Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
|
Your cart is empty |
|||
Books > Children's & Educational > The arts > Music
Gather round, join in and sing together this Christmas with Ladybird. This large, tabbed board book is the perfect Christmas songbook, filled with 10 favourite festive songs for toddlers to learn and sing along with. Each song is brought to life with beautiful illustrations from Fernando Martin. Songs include: Away in a Manger Deck the Halls We Three Kings Jingle Bells Hark! The Herald Angels Sing We Saw Three Ships Silent Night Good King Wenceslas O Little Town of Bethlehem We Wish You A Merry Christmas
This much-loved book is a collection of over one hundred songs, some well known, some less known, collected over the years by experienced Waldorf teacher Brien Masters. They are graded for different ages from Class 3 (age 8) to Class 8 (age 14) and grouped into festivals and seasons. They include rounds and four-part songs, and musical notation for recorders and other instruments. This is a wonderful resource for Steiner-Waldorf class teachers, and any teacher or parent looking to introduce music to their classroom or home.
One of the ways forward when working with those who have little or
no speech, or limited comprehension of language, is to use music.
In this book tried and tested approaches and activities devised to
promote the development of communication and social interaction at
a fundamental level are clearly set out. The ethos behind this
manual is a person-centered approach, within a structured framework
and allowing for differentiation and improvisation according to the
learner's individual needs and developmental levels.
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.
Composing is part if the mainstream music curriculum for many children yet children's music does not receive the same attention as their art or creative writing. Children Composing 4-14 traces the ways in which composing can be organised and taught within the school music curriculum, drawing on children's own music-making activities. This practical book looks at how teaching composing can enable hildren to progress by acquiring musical skills and understanding, whilst developing their own sense of musical purpose. One of the main concern's of the book is the need to sustain continuity and quality in children's composing experience as they mover through each phase of music education. Children's Composing is considered in relation to the wider musical context in which they grow up, including cultural differences in composing roles and in perceptions of composing and composers. Projects that bring children into contact with professional composers are critically examined, and suggestions are made for ways of ensuring that composing in schools is rooted in the musical world outside. For more information, please visit the authors web site at: http://www.bathspa.ac.uk/children-composing/
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.
Agreements concerning inter-institutional rules in the treaties of the European Union often give rise to reactions and processes of adaptation within the EU institutions. Recent literature on EU legislative politics has increasingly examined decision-making within the EU institutions, but has largely overlooked how these internal processes react and adapt to changes in relations between the EU bodies. To fill this gap the authors present a series of empirical studies that examine how shifts in inter-institutional rules and procedures affect intra-institutional politics. They show that the resulting intrainstitutional adaptations may in turn both have distributive consequences and affect the efficiency of the initial inter-institutional reforms. In addition, they provide some stepping stones for theory-building on how treaty reforms affect organizational structure and decision-making within the EU institutions by outlining a series of mediating variables that link these two types of change processes. This book was originally published as a special issue of West European Politics.
The SEND Code of Practice (2015) has reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making music lessons accessible and exciting for all pupils, including those with special needs. The authors draw on a wealth of experience to share their understanding of special educational needs and disabilities and show how the music teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of music teaching, this book will enable teachers to: ensure all pupils are able to enjoy and appreciate music; find the appropriate musical instruments to suit the individual learner; develop approaches for teaching composition in mixed ability classrooms; provide opportunities for different types of performance; adapt content, approaches and resources for pupils with a wide range of learning needs. An invaluable tool for continuing professional development, this text will be essential for teachers (and their teaching assistants) seeking guidance specific to teaching music to all pupils, regardless of their individual needs. This book will also be of interest to SENCOs, senior management teams and ITT providers. In addition to free online resources, a range of appendices provides music teachers with lesson case studies, behaviour plans and guidance on behaviour management and effective teaching. This is an essential tool for music teachers and teaching assistants, and will help to deliver successful inclusive lessons for all pupils.
This work is intended for teachers working across the 7-11 age group who want to make music integral to the life of the classroom. It is the companion volume in a two-book set that aims to move forward the teaching of music with a "best practice in music" philosophy. While building on the National Curriculum, this book offers more challenge and depth on the subject both through practical ideas and by encouraging teachers to examine key issues. The two books acknowledge the very different developmental needs of children in the two age ranges ("Music in the Early Years" covers 3-6 year olds), and the different environments in which they are taught. Although the books have been conceived together, they also stand as independent guides.
The first serious study of music in independent schools, which bears eloquent witness to a high standard achieved over the last fifty years. This is the first serious study of music in independent schools. The high standard of musical work in such schools has long been known but now Andrew Morris and his team have provided up-to-date information. There are contributions from seven individual schools - Bedford, Dulwich, Eton, Gresham's, St. Paul's, Uppingham and Worksop - as well as chapters about Girls' Schools, Preparatory Schools, Choir Schools and Specialist Schools. Andrew Morris was Director of Music at Bedford School for thirty-two years and was President of the Music Masters and Mistresses Association in 1996-97. He is thus ideally placed to mastermind a substantial compendium which is eminently readable andabsorbing. The book includes material from Bernarr Rainbow's study, Music in the English Public School (1990) and brings it up to date. As a historian, Rainbow looked back at how music developed in independent schools. Progress was slow, even tortuous, but Rainbow's fascinating documents, supported by his commentary, show how idealism won through, and Morris and his colleagues bear eloquent witness to the very positive development over the last fifty years. ANDREW MORRIS taught in secondary modern, grammar and comprehensive schools in London before becoming Director of Music at Bedford School for thirty-two years. He was President of the Music Masters' and Mistresses' Association from 1996-97 and President of the RAM Club at the Royal Academy of Music 2005-06. He has examined for the ABRSM for over thirty years. BERNARR RAINBOW (1914-1998) is widely recognised as the leading authority on the history of music education. His seminal books are all published by Boydell and are listed on the back pages of this volume. His series of Classic Texts in Music Education is a major resource and in 1997 he foundedthe Bernarr Rainbow Trust which supports projects in music education. CONTRIBUTORS: Catherine Beddison, Elizabeth Blackford, Timothy Daniell, Richard Mayo, James Peschek, Alastair Sampson, Graham Smallbone, Jonathan Varcoe, Myfanwy Walters, Nathan Waring, Robert Weaver, Hilary Webster.
From award-winning author Annette Bay Pimentel comes an oversize nonfiction picture book exploring how music and musical instruments are made-across time and around the worldMusic doesn't come out of nothing.It always starts somewhere . . . with something . . . with someone. Discover how music is made in this survey of musical instruments from around the world. Organized by material-from wood to gourds to found objects and more-Before Music marries a lyrical core text with tons of informational material for curious readers.In the narrative text, readers will encounter makers as they source their materials and craft instruments by hand, drawing the line from the natural world to the finished product and its sound. The sidebars offer much more to discover, including extensive instrument lists, short bios of musical innovators, and more.
This work provides practical ideas for early music making and more sophisticated ideas for creative improvisation. Specific sections of music are explored. The first of these is that of the basic ingredients of music, such as rhythm, pitch and timbre. The second section to be explored is music for those who experience learning difficulties. Also considered is the question of how to build musical relationships. The text looks additionally at the development of musical choice and creativity.
Meeting the Needs of Your Most Able Pupils in Music covers the areas that all music teachers need to be aware of: recent government legislation, national initiatives and departmental policy. Individual titles then provide subject specific guidance, illustrated with case studies, on the following areas: support for more able pupils with learning difficulties (dyslexia, ADHD, sensory impairment) recognizing high ability or potential multiple intelligences/learning styles classroom provision planning differentiation, extension/enrichment teacher questioning skills homework recording and assessment beyond the classroom: visits, residentials, competitions, summer schools, masterclasses, links with universities, businesses and other organizations. For secondary teachers, subject heads of Departments, Gifted and Talented coordinators, SENCOs and LEA advisers.
One of the ways forward when working with those who have little or no speech, or limited comprehension of language, is to use music. In this book tried and tested approaches and activities devised to promote the development of communication and social interaction at a fundamental level are clearly set out. The ethos behind this manual is a person-centered approach, within a structured framework and allowing for differentiation and improvisation according to the learner's individual needs and developmental levels. This is a practical guide that contains lots of ideas and original activities for the specialist and non-specialist alike. It provides original songs and music scores, activities and games, and suggestions for group work for learners at a variety of levels. This book will be helpful to teachers, carers, therapists and parents who work or live with people with severe or profound and multiple learning difficulties. Music teachers and coordinators working in mainstream early years and primary education will also find the songs and activities useful.
This board book version of David Bowie - from the critically acclaimed, multimillion-copy bestselling Little People, BIG DREAMS series - introduces the youngest dreamers to the incredible life of this starman who dazzled audiences with his music. As a child, young David lived with his family in a tiny house on an ordinary street, but he had a head full of songs and ideas. At school he was loved music and dance, and he was inspired by his brother's rock and jazz records to pick up the saxophone and start writing his own songs. After earning his stripes in some of the coolest bands in London, David splashed onto the solo scene. David knew that to be a star, he had to combine great songs with great performace, and so from this point on he took on a range of shapeshifting personas, from Ziggy Stardust to the Thin White Duke, but really, he was just being himself, expressing his art on the stage. His songwriting talent and musical skill made him one of rock and roll's all-time greatest artists. Babies and toddlers will love to snuggle as you read to them the engaging story of this fascinating star, and will also enjoy exploring the stylish and quirky illustrations of this sturdy board book on their own. Little People, BIG DREAMS is a best-selling series of books and educational games that explore the lives of outstanding people, from designers and artists to scientists and activists. All of them achieved incredible things, yet each began life as a child with a dream. This empowering series offers inspiring messages to children of all ages, in a range of formats. The board books are told in simple sentences, perfect for reading aloud to babies and toddlers. The hardcover versions present expanded stories for beginning readers. Boxed gift sets allow you to collect a selection of the books by theme. Paper dolls, learning cards, matching games, and other fun learning tools provide even more ways to make the lives of these role models accessible to children. Inspire the next generation of outstanding people who will change the world with Little People, BIG DREAMS!
Music in the Early Years is for teachers working across the 3 to 8 age phase who want to make music integral to the life of the nursery and early years classroom. Music has often been taught as if it were different, something outside the mainstream curriculum, with teaching approaches quite at odds with early years work. This book takes children's development as its basis and works towards building a music pedagogy within early years practice. A readiness to listen, observe and reflect is central to the practice which threads through the book. Based on the authors' extensive experience and drawing on that of other teachers and researchers, lots of well-tried, practical ideas show how teachers, parents and carers can help children fulfil their music potential. Sample activities model ways of working with children and have been written in such a way that they can be substituted with other material and adapted for further use. Earlier and later stages of learning and progression are described as a basis for matching activities with children's learning needs, as well as a companion book, Primary Music: Later Years.
The approach of this book, first published in 1982, is multi-disciplinary. Popular music, it is argued, is not only a musical but also a social phenomenon; the criteria needed to assess it are different from those used in the appreciation of 'classical' music. The first section of this guide is devoted to setting out just what those criteria should be. A second section puts forward bases for course construction that are detailed and flexible. A final section provides a list of further resources.
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.
SOUNDS GREAT teaches learners to discover, recognize, and use American English word stress, sentence stress, intonation patterns, and high-frequency vowels and consonants. The many guided conversations, pair and small group practices, information gap activities, peer interviews, and short oral reports invite students to enjoy improving their command of spoken English. |
You may like...
Sight Word Song Book - Playful Piggyback…
Liza Charlesworth
Paperback
Musiekensiklopedie Vir Kinders - Ontdek…
Hans-Gunter Heuman, Monica Heuman
Paperback
R81
Discovery Miles 810
|