This book attempts to explain why music inquiry makes sense, what pieces are required to do music inquiry effectively (the knowledge, skills and dispositions) and then provides how to teach music inquiry in a series of day-by-day lesson plans.
This book attempts to explain why music inquiry makes sense, what pieces are required to do music inquiry effectively (the knowledge, skills and dispositions) and then provides how to teach music inquiry in a series of day-by-day lesson plans.
Mickey Kolis is the author of six books and a veteran public school teacher; he is currently a university professor. Making learning relevant is his highest professional aspiration. Sarah Olson grew up in Appleton, Wisconsin and attended the University of Wisconsin- Eau Claire. She currently teaches choir at Delong Middle School and serves as the school's behavior interventionist. Benjamin H. Kolis is an actor and theater devisor in Minneapolis, Minnesota.
Inhaltsangabe
Foreword Acknowledgements Introduction Section 1: Brainball (Music Edition) - Why Music Matter Chapter 1: Brainball (Music Edition) - The Point of the Game is Learning Chapter 2: The Big Ideas: Product, Process, and Community aligned with Purpose Chapter 3: Brainball (ME) Beliefs (Dispositions) Chapter 4: Brainball (ME) Key Knowledge Categories Chapter 5: Brainball (ME) Skills Section 2: Preparing to Coach the Game Chapter 6: Tip 1: Keep the End-in-Mind Chapter 7: Tip 2: Play the Game Chapter 8: Tip 3: Competitions as Evaluations Chapter 9: Tip 4: Sequences matter Chapter 10: Tip 5: Explicit Communications Section 3: Day-to-Day Lesson Plans: Brainball Illuminated Lesson 1: Observations Lesson 2: Observations Lesson 3: Observations Lesson 4: Observations Lesson 5: Curiosity Lesson 6: Gathering Information Lesson 7: Gathering Information Lesson 8: Action Plan - Criteria Day Lesson 9: Skills and Application Lesson 10: Skills and Application Lesson 11: Skills and Application Lesson 12: Workday Lesson 13: Workday Lesson 14: Presentations Lesson 15: Presentations Lesson 16: Final Reflections Conclusion Appendices Appendix A: S.C.A.M.P.E.R. Appendix B: Making the Most of Observations Appendix C: Stand Up- Hand Up- Pair Up Morning Meeting Appendix D: Student Outcome Engagement Ideas Appendix E: Classroom Roles Appendix F: My Brain is Already Full Appendix G: Student "Teach To..." Appendix: H: Blank Pages Appendix I: Composition Project Appendix J: How are central concepts used in composition?
Foreword Acknowledgements Introduction Section 1: Brainball (Music Edition) - Why Music Matter Chapter 1: Brainball (Music Edition) - The Point of the Game is Learning Chapter 2: The Big Ideas: Product, Process, and Community aligned with Purpose Chapter 3: Brainball (ME) Beliefs (Dispositions) Chapter 4: Brainball (ME) Key Knowledge Categories Chapter 5: Brainball (ME) Skills Section 2: Preparing to Coach the Game Chapter 6: Tip 1: Keep the End-in-Mind Chapter 7: Tip 2: Play the Game Chapter 8: Tip 3: Competitions as Evaluations Chapter 9: Tip 4: Sequences matter Chapter 10: Tip 5: Explicit Communications Section 3: Day-to-Day Lesson Plans: Brainball Illuminated Lesson 1: Observations Lesson 2: Observations Lesson 3: Observations Lesson 4: Observations Lesson 5: Curiosity Lesson 6: Gathering Information Lesson 7: Gathering Information Lesson 8: Action Plan - Criteria Day Lesson 9: Skills and Application Lesson 10: Skills and Application Lesson 11: Skills and Application Lesson 12: Workday Lesson 13: Workday Lesson 14: Presentations Lesson 15: Presentations Lesson 16: Final Reflections Conclusion Appendices Appendix A: S.C.A.M.P.E.R. Appendix B: Making the Most of Observations Appendix C: Stand Up- Hand Up- Pair Up Morning Meeting Appendix D: Student Outcome Engagement Ideas Appendix E: Classroom Roles Appendix F: My Brain is Already Full Appendix G: Student "Teach To..." Appendix: H: Blank Pages Appendix I: Composition Project Appendix J: How are central concepts used in composition?
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