Dee Hansen, Elaine Bernstorf, Gayle M. Stuber

The Music and Literacy Connection

• Broschiertes Buch

Produktbeschreibung

The second edition of The Music and Literacy Connection expands our understanding of the links between reading and music by examining those skills and learning processes that are directly parallel for music learning and language arts literacy in the pre-K, elementary, and secondary levels.

Produktdetails

• Verlag: Rowman & Littlefield Publishers
• Second Edition
• Seitenzahl: 316
• Erscheinungstermin: 1. Oktober 2014
• Englisch
• Abmessung: 229mm x 152mm x 19mm
• Gewicht: 515g
• ISBN-13: 9781475805994
• ISBN-10: 1475805993
• Artikelnr.: 41029174

Autorenporträt

Dee Hansen, DMA, is professor of music education at The Hartt School, University of Hartford. She is known for her work in literacy and music learning, curriculum and assessment development, and leadership. Elaine Bernstorf, PhD, CCC-SLP is professor of music education at Wichita State University, Kansas and a speech pathologist known for her work in disabilities, literacy, and arts integration. Gayle Stuber, PhD, is the Early Childhood Coordinator for the Kansas State Department of Education. In addition to working with schools across the state, she is actively involved in national initiatives for early childhood education.

Inhaltsangabe

Foreword Preface Acknowledgments Introduction Chapter 1 The Threads of the
Literacy Fabric: Foundation for The Music and Literacy Connection Creating
a Common Vocabulary Decoding: Learning Musical Language and about Musical
Language Implications of School-Reform Issues Implications for Music
Educators: The Common Core State Standards for English Language Arts and
the National Core Standards for the Arts Part I: Principle 1-Children are
Interactive Learners. Chapter 2 Learning Language through Musical Play The
Role of Play in Learning Theories of Child Development that Support Play
Functional and Practice Play The Teacher's Role in Play and Literacy
Development Language Learning through Play The Role of Music in Play and
Literacy Learning Language Literacy and Musical Play The Teacher's Role
Exercises for Professional Development Part II: Principle 2-Music Teachers
are Literacy Teachers; Classroom Literacy Teachers are Music Teachers.
Chapter 3 Music in the Reading Environment: Decoding Enhancing Reading
Strategies Using Music Phonological Awareness Phonemic Awareness Rhyming
Phonemic Awareness and Phonic Instruction Sight Identification
Graphophonemic Awareness Cueing Systems Awareness Fluency Exercises for
Professional Learning Chapter 4 Reading in the Music Environment: Decoding
Enhancing Music and Reading Strategies: Completing the Connection Loop
Developing Specific Decoding Skills in the Music Classroom Exercises for
Professional Learning Chapter 5 Music in the Reading Environment:
Comprehension Acquiring Conceptual Understanding Curricular Integration
Strategies Used Before Reading Questioning Strategies Teaching Conceptually
Exercises for Professional Learning Chapter 6 Reading in the Music
Environment: Comprehension Attention Working Memory Long Term Memory
Comprehending Music Elements: Developing Conceptual Understanding of Music
Inquiry the Music Classroom Modeling Building a Vocabulary Cooperative
Learning Activities Some Cooperative Learning Group Techniques Reflecting
on Teaching for Musical Understanding Exercises for Professional Learning
Part III: Principle 3-Literacy Can Be Taught through Multiple Processes.
Chapter 7 Considerations, Adaptations, Enhancements Music in the Reading
Environment: Decoding Considerations Comprehension Considerations
Enhancements through Media: Helpful or Hurtful for Comprehension? Reading
in the Music Environment Decoding Considerations Comprehension
Considerations Adaptations across Reading and Music Environments Materials
Adaptations Simplification Use Iconic Representations or Graphic Cues
Pacing Task Analysis and Separation Scaffolding Repetition Modeling Text
Reading Enhancements Music Reading Enhancements Special Education and
English Language Learners Differentiated Instruction Music Education
Differentiation Ten Applications for Materials in this Chapter Exercises
for Professional Learning Chapter 8 Common Connections: Skills and Concepts
for Lifelong Learning Listening, Viewing and Speaking: Building Blocks for
Language and Literacy Connecting Concepts with Skills: LVS Skills First?
Create, Critically Think, Communicate, Collaborate Common Core Connections
with Core Arts Executive Functions Arts Education: Language Arts Skills LVS
Skills in Language Arts LVS Skills in the Music Classroom: Listening,
Viewing, Speaking Anchor Standards: Tooling for Differentiation Exercise
for Professional Learning Chapter 9 Writing in the Music Classroom Writing
Genres The Six-Trait Model of Writing The Six-Trait Model of Writing for
Music Composition Other Writing in Music Class: Journaling Forms of Writing
Writing for Developmentally Delayed Students Language and Experiential
Aspects Writing for English Speakers of Other Languages (ESOL) Teacher
Roles Exercises for Professional Learning Part IV: Musical Training
Provides Lifelong Benefits. Chapter 10: Literacy Connections for Secondary
Students (Brian Weidner, Contributing Author) Literacy Skills at the
Secondary Level Decoding Higher-Order Thinking in Music at the Secondary
Level Higher-Order Thinking and Executive Functioning 21st Century Skills,
Executive Functions, and Instructional Strategies Teacher Evaluations
Exercises for Professional Learning Chapter 11 A Summary of Research
Supporting the Benefits of Music Training Early Childhood: Play, Musical
Experiences, and Musical Development Emergent Reading Development Language
and Reading Acquisition Brain and Language Development Working Memory and
Transfer Attention Memory, Emotion, and Learning Experiences for
Professional Learning Appendixes Appendix I: Assessments of Literacy
Appendix II: SMART Board Applications Appendix III: Cross-Disciplinary
Literacy Examples Appendix IV: Analytic Scoring Guide for Evaluating Music
Composition Bibliography