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.

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/

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/

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.

eBook available with sample pages: 0203030389

Music's place in the National Curriculum in England and Wales is now firmly established. This book is a guide to help all primary teachers, and those with a co-ordinating role who support them, develop music in their classrooms. it looks at children's learning in music, in the context of current thinking on primary education and the developments of primary music since 1991. There are well-researched chapters on promoting children's musical composition and the ways in which music can be related to the whole primary curriculum. With a wealth of straightforward, practical ideas, a revised chapter on assesment and a new chapter on the role of the music co-ordinator, this new edition of Teachin Music in the Primary School will be indispensable reading for all primary teachers, primary music co-ordinators and those running music courses in teacher education at undergraduate, postgraduate or INSET levels. The editors are both at Bath Spa University College, where Joanna Glover is a Senior Lecturer in Music Education and Stephen Ward is Head of Department of Primary Education in the Faculty of Education and Human Sciences.