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What is Music Literacy? attempts to redefine music literacy with a
more expansive meaning than is commonly in use, and to articulate
the potential impact of these ideas on music teaching practice. The
notion of music literacy has involved the ability to read and write
music scores. However, this understanding does not extend theory to
identify all music texts, nor to offer a thorough treatment of what
impact an expanded notion of music literacy might have on music
instruction in the classroom and in ensembles. This book provides a
formal, expansive redefinition of music literacy. The author offers
practical ideas for attending more effectively to music literacy in
classroom instruction. The book highlights common elements in the
music classroom: the music score, the conductor, surrounding
ensemble members, the musical model, the musical instrument, and
presentations/recordings. It also describes four orientations that
correspond to the National Core Music Standards (2014) and that
characterize humans' interactions with music: creator, performer,
responder, and connector. What is Music Literacy? uses these
orientations, along with a focus on authentic music texts and
literacies, to present literacy-based guidelines for music
education along with numerous vignettes that describe actual
literacy instructional events.
What is Music Literacy? attempts to redefine music literacy with a
more expansive meaning than is commonly in use, and to articulate
the potential impact of these ideas on music teaching practice. The
notion of music literacy has involved the ability to read and write
music scores. However, this understanding does not extend theory to
identify all music texts, nor to offer a thorough treatment of what
impact an expanded notion of music literacy might have on music
instruction in the classroom and in ensembles. This book provides a
formal, expansive redefinition of music literacy. The author offers
practical ideas for attending more effectively to music literacy in
classroom instruction. The book highlights common elements in the
music classroom: the music score, the conductor, surrounding
ensemble members, the musical model, the musical instrument, and
presentations/recordings. It also describes four orientations that
correspond to the National Core Music Standards (2014) and that
characterize humans' interactions with music: creator, performer,
responder, and connector. What is Music Literacy? uses these
orientations, along with a focus on authentic music texts and
literacies, to present literacy-based guidelines for music
education along with numerous vignettes that describe actual
literacy instructional events.
Today's teachers need to prepare students for a world that places
increasingly higher literacy demands on its citizens. In this
timely book, the authors explore content-area literacy and
instruction in English, music, science, mathematics, social
studies, visual arts, technology, and theatre. Each of the chapters
has been written by teacher educators who are experts in their
discipline. Their key recommendations reflect the aims and
instructional frameworks unique to content-area learning. This
resource focuses on how literacy specialists and content-area
educators can combine their talents to teach all readers and
writers in the middle and secondary school classroom. The text
features vignettes from classroom practice with visuals to
demonstrate, for example, how we read a painting or hear the
discourse of a song.|Today's teachers need to prepare students for
a world that places increasingly higher literacy demands on its
citizens. In this timely book, the authors explore content-area
literacy and instruction in English, music, science, mathematics,
social studies, visual arts, technology, and theatre. Each of the
chapters has been written by teacher educators who are experts in
their discipline. Their key recommendations reflect the aims and
instructional frameworks unique to content-area learning. This
resource focuses on how literacy specialists and content-area
educators can combine their talents to teach all readers and
writers in the middle and secondary school classroom. The text
features vignettes from classroom practice with visuals to
demonstrate, for example, how we read a painting or hear the
discourse of a song.
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