Donald L. Hamann, Shelly Cooper

Becoming a Music Teacher (eBook, PDF)

From Student to Practitioner

• Format: PDF

Produktbeschreibung

New music teachers often struggle to find a way to connect the content learned in college classes with the content that will be taught in the classroom, since the nature of their work demands a high level of both musical and educational ability, while also the skills to switch from tuning an orchestra to leading a marching band or practicing voice parts with a chorus. Becoming a Music Teacher: Student to Practitioner focuses on making the connections between the college music classroom and public school music classroom transparent, visible, and relevant. Award-winning music educators Donald L. Hamann and Shelly Cooper have created a versatile text for music teacher education, and one that will provide a significant resource for music education students across the US. Based around an innovative organization and approach, Becoming a Music Teacher is made up of 40 short modules that focus on increasing a teacher's comfort and confidence level when instructing or leading groups. Each module is broken down into four individual components that demonstrate real life transfers from classes to classroom through the components of Personal Awareness, Personal Musicianship, Pre-Conducting, and Professional Knowledge. The Personal Awareness component gives a lesson on good teaching skills by focusing on body awareness, body language, and communication styles rather than abstract theories of education. Personal Musicianship provides a guided learning approach to teaching sight-singing and opportunities to create both vocal and instrumental accompaniments with the songs that are included in the modules. Pre-conducting discusses ways in which certain gestures or concepts could be used in rehearsing a school ensemble through the development of hand/arm independence, posture, and gestures. Professional knowledge links the module to the real world and places it in the context of the workplace, offering advice on how to work with other teachers and administrators, and includes characteristics of successful teachers, the role of schools in contemporary society, and diverse learners. When taken together, these components help the student develop a genuinely rounded skill set for the classroom. The lessons are activity-based and interactive, allowing readers to experiment, communicate, and provide feedback. The modules are also flexible and have been designed to be easily integrated into a music education classroom and applied to specific age groups, includingadult learners, a demographic many music education students encounter but one rarely discussed in music education classrooms. Each module stands alone, allowing instructors to customize their lesson plans by selecting or highlighting the modules most relevant to their class. This text also includes exercises that promote reflection on professionalism, collegiality, and legal factors that affect both students and teachers, not found in most education texts.

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Produktdetails

• Verlag: Oxford University Press
• Seitenzahl: 352
• Erscheinungstermin: 4. Dezember 2015
• Englisch
• ISBN-13: 9780190245092
• Artikelnr.: 44176077

Autorenporträt

Donald L. Hamann is Professor of Music Education at the University of Arizona, where he teaches string pedagogy, graduate research, teacher education, and statistics courses. The author of Strategies for Teaching Strings: Building a Successful String and Orchestra Program (OUP, third edition, 2012) and On Staff: A Practical Guide to Starting Your Career in a University Music Department (OUP, 2013), he has also published extensively in national and international string, education, and research journals. Dr. Shelly C. Cooper, Professor of Music Education, has been an active music educator for more than 30 years. As a researcher and general music specialist, she has presented at numerous local, state, and national music and general education conferences and in-service workshops. At the University of Arizona, she teaches music education courses and serves the Desert Skies Symposium Co-Director. Cooper is the editor of General Music Today and teachers Kodály certification courses at Arizona State University and the University of New Mexico.

Inhaltsangabe

* Preface * An Introduction to the Modules * 1: Posture
Kodály
Conducting Posture and Rebound
Our Profession and Decision Making * 2: Eye Contact
Sight
Singing Steps
Conducting Rebound and Hand/Arm Independence
School Community * 3: Establishing Carriage
Rhythmic Duration Syllable Systems
Hand/Arm Independence
Classroom Word Choice * 4: Facial Expression
Sight
Singing
Hand/Arm Conducting Independence
Ethics in Teaching * 5: Receiving Facial Expression Messages
Body Posture and Singing
Conducting Independence and Rebounds
Diverse Learners * 6: Facial Gestures with Hands
Breathing and Singing
Conductor Cueing
Classroom Modeling * 7: Visual Scanning
Vocal Exploration
Conducting Crescendos and Diminuendos
Teaching Adolescents * 8: Visual Scanning
Vocal Exploration
Conducting Cut
Off Gestures
Teaching Music in Childhood * 9: Connective Eye Contact
Improvisation in Singing
Conducting Cut
Off Gestures
Communicating with Students * 10: Visual Awareness and Facial Gestures
Singing Intervals
Conducting the 4/4 Pattern
Goals and Objectives * 11: Reading Individuals
Lip Trills in Vocal Warm
Up
Conducting the 3/4 Pattern
Lesson Planning * 12: Identifying Facial Gestures
Solfège Syllables
Conducting the 2/4 Pattern
Assessment * 13: Emotions
Resonance Through Humming
Preparatory Gestures in 4/4
Motivation * 14: Identifying Expressions
Building Triads
Preparatory Gestures in 3/4
Learning Theories * 15: Identifying Expressions
Triads Using Inversions
Preparatory Gestures in 2/4
Jean Piaget * 16: Facial and Body Gesture Awareness
Chord Building
Preparatory Gestures in 4/4
Jerome Bruner * 17: Identifying Facial and Body Expressions
Singing Ascending Leaps
Preparatory Gestures in 3/4
Asking Good Questions * 18: Body Expression Awareness
Singing Large Ascending Leaps
Preparatory Gestures in 2/4
Teaching Flexibility * 19: Upper and Lower Body Gestures
Breath Support
Preparatory Gestures in 4/4
Emotions in the Classroom * 20: Mixed or Congruent Messages
Articulators in Vocal Production
Preparatory Gestures in 4/4
Teacher Emotions * 21: Wind Instrument Body Gestures
Raising the Soft Palate
Conducting Preparatory Gestures
Learning Communities * 22: Body Gestures
Soft Palate
Independence While Conducting
Advocacy Statements * 23: Body Gestures Playing Bowed String Instruments
Relaxed Vocal Tone Independence in Conducting 3/4
Applying Knowledge in the Classroom * 24: Body Gestures Playing Bowed String Instruments
Outlining Tonic
Independence in Conducting 2/4
Public Speaking Skills * 25: Body Gestures in a Full Orchestra Setting
Singing in la
based Minor
Cueing on the Downbeat
Improving Public Speaking * 26: Continued Body Gesture Awareness
la
based Minor
Cueing on Beat 2
Music Performance Anxiety * 27: Proximity and Gestures
Breath Management
Cueing on Beat 3
Avoiding Performance Injury * 28: Gesture Identification
Hydration
Cueing on Beat 4
Classroom Management * 29: Identifying and Initiating Gestures
Building Triads in la
based minor
Cueing on the Downbeat in 3/4
Positive Management Techniques * 30: Facial and Physical Gestures
Voice Leading Patterns
Cueing on Beat 2 in 3/4
Implementing Classroom Management * 31: Non
verbal Music Directives
Diction
Cueing on Beat 3 in 3/4
Adult Learners * 32: Speechless Lessons
Pure Vowels
Cueing on the Downbeat in 2/4
Analogies and Metaphors * 33: Speech Comprehension and Projection
Warming Up on Pure Vowels
Cueing on Beat 2 in 2/4
Traits of an Effective Teacher * 34: Speech Comprehension
Mental Imagery
Crescendos and Diminuendos
Examining Effective Teacher Traits * 35: Pauses in Speech
Vocal Health
Indicating Crescendos and Diminuendos in 3/4
Importance of Personal Resilience * 36: Varying Speaking Tempi
Consist Body Warm
up Sequence
Indicating Crescendos and Diminuendos in 2/4
Legal Issues in the Classroom * 37: Vocal Emotion
Diaphragmatic Action
A Cut
Off Gesture in 4/4
Continuation of Legal Issues * 38: Vocal Inflection
Diaphragmatic Action
Performing a Cut
Off Gesture in 4/4
Collegiality within the Profession * 39: Combining Verbal and Non
Verbal Elements
Moving Toward Artistry
Performing a Cut
off Gesture in 4/4
Formulating a Philosophy of Music * 40: Verbal and Nonverbal Elements in a Speech
Defining Artistry
Performing Cut
Off Gestures in Various Meters
A Successful Music Education Career * Index