An essential guide for teaching and learning music with the whole class. It provides a framework for successful musical experiences with large groups of children and is illustrated throughout with carefully designed activities to try out in the classroom. The guidance in this book will help you support and develop children's musical experience,
An essential guide for teaching and learning music with the whole class. It provides a framework for successful musical experiences with large groups of children and is illustrated throughout with carefully designed activities to try out in the classroom. The guidance in this book will help you support and develop children's musical experience,Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Nick Beach is Deputy Director of Performing and Creative Arts, Trinity College London, UK Julie Evans is 7-14 and 11-18 PGCE Music Course Leader, Canterbury Christ Church University, UK Gary Spruce is Senior Lecturer in Education with responsibility for Music ITT, The Open University, UK
Inhaltsangabe
List of figures and tables Contributors Foreword Introduction Part 1: Setting the context 1. How did we get here? The historical and social context of whole class instrumental and vocal teaching 2. The Contemporary context of whole class instrumental and vocalteaching Part 2: Access and Inclusion: Setting the Scene 3. The developing musician 4. Promoting an inclusive music 5. Musical styles, genres and traditions: Creating a global musical heritage 6. Including those with special educational needs: 'Whole' class instrumental and vocal teaching Part 3: Integration: Setting the Scene 7. Adopting an integrated approach to musical learning in whole class instrumental and vocal lessons 8. An integrated approach to whole class vocal work 9. An integrated approach to music in the curriculum Part 4: Creativity: Setting the Scene 10. The creative process 11. Creativity and instrumental skills development 12. Realising creative development Part 5: Collaboration: Setting the Scene 13. Collaborative music teaching and learning with partners beyond the school 14. A collaborative approach to planning, teaching and learning Part 6: Assessing, Evaluating and Reflecting 15. Assessing, evaluating and reflecting
List of figures and tables Contributors Foreword Introduction Part 1: Setting the context 1. How did we get here? The historical and social context of whole class instrumental and vocal teaching 2. The Contemporary context of whole class instrumental and vocalteaching Part 2: Access and Inclusion: Setting the Scene 3. The developing musician 4. Promoting an inclusive music 5. Musical styles, genres and traditions: Creating a global musical heritage 6. Including those with special educational needs: 'Whole' class instrumental and vocal teaching Part 3: Integration: Setting the Scene 7. Adopting an integrated approach to musical learning in whole class instrumental and vocal lessons 8. An integrated approach to whole class vocal work 9. An integrated approach to music in the curriculum Part 4: Creativity: Setting the Scene 10. The creative process 11. Creativity and instrumental skills development 12. Realising creative development Part 5: Collaboration: Setting the Scene 13. Collaborative music teaching and learning with partners beyond the school 14. A collaborative approach to planning, teaching and learning Part 6: Assessing, Evaluating and Reflecting 15. Assessing, evaluating and reflecting
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