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Since the mid-twentieth century, Zoltan Kodaly's
child-developmental philosophy for teaching music has had
significant positive impact on music education around the world,
and is now at the core of music teaching in the United States and
other English speaking countries. The Kodaly Today handbook series
is the first comprehensive system to update and apply the Kodaly
concepts to teaching music in elementary school classrooms. Kodaly
in the Second Grade Classroom provides teachers with a step-by-step
road map for developing children's performance, creative movement,
and literacy skills in an organic and thoughtful manner. Through
six years of field-testing with music kindergarten teachers in the
United States, Great Britain, and Hungary (the home country of
Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have
developed a methodology specifically for 21st century classrooms.
Houlahan and Tacka use the latest research findings in cognition
and perception to create a system not only appropriate for the
developmental stages of second grade students but also one which
integrates vertically between elementary music classes. The methods
outlined in this volume encourage greater musical ability and
creativity in children by teaching them to sing, move, play
instruments, and develop music literacy skills. In addition, Kodaly
in the Second Grade Classroom promotes critical thinking, problem
solving, and collaboration skills. Although the book uses the
Kodaly philosophy, its methodology has also been tested by teachers
certified in Orff and Dalcroze, and has proven an essential guide
for teachers no matter what their personal philosophy and specific
training might be. Numerous children's songs are incorporated into
Kodaly in the Second Grade Classroom, as well as over 35 detailed
lesson plans that demonstrate how music and literacy curriculum
goals are transformed into tangible musical objectives. Scholarly
yet practical and accessible, this volume is sure to be an
essential guide for kindergarten and early childhood music teachers
everywhere.
Choral Artistry provides a practical and organic approach to
teaching choral singing and sight-reading. The text is grounded in
current research from the fields of choral pedagogy, music theory,
music perception and cognition. Topics include framing a choral
curriculum based on the Kodaly concept; launching the academic year
for beginning, intermediate, and advanced choirs; building partwork
skills; sight-reading; progressive music theory sequences for
middle to college level choirs; teaching strategies; choral
rehearsal plans as well as samples of how to teach specific
repertoire from medieval to contemporary choral composers. As part
of the Kodaly philosophy's practical approach, authors Micheal
Houlahan and Philip Tacka employ two models for learning choral
literature: Performance Through Sound Analysis Pedagogy (PTSA) and
Performance through Sound Analysis and Notation (PTSAN). Both
models delineate an approach to teaching a choral work that
significantly improves students' musicianship while engaging the
ensemble in learning the overall composition in partnership with
the conductor. The final chapter of the book includes rubrics to
assess the effectiveness of a choral program. This book does not
purport to be a comprehensive choral pedagogy text. It is a
detailed guide to helping choral directors at all levels improve
the choral singing and musicianship of their students from a Kodaly
perspective.
Choral Sight Reading provides a practical and organic approach to
teaching choral singing and sight-reading. The text is grounded in
current research from the fields of choral pedagogy, music theory,
music perception and cognition. Topics include framing a choral
curriculum based on the Kodaly concept; launching the academic year
for beginning, intermediate, and advanced choirs; building partwork
skills; sight-reading; progressive music theory sequences for
middle to college level choirs; teaching strategies; choral
rehearsal plans as well as samples of how to teach specific
repertoire from medieval to contemporary choral composers. This
volume includes basic and advanced music theory concepts to develop
fluent sight-reading skills for reading standard choral repertoire,
providing examples for the process outlined in Chapters 6-8 of
Volume 1 (Choral Artistry). This guide provides choral directors
with a choral curriculum and choral rehearsal models that place
performance, audiation, partwork, music theory, and sight-signing
skills at the heart of the choral experience, through a 'sound
thinking' approach to teaching that results in greater efficiency
in creating independent choral singers with a well-rounded
repertoire.
Since the mid-twentieth century, Zoltan Kodaly's
child-developmental philosophy for teaching music has had
significant positive impact on music education around the world,
and is now at the core of music teaching in the United States and
other English speaking countries. The Kodaly Today handbook series
is the first comprehensive system to update and apply the Kodaly
concepts to teaching music in elementary school classrooms. Kodaly
in the Fourth Grade Classroom provides teachers with a step-by-step
road map for developing children's performance, creative movement,
and literacy skills in an organic and thoughtful manner. Through
six years of field-testing with music teachers in the United
States, Great Britain, and Hungary (the home country of Zoltan
Kodaly), authors Micheal Houlahan and Philip Tacka have developed a
methodology specifically for 21st century classrooms. Houlahan and
Tacka use the latest research findings in cognition and perception
to create a system not only appropriate for the developmental
stages of fourth graders but also one which integrates vertically
between elementary music classes. The methods outlined in this
volume encourage greater musical ability and creativity in children
by teaching them to sing, move, play instruments, and develop music
literacy skills. In addition, Kodaly in the Fourth Grade Classroom
promotes critical thinking, problem solving, and collaboration
skills. Although the book uses the Kodaly philosophy, its
methodology has also been tested by teachers certified in Orff and
Dalcroze, and has proven an essential guide for teachers no matter
what their personal philosophy and specific training might be. Over
100 children's books are incorporated into Kodaly in the Fourth
Grade Classroom, as well as 35 detailed lesson plans that
demonstrate how music and literacy curriculum goals are transformed
into tangible musical objectives. Scholarly yet practical and
accessible, this volume is sure to be an essential guide for
elementary music teachers everywhere.
Since the mid-twentieth century, Zoltan Kodaly's
child-developmental philosophy for teaching music has had
significant positive impact on music education around the world,
and is now at the core of music teaching in the United States and
other English speaking countries. The Kodaly Today handbook series
is the first comprehensive system to update and apply the Kodaly
concepts to teaching music in elementary school classrooms. Kodaly
in the Third Grade Classroom provides teachers with a step-by-step
road map for developing children's performance, creative movement,
and literacy skills in an organic and thoughtful manner. Through
six years of field-testing with music kindergarten teachers in the
United States, Great Britain, and Hungary (the home country of
Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have
developed a methodology specifically for 21st century classrooms.
Houlahan and Tacka use the latest research findings in cognition
and perception to create a system not only appropriate for the
developmental stages of third grade students but also one which
integrates vertically between elementary music classes. The methods
outlined in this volume encourage greater musical ability and
creativity in children by teaching them to sing, move, play
instruments, and develop music literacy skills. In addition, Kodaly
in the Third Grade Classroom promotes critical thinking, problem
solving, and collaboration skills. Although the book uses the
Kodaly philosophy, its methodology has also been tested by teachers
certified in Orff and Dalcroze, and has proven an essential guide
for teachers no matter what their personal philosophy and specific
training might be. Numerous children's songs are incorporated into
Kodaly in the Third Grade Classroom, as well as over 35 detailed
lesson plans that demonstrate how music and literacy curriculum
goals are transformed into tangible musical objectives. Scholarly
yet practical and accessible, this volume is sure to be an
essential guide for kindergarten and early childhood music teachers
everywhere.
Since the mid-twentieth century, Zoltan Kodaly's
child-developmental philosophy for teaching music has had
significant positive impact on music education around the world,
and is now at the core of music teaching in the United States and
other English speaking countries. The Kodaly Today handbook series
is the first comprehensive system to update and apply the Kodaly
concepts to teaching music in elementary school classrooms. Kodaly
in the Fifth Grade Classroom provides teachers with a step-by-step
road map for developing children's performance, creative movement,
and literacy skills in an organic and thoughtful manner. Through
six years of field-testing with music kindergarten teachers in the
United States, Great Britain, and Hungary (the home country of
Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have
developed a methodology specifically for 21st century classrooms.
Houlahan and Tacka use the latest research findings in cognition
and perception to create a system not only appropriate for the
developmental stages of first grade students but also one which
integrates vertically between elementary music classes. The methods
outlined in this volume encourage greater musical ability and
creativity in children by teaching them to sing, move, play
instruments, and develop music literacy skills. In addition, Kodaly
in the Fifth Grade Classroom promotes critical thinking, problem
solving, and collaboration skills. Although the book uses the
Kodaly philosophy, its methodology has also been tested by teachers
certified in Orff and Dalcroze, and has proven an essential guide
for teachers no matter what their personal philosophy and specific
training might be. Numerous children's songs are incorporated into
Kodaly in the Fifth Grade Classroom, as well as over 35 detailed
lesson plans that demonstrate how music and literacy curriculum
goals are transformed into tangible musical objectives. Scholarly
yet practical and accessible, this volume is sure to be an
essential guide for kindergarten and early childhood music teachers
everywhere.
First Published in 1998. This book serves as the key to study of
Kodaly for an English-speaking audience. The volume presents a
biographical outline, a catalog of his compositions according to
genre, and over 1,400 annotated primary and secondary sources.
Three indexes cover listings by author and title, Kodaly's
compositions, and proper names. Primary sources include Kodaly's
own essays, articles, lectures on folk music and art music, letters
and other documents, and his folk music collections and facsimiles.
Secondary sources include: biographical and historical studies;
theoretic, analytic, stylistic, and aesthetic studies of his music;
discussions of folk music influences and art music influences;
studies of his compositional process; and discussions of the Kodaly
concept. Doctoral dissertations and Masters theses pertaining to
Kodaly are included in this guide. This annotated, topically
organized book is the first to draw together the most important
primary and secondary bibliographic sources that cover his varied
activities as composer, ethnomusicologist, linguist, and educator.
(BH Kodaly). All of the musical examples in Sound Thinking are
drawn from folk songs and art music encompassing a wide range of
historical eras. The examples can be used for developing a variety
of skills including sight-reading, dictation, musical memory,
rhythmic reading, formal analysis, part singing, and improvisation.
Since the mid-twentieth century, Zoltan Kodaly's
child-developmental philosophy for teaching music has had
significant positive impact on music education around the world,
and is now at the core of music teaching in the United States and
other English speaking countries. Kodaly in theKindergarten
Classroom is the first comprehensive handbook to update and apply
the Kodaly concepts to teaching music in early childhood
classrooms.
Kodaly in the Kindergarten Classroom provides teachers with a
step-by-step road map for developing children's performance,
creative movement, and literacy skills in an organic and thoughtful
manner. Through six years of field-testing with music kindergarten
teachers in the United States, Great Britain, and Hungary (the home
country of Zoltan Kodaly), authors Micheal Houlahan and Philip
Tacka have developed a methodology specifically for 21st century
classrooms. Houlahan and Tacka use the latest research findings in
cognition and perception to create a system not only appropriate
for kindergarteners' particular developmental stages but also one
which integrates vertically between kindergarten and elementary
music classes. The methods outlined in this volume encourage
greater musical ability and creativity in children by teaching
kindergarteners to sing, move, play instruments, and develop music
literacy skills. In addition, Kodaly in the Kindergarten Classroom
promotes critical thinking, problem solving, and collaboration
skills. Although the book uses the Kodaly philosophy, its
methodology has also been tested by teachers certified in Orff and
Dalcroze, and has proven an essential guide for teachers no matter
what their personal philosophy and specific training might be.
Over 100 children's books are incorporated into Kodaly in the
Kindergarten Classroom, as well as 35 detailed lesson plans that
demonstrate how music and literacy curriculum goals are transformed
into tangible musical objectives. Scholarly yet practical and
accessible, this volume is sure to be an essential guide for
kindergarten and early childhood music teachers everywhere."
In this new edition of their groundbreaking Kodaly Today, Micheal
Houlahan and Philip Tacka offer an expertly-researched, thorough,
and - most importantly - practical approach to transforming
curriculum goals into tangible, achievable musical objectives and
effective lesson plans. Their model - grounded in the latest
research in music perception and cognition - outlines the concrete
practices behind constructing effective teaching portfolios,
selecting engaging music repertoire for the classroom, and teaching
musicianship skills successfully to elementary students of all
degrees of proficiency. Addressing the most important questions in
creating and teaching Kodaly-based programs, Houlahan and Tacka
write through a practical lens, presenting a clear picture of how
the teaching and learning processes go hand-in-hand. Their
innovative approach was designed through a close, six-year
collaboration between music instructors and researchers, and offers
teachers an easily-followed, step-by-step roadmap for developing
students' musical understanding and metacognition skills. A
comprehensive resource in the realm of elementary music education,
this book is a valuable reference for all in-service music
educators, music supervisors, and students and instructors in music
education.
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