from Volume 1, published in 1991. It discusses not only the music of major composers but that of many lesser figures, together with folk music, light and popular music, and the social and historical background.

Teachers the world over are discovering the importance and benefits of incorporating popular culture into the music classroom. The cultural prevalence and the students' familiarity with recorded music, videos, games, and other increasingly accessible multimedia materials help enliven course content and foster interactive learning and participation. Pop-Culture Pedagogy in the Music Classroom: Teaching Tools from American Idol to YouTube provides ideas and techniques for teaching music classes using elements of popular culture that resonate with students' everyday lives. From popular songs and genres to covers, mixes, and mashups; from video games such as Dance Dance Revolution and Guitar Hero to television shows like American Idol, this exciting collection offers pedagogical models for incorporating pop culture and its associated technologies into a wide variety of music courses. Biamonte has collected well-rounded essays that consider a variety of applications. After an introduction, the essays are organized in 3 sections. The first addresses general tools and technology that can be incorporated into almost any music class: sound-mixing techniques and the benefits of using iPods and YouTube. The middle section uses popular songs, video games, or other aspects of pop culture to demonstrate music-theory topics or to develop ear-training and rhythmic skills. The final section examines the musical, lyrical, or visual content in popular songs, genres, or videos as a point of departure for addressing broader issues and contexts. Each chapter contains notes and a bibliography, and two comprehensive appendixes list popular song examples for teaching harmony, melody, and rhythm. Two indexes cross-reference the material by title and by general subject. While written with college and secondary-school teachers in mind, the methods and materials presented here can be adapted to any educational level.