Camp Granada is a curriculum and administrative guide to organize a music camp in your school, church, community center, or wherever there are people who love music and who desire to share that love of music with young children. Its theme-based lessons blend the instructional rigor of formal music learning with the fun, excitement, and life-changing atmosphere of summer camp, and integrate arts and classroom objectives into a music curriculum that fosters creativity and musical exploration. Activities include singing, playing instruments, movement, listening, music literacy, and summer-camp style games and activities that continue to expose students to music content and skills. The mission of Camp Granada is to provide the highest quality music camp experience in a child-centered environment that encourages participation, stimulates creativity, and focuses on fun; to increase each child's awareness and enjoyment of music; and to instill in each child a desire to continue musical involvement for a lifetime. Visit the companion website at www.granadamusic.org.

How does sound work? How do I record a range of instruments? How do I record, mix and master a track? How do I use MIDI for sequencing and arranging? Music Technology from Scratch answers these questions, and more. Exploring both the theory and practice of music technology, it gives the reader clear information on how equipment works and how to get the best results from it. Fully illustrated throughout, diagrams and photos provide step-by-step guides to using your equipment. It includes tips and hints on polishing your recordings and making sure your sessions run smoothly, test yourself questions and projects at the end of each chapter, and a full glossary explaining all technical terms and concepts. It is also enhanced by online videos with explanations of equipment and techniques. This book will help you to achieve a better grade for any of these courses: GCSE, AS and A2 Music and Music Technology, BTEC Firsts and Nationals in Music and Music Technology, and the new Creative and Media Diploma.

Exam Board: SQA Level: National 5 Subject: Music First Teaching: September 2017 First Exam: Summer 2018 Get your best grade with How to Pass National 5 Music. Fully updated to account for the removal of Unit Assessments and the changes to the National 5 exam, this book contains all the advice and support you need to revise successfully. It combines an overview of the course syllabus with advice from a top expert on how to improve exam performance, so you have the best chance of success. - Refresh your knowledge with complete course notes - Prepare for the exam with top tips and hints on revision technique - Get your best grade with advice on how to gain those vital extra marks

From Governor General's Literary Award finalist Michelle Kadarusman comes a novel about a young violinist who discovers her mother's family secretly harbor a sanctuary for extinct Tasmanian tigers in the remote Australian rainforest Shipped halfway around the world to spend the summer with her mom's eccentric Australian relatives, middle schooler and passionate violinist Louisa is prepared to be resentful. But life at the family's remote camp in the Tasmanian rainforest is intriguing, to say the least. There are pig-footed bandicoots, scary spiders, weird noises and odors in the night, and a quirky boy named Colin who cooks the most amazing meals. Not the least strange is her Uncle Ruff, with his unusual pet and veiled hints about something named Convict Rock. Finally, Louisa learns the truth: Convict Rock is a sanctuary established by her great-grandmother Eleanor-a sanctuary for Tasmanian tigers, Australia's huge marsupials that were famously hunted into extinction almost a hundred years ago. Or so the world believes. Hidden in the rainforest at Convict Rock, one tiger remains. But now the sanctuary is threatened by a mining operation, and the last Tasmanian tiger must be lured deeper into the forest. The problem is, not since her great-grandmother has a member of the family been able to earn the shy tigers' trust. As the summer progresses, Louisa forges unexpected connections with Colin, with the forest, and-through Eleanor's journal-with her great-grandmother. She begins to suspect the key to saving the tiger is her very own music. But will her plan work? Or will the enigmatic Tasmanian tiger disappear once again, this time forever? A moving coming-of-age story wrapped up in the moss, leaves, and blue gums of the Tasmanian rainforest where, hidden under giant ferns, crouches its most beloved, and lost, creature.

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.

Create a viable, meaningful program that will motivate your students and have them participating with enthusiasm with Middle School General Music: The Best Part of Your Day. A welcome guidebook for music teachers trying to navigate the sometimes turbulent waters of middle school general music, it offers strategies and lessons that have been created in the real world of general music by a practicing teacher. Revised and expanded to align with the National Core Arts Standards, each section of this second edition is full of tips and lessons to help middle schoolers develop a life-long love of music. From instructional units to composition projects, rhythm games to listening lessons, you'll find plenty of ideas for working with young adolescents. An appendix of suggested resources steers you to materials appropriate for middle-level students. Bolster your program with the discussion about why general music is so vital in middle school. If your music classes feel like the perfect storm, let McAnally make them the best part of your day.

Music education has undergone a remarkable transformation in recent years. Whereas lessons were once characterised by their passivity, children now learn about music through actively engaging in it by performing, composing, listening and appraising. This reader places music education in context and then goes on to examine a range of issues linked to the teaching and learning of music. The latter half of the book concentrates on music education within the classroom, highlighting the kinds of points which all teachers of music will have to consider.

A fun and easy way to learn to play the piano or keyboard, with helpful instruction on classic and favorite songs. Written by the author of the best-selling Build It! series in collaboration with an experienced piano teacher, the Play It! books teach how to play the piano or keyboard in a simple, effective way. Using color-coded notes and character icons, the books include piano sheets of popular and favorite songs as well as a primer on how to read sheet music and some basic techniques. For beginners ages 5 and up, Play It! is the perfect companion on your musical journey. Features these classic songs and includes color labels inside the book: Mary Had a Little Lamb Oh When the Saints Go Marching In The Itsy Bitsy Spider Twinkle, Twinkle Little Star Clock Chimes Row, Row, Row Your Boat Yankee Doodle Dandy Skip to My Lou This Land is Your Land London Bridge is Falling Down Are You Sleeping? Old MacDonald Had a Farm It's Raining, It's Pouring For He's a Jolly Good Fellow Oh! Susanna If You're Happy and You Know It Three Blind Mice Baa Baa Black Sheep Hickory Dickory Dock The Wheels on the Bus I'm a Little Teapot B-I-N-G-O The Muffin Man Pop Goes the Weasel Happy Birthday To You Five Little Ducks Home on the Range When Johnny Comes Marching Home

Music and Music Education as Social Praxis is a brief introduction to a praxial theory of music education, defined by author. It is grounded in an interdisciplinary approach, for undergraduate and graduate students in music education. Drawing upon scholarship from a range of disciplines, including philosophy and sociology, the book emphasizes and highlights thinking of music as an active social practice and offers an alternative to existing approaches to music education. This text advocates for an alternative approach to teaching music, rooted in the social practice of music, and will supplement Foundations or Methods courses in the Music Education curriculum.

Pierre Bourdieu has been an extraordinarily influential figure in the sociology of music. For over four decades, his concepts have helped to generate both empirical and theoretical interventions in the field of musical study. His impact on the sociology of music taste, in particular, has been profound, his ideas directly informing our understandings of how musical preferences reflect and reproduce inequalities between social classes, ethnic groups, and men and women. Bourdieu and the Sociology of Music Education draws together a group of international researchers, academics and artist-practitioners who offer a critical introduction and exploration of Pierre Bourdieu's rich generative conceptual tools for advancing sociological views of music education. By employing perspectives from Bourdieu's work on distinction and judgement and his conceptualisation of fields, habitus and capitals in relation to music education, contributing authors explore the ways in which Bourdieu's work can be applied to music education as a means of linking school (institutional habitus) and learning, and curriculum and family (class habitus). The volume includes research perspectives and studies of how Bourdieu's tools have been applied in industry and educational contexts, including the primary, secondary and higher music education sectors. The volume begins with an introduction to Bourdieu's contribution to theory and methodology and then goes on to deal in detail with illustrative substantive studies. The concluding chapter is an extended essay that reflects on, and critiques, the application of Bourdieu's work and examines the ways in which the studies contained in the volume advance understanding. The book contributes new perspectives to our understanding of Bourdieu's tools across diverse settings and practices of music education.

This book presents ground-breaking research on the ways the Arts fosters motivation and engagement in both academic and non-academic domains. It reports on mixed method, international research that investigated how the Arts make a difference in the lives of young people. Drawing on the findings of a longitudinal quantitative study led by the internationally renowned educational psychologist Andrew Martin, the book examines the impact of arts involvement in the academic outcomes of 643 students and reports on the in-depth qualitative research that investigates what constitutes best-practice in learning and teaching in the Arts. The book also examines drama, dance, music, visual arts and film classrooms to construct an understanding of quality pedagogy in these classrooms. With its evidence-based but highly accessible approach, this book will be directly and immediately relevant to those interested in the Arts as a force for change in schooling. How Arts Education Makes a Difference discusses: The Arts Education, Motivation, Engagement and Achievement Research Visual Arts, Drama and Music in Classrooms Technology-mediated Arts Engagement International Perspectives on Arts and Cultural Policies in Education This book is a timely collation of research and experiential findings which support the need to promote arts education in schools worldwide. It will be particularly useful for educationists, researchers in education and arts advocates.

This book examines how music education presents opportunities to shape democratic awareness through political, pedagogical, and humanistic perspectives. Focusing on democracy as a vital dimension in teaching music, the essays in this volume have particular relevance to teaching music as democratic practice in both public schooling and in teacher education. Although music educators have much to learn from others in the educational field, the actual teaching of music involves social and political dimensions unique to the arts. In addition, teaching music as democratic practice demands a pedagogical foundation not often examined in the general teacher education community. Essays include the teaching of the arts as a critical response to democratic participation; exploring democracy in the music classroom with such issues as safe spaces, sexual orientation, music of the Holocaust, improvisation, race and technology; and music teaching/music teacher education as a form of social justice. Engaging with current scholarship, the book not only probes the philosophical nature of music and democracy, but also presents ways of democratizing music curriculum and human interactions within the classroom. This volume offers the collective wisdom of international scholars, teachers, and teacher educators and will be essential reading for those who teach music as a vital force for change and social justice in both local and global contexts.

Experts in child psychology and pedagogy concur that how children are schooled today seriously conflicts with how they learn and develop. Children are being left behind and the promises and possibilities of childhood are slipping away. This book aims to disclose a deeper understanding of music's importance in children's lives and their need to know, explore, wonder, and play. Directed toward music teachers, teacher educators, and scholars, this text invites inquiries and provides insights into contemporary challenges to learning and teaching in an era of standardization. A compendium of essays, classroom voices and vignettes is supported by relevant research in music education and companion disciplines in psychology, philosophy, and sociology. Storytelling with scholarship contributes authenticity and strengthens the premise of this book.

Experts in child psychology and pedagogy concur that how children are schooled today seriously conflicts with how they learn and develop. Children are being left behind and the promises and possibilities of childhood are slipping away. This book aims to disclose a deeper understanding of music's importance in children's lives and their need to know, explore, wonder, and play. Directed toward music teachers, teacher educators, and scholars, this text invites inquiries and provides insights into contemporary challenges to learning and teaching in an era of standardization. A compendium of essays, classroom voices and vignettes is supported by relevant research in music education and companion disciplines in psychology, philosophy, and sociology. Storytelling with scholarship contributes authenticity and strengthens the premise of this book.

Old MacDonald Had a Farm is the E-I-E-I-Oh! classic that introduces baby to the world of farm animals and the different ways each has of talking - the pig with his oink-oink, the cow with her moo-moo, and the baa-baas, cluck-clucks and quack-quacks that fill the farmyard.

This volume will contain selected proceedings from the 2013 Symposium on Music Teacher Education, sponsored by NAfME's Society for Music Teacher Education and hosted at University of North Carolina. After an introduction written by SMTE Chair, Doug Orzolek, the initial chapter will represent the keynote address of the symposium by Karen Hammerness, Director of Program Research for the Bard Master of Arts in Teaching Program. Hammerness will bring her comparative work with music teacher educators in Finland and Norway to bear in her address: From Inspiring Visions to Everyday Practices: Exploring Vision and Practice in Music Teacher Education. Hammerness's research distills into three main themes. To mitigate against the fragmentation that characterizes so much of contemporary education, teacher education programs must: 1) promote a clear vision of teachers and teaching; 2) be coherent, reflecting shared understanding of teaching and learning among faculty and students; 3) be built around a strong, core curriculum that is deeply tied to the practices of teaching. These three themes will orient the remainder of chapters in the volume, which will come from invited primary presenters at the 2013 Symposium. Due to selectivity of blind peer review (twenty-one percent accept rate), these presentations represent the most rigorous research, and best practices grounded in research, that the music education profession has to offer.

This volume will contain selected proceedings from the 2013 Symposium on Music Teacher Education, sponsored by NAfME's Society for Music Teacher Education and hosted at University of North Carolina. After an introduction written by SMTE Chair, Doug Orzolek, the initial chapter will represent the keynote address of the symposium by Karen Hammerness, Director of Program Research for the Bard Master of Arts in Teaching Program. Hammerness will bring her comparative work with music teacher educators in Finland and Norway to bear in her address: From Inspiring Visions to Everyday Practices: Exploring Vision and Practice in Music Teacher Education. Hammerness's research distills into three main themes. To mitigate against the fragmentation that characterizes so much of contemporary education, teacher education programs must: 1) promote a clear vision of teachers and teaching; 2) be coherent, reflecting shared understanding of teaching and learning among faculty and students; 3) be built around a strong, core curriculum that is deeply tied to the practices of teaching. These three themes will orient the remainder of chapters in the volume, which will come from invited primary presenters at the 2013 Symposium. Due to selectivity of blind peer review (twenty-one percent accept rate), these presentations represent the most rigorous research, and best practices grounded in research, that the music education profession has to offer.

Music and the alphabet have always gone together. Don't kids learn their letters by singing the ABCs? But you've never seen--or heard--a musical alphabet like this one. Beloved tunes. Unusual instruments. Legendary virtuosos. From anthems to zydeco, the language of music and the music of language harmonize in one superb symphony. It's a funky fusion for songsters of all ages! Includes endnotes.

Engaging Musical Practices: A Sourcebook for Instrumental Music is a long awaited compilation of best practices for instrumental music education. This unique book contains practical and pedagogically oriented chapters written by leaders in the field of instrumental music education. Designed for instrumental music teachers or for use in instrumental methods courses, the book covers a wide range of topics, such as: *student readiness for instrumental music *beginning an instrumental music program *teaching instrumental music at the intermediate and advanced levels *working with strings and orchestras *motivating students *incorporating improvisation into the curriculum *selecting repertoire based on curricular goals *engaging students in assessment *marching band pedagogy and techniques *integrating technology *considering "traditional" instrumental music practice *becoming an instrumental music teacher *communicating effectively with stakeholders Contributions by James Ancona and Heidi Sarver, Kimberly Ackney and Colleen Conway, Christopher Azzara, William Bauer and Rick Dammers, Brian Bersh, Suzanne Burton & Rick Townsend, Patricia Campbell and Lee Higgins, Robert Gardner, Richard Grunow, Mike Hewitt and Bret Smith, Dan Isbell, Nate Kruse, Chad Nicholson, Alden Snell, and David Stringham.

Engaging Musical Practices: A Sourcebook for Instrumental Music is a long awaited compilation of best practices for instrumental music education. This unique book contains practical and pedagogically oriented chapters written by leaders in the field of instrumental music education. Designed for instrumental music teachers or for use in instrumental methods courses, the book covers a wide range of topics, such as: *student readiness for instrumental music *beginning an instrumental music program *teaching instrumental music at the intermediate and advanced levels *working with strings and orchestras *motivating students *incorporating improvisation into the curriculum *selecting repertoire based on curricular goals *engaging students in assessment *marching band pedagogy and techniques *integrating technology *considering "traditional" instrumental music practice *becoming an instrumental music teacher *communicating effectively with stakeholders Contributions by James Ancona and Heidi Sarver, Kimberly Ackney and Colleen Conway, Christopher Azzara, William Bauer and Rick Dammers, Brian Bersh, Suzanne Burton & Rick Townsend, Patricia Campbell and Lee Higgins, Robert Gardner, Richard Grunow, Mike Hewitt and Bret Smith, Dan Isbell, Nate Kruse, Chad Nicholson, Alden Snell, and David Stringham.

Musical Childhoods is a culmination of more than a decade of research driven by the fact that music has been neglected in early childhood programs in favour of literacy and numeracy. Recent research has identified a connection between academic performance and musical programs and this has given music a renewed status in many schools. This book promotes the idea of children's competence in the use of the language of music and argues that all children have a right to participate in musical discovery and celebrates children's engagement with meaningful and disparate experiences in music. Written by leading practitioners and researchers in the field, this book seeks to reaffirm children's communicative competence when exposed to high quality musical experience, provide new perspectives on children's ability to engage with music in many diverse forms and explore and promote the role of the musician as an artist and teacher. The book is structured into three parts: The theoretical overview The children, the musicians and the music The research through the eyes of the protagonist and looking into the future Early childhood students, researchers and academics with a specific interest in music and musicality will find this an insightful read.

Musical Childhoods is a culmination of more than a decade of research driven by the fact that music has been neglected in early childhood programs in favour of literacy and numeracy. Recent research has identified a connection between academic performance and musical programs and this has given music a renewed status in many schools. This book promotes the idea of children's competence in the use of the language of music and argues that all children have a right to participate in musical discovery and celebrates children's engagement with meaningful and disparate experiences in music. Written by leading practitioners and researchers in the field, this book seeks to reaffirm children's communicative competence when exposed to high quality musical experience, provide new perspectives on children's ability to engage with music in many diverse forms and explore and promote the role of the musician as an artist and teacher. The book is structured into three parts: The theoretical overview The children, the musicians and the music The research through the eyes of the protagonist and looking into the future Early childhood students, researchers and academics with a specific interest in music and musicality will find this an insightful read.

This volume presents a scholarly investigation of the ways educators engage in artistic and contemplative practices and why this matters in education. Arts-based learning and inquiry can function as a powerful catalyst for change by allowing spiritual practices to be present within educational settings, but too often the relationship between art, education and spirituality is ignored. Exploring artistic disciplines such as dance, drama, visual art, music, and writing, and forms such as writing-witnessing, freestyle rap, queer performative autoethnograph, and poetic imagination, this book develops a transformational educational paradigm. Its unique integration of spirituality in and through the arts addresses the contemplative needs of learners and educators in diverse educational and community settings."

We all sing with the same voice, And we sing in harmony! The familiar words to this joyful song combine with vibrant illustrations to celebrate the idea that no matter where children live, what they look like, or what they do, they're all the same where it counts: at heart. "We All Sing with the Same Voice" was aired and continues to be seen on Sesame Street, the beloved educational children's television show produced by Sesame Workshop, the nonprofit educational organization. The book is perfect for classroom use, as children will enjoy singing along. Please note that this paperback edition does not come with a CD of the song. "We All Sing with the Same Voice" is a vital and celebratory message of inclusion and respect.