Children develop their musicality best through engaging and participating, and an effective and enriching music curriculum must focus on the development of practical music-making skills. Jumpstart! Music therefore contains a wealth of ideas and activities that will support any teacher as they aid the musical learning of pupils aged 7 to 14, helping students not only to learn in new and exciting ways, but also to enjoy themselves while they are doing it. Inspiring any young learner to listen to, make and create a range of music, the book includes multiple simple-to-use ideas and activities, with every chapter based around fun and engaging topics, such as: Storytelling History Media Modern music Technology The world With group suggestions as well as opportunities for the students to develop their skills independently, the games and ideas featured in this title all focus on the core skills in learning music - listening, singing, playing, improvising, composing and SMSC (spiritual, moral, social, cultural) - and are all flexible enough to be adapted to fit each individual situation, whatever the resources to hand. Jumpstart! Music is an essential classroom resource for helping young learners develop their musicality and musicianship and will support any teacher in delivering engaging, inclusive and creative music lessons.

Making science fun by applying core science learning to high interest hobbies. In Fun Science Experiments with Music, learn about the science behind singing, plucking and blowing. Find out about sound waves by making sugar dance. Discover why music sounds high or low. Jiggle your vocal cords! Add your own twist to all the experiments, then perform on your home-made instruments. Have fun with science by trying these exciting, surprising experiments. Beautiful illustrations by Annie Wilkinson show how to master the science and skills with clear step-by-step instructions and easily accessible materials. Encourages readers to free their imagination to ask questions, find their own solutions and create dazzling results as a team. Suitable for readers 7 and up. Title in the series: Experiments with Art Experiments with Plants Experiments with Music Experiments with Cookery

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.

Kids will make a joyful noise with these ever-popular classic songs Lively, warm, and friendly, this illustrated collection--plus a CD with Peter Yarrow, his daughter Bethany, and cellist Rufus Cappadocia--will bring families together to read and to sing. Peter makes every tune sound fresh and irresistible, and Terry Widener's appealing pictures capture the spirit of each song, from the wild waves and rocking boat of "Sloop John B" to happy dancers ready to "Skip to My Lou." "Included in the book and CD: "The Golden Vanity - Skip to My Lou - Cockles and Mussels - The Fox - Springfield Mountain - The Erie Canal - O, What a Beautiful City - Rock-a My Soul - The Cruel War - O, Mary Don't You Weep - I've Been Workin' on the Railroad - Sloop John B

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.

The Activities books are closely correlated, unit-by-unit with the Music Tree series. They provide extensive reinforcement in all the new Music Tree discoveries, plus they offer an exciting new program of sight-playing, guaranteed to develop successful sight-readers from the start.

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.

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.

This book assumes no prior knowledge, and chapters are carefully designed to move progress gradually and build on the knowledge gained. It emphasises learning by doing, with practical aural and written exercises based on rock, pop, jazz and classical music. Many of the exercises can also be explored using music technology software. Tailor-made for anyone wanting to develop a firm grounding in music theory to GCSE level, but also a useful resource for those preparing for early grades exams in music theory.

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

During the past 40 years, mathematical music theory has grown and developed in both the fields of music and mathematics. In music pedagogy, the need to analyze patterns of modern composition has produced Musical Set Theory, and the use of Group Theory and other modern mathematical structures have become almost as common as the application of mathematics in the fields of engineering or chemistry. Mathematicians have been developing stimulating ideas when exploring mathematical applications to established musical relations. Mathematics students have seen in Music in Mathematics courses, how their accumulated knowledge of abstract ideas can be applied to an important human activity while reinforcing their dexterity in Mathematics. Similarly, new general education courses in Music and Mathematics are being developed and are arising at the university level, as well as for high school and general audiences without requiring a sophisticated background in either music nor mathematics. Mathematical Music Theorists have also been developing exciting, creative courses for high school teachers and students of mathematics. These courses and projects have been implemented in the USA, in China, Ireland, France, Australia, and Spain.The objective of this volume is to share the motivation and content of some of these exciting, new Mathematical Theory and Music in Mathematics courses while contributing concrete materials to interested readers.

Everyone knows the flamboyant, larger-than-life Celia Cruz, the extraordinary salsa singer who passed away in 2003, leaving millions of fans brokenhearted. indeed, there was a magical vibrancy to the Cuban salsa singer. to hear her voice or to see her perform was to feel her life-affirming energy deep within you. relish the sizzling sights and sounds of her legacy in this glimpse into Celia's childhood and her inspiring rise to worldwide fame and recognition as the Queen of salsa. Her inspirational life story is sure to sweeten your soul.

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.

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.

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.

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.

Games, Ideas and Activities for Primary Music is a handy tool for Primary Music teachers; it is packed full of simple activities for your classroom and is organised by skill - singing, rhythm, playing, listening. Activities can be easily adapted to suit different classes or topics and help you to feel more confident teaching Music. Prior musical knowledge is not necessary to use these activities, and a glossary of music terminology is included. Cross-curricular links inspire creativity across the primary curriculum and brighten up your classroom!

With practitioners, management and policy makers continuing to critically examine pedagogical practice in post 16 education, the need to engage in conversations concerning the exact nature of this practice remains extremely pertinent. This collection develops existing work on punk pedagogies by connecting up theory and practices whilst simultaneously disrupting current accepted approaches to pedagogy in post 16 education. The insights generated within the various settings outlined in this book - further education, higher education, migrant education, zine workshops, community education and for speakers of other languages - are relevant beyond those contexts. They are applicable to a wide range of disciplines, settings, teaching and learning styles. Contributions from Ipsita Chatterjea, Mike Dines, Asya Draganova, Jon Evans, Muhammad Fakhran al Ramadhan, Michael Gratzke, Matt Grimes, Craig Hamilton, Michael Hepworth, Adam Hounslow-Eyre, Dave Kane, Nathan Kerrigan, Marco Milano, Ces Pearson, Sarah Raine, Katie Shaw, Francis Stewart, Iain Taylor, Dean Thiele, Elke Van dermijnsbrugge, L. Viner and Laura Way. A new volume in the Global Punk series from Intellect.

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.