TO STUDENTS,

TO INSTRUCTORS,

ACKNOWLEDGMENTS,

SECTION ONE

Backgrounds for Teaching Music,

I MUSIC IN THE ELEMENTARY SCHOOL,

The Classroom Music Program,

Why Music in the Elementary School,

What Elementary School Children Should Learn About Music,

What Children Need to Know and Able to Do in Music,

National Standards for Music Education,

The Amount of Time that Should Be Allocated for Music,

Materials and Equipment Needed to Teach Music,

II AN INTRODUCTION TO THE ELEMENTS

OF MUSIC AND MUSIC CONCEPTS,

The Elements of Music,

Expressive Qualities,

Melody,

Rhythm,

Form,

Harmony,

III MUSIC-MAKING ACTIVITIES,

Listening,

Playing Instruments,

Singing,

Movement,

Creating Music,

Reading and Notating Music,

IV THE WORLD OF MUSIC,

Western Art Music, 49

World Music,

Jazz,

Women in Music,

Popular Music,

V APPROACHES TO CURRICULUM,  

The Comprehensive Musicianship Approach,

Dalcroze Eurhythmics,

The Orff Schulwerk Approach,

The Kodály Approach,

Theory of Music Learning: Edwin E. Gordon,

The Eclectic Approach,

VI CURRICULAR DEVELOPMENTS,

Music Technology in the Elementary Classroom,

Integrating Music, the Arts, and Other Subjects,

Reaching all Learners through Music

Cooperative Learning,

The Pre-kindergarten Child and Music,

VII PLANNING AND ASSESSING MUSIC LEARNING,

Planning: Goals and Objectives,

Lesson Planning,

Assessing Music Learning,

Sample Assessment Strategy,

The National Assessment of Educational Progress (NAEP),

SECTION TWO

Model Experiences for Teaching Music,

  Introduction to Model Experiences for Teaching Music

Scope and Sequence Chart of Music Concepts in

            Model Experiences—Levels I–III,

Developmental Characteristics of K–5th Grade Students

The Model Experience Format,

Suggestions for Model Experience Presentations

Teaching Tips,

LEVEL 1: MODEL EXPERIENCES

FOR KINDERGARTEN AND FIRST GRADE,

Sequence of Songs and Listening Selections—Level I (Grades K–1),

Model 1 “Golden Gate” (traditional chant),

Model 2 “Riding in the Buggy” (American folk song),

Model 3 “Parade,” from Divertissement, by Ibert,

Model 4 “Sally, Go ’Round the Sun” (American folk song),

Model 5 “Boogie-Woogie Walk” by Spencer

Model 6 “Looby Loo” (Traditional),

Model 7 “Ballet of the Unhatched Chicks,” from Pictures at an Exhibition,

by Mussorgsky,

Model 8 “John the Rabbit” (American folk song),

Model 9 “The Elephant,” from Carnival of the Animals, by Saint-Saëns,

“The Aviary,” from Carnival of the Animals, by Saint-Saëns,

Model 10 “Five Angels” (German folk song),

Model 11 “Wishy Washy Wee” (American folk song),

Model 12 “Head-Shoulders, Baby” (African-American game song),

Model 13 “Anaguta Drums” (Nigeria) (excerpt),

                “Munomuno” (Mulondo, Uganda) (excerpt),

Model 14 “Wake Me!” (American folk song),

Model 15 “Matarile” (Mexican folk song),

Sequence of Music Concepts—Level I (Grades K–1),

Model Experiences,

Evaluation for College Students—Level I,

Creating a Model Experience—Level I,

Elementary Music Series Textbook Assignment—Level I,

LEVEL II: MODEL EXPERIENCES

FOR SECOND AND THIRD GRADES,

Sequence of Songs and Listening Selections—Level II (Grades 2–3),

Model 16 “Sing about Martin!” by “Miss Jackie”Weissman,

Model 17 “Barcarolle,” from Tales of Hoffman, by Offenbach (excerpt),

                “Devil’s Dance,” from The Soldier’s Tale, by Stravinsky,

Model 18 “Shoo, Fly” (American folk song),

Model 19 “Chinese Dance,” from Nutcracker Suite, by Tchaikovsky,

Model 20 “Willowbee” (American game song),

Model 21 “Kangaroos,” from Carnival of the Animals, by Saint-Saëns,

Model 22 “Cielito Lindo” (Mexico: trumpets) (excerpt),

                “Cielito Lindo” (Mexico: guitar) (excerpt),

Model 23 “Chatter with the Angels” (African-American song),

Model 24 “The Stars and Stripes Forever,” by Sousa (excerpt),

Model 25 “Jesu, Joy of Man’s Desiring,” from Cantata no. 147, by Bach (excerpt),

Model 26 Canzona, by Gabrieli (excerpt),

                Trout Quintet, fourth movement, by Schubert (excerpt),

                Serenade for Wind Instruments, Theme and Variations (K. 361),

                 by Mozart (excerpt),

                 Toccata, third movement, by Chávez (excerpt),

Model 27 “Ebeneezer Sneezer,” by Olson,

Model 28 “Hanukkah” (Hebrew folk song),

Model 29 “Song of the Dragon” (Chinese folk melody),

Model 30 “Hop Up, My Ladies” (American folk song),

Sequence of Music Concepts—Level II (Grades 2–3),

Model Experiences,

Evaluation for College Students—Level II,

Creating a Model Experience—Level II, Assignments 1 and 2,

Elementary Music Series Textbook Assignment—Level II,

LEVEL III: MODEL EXPERIENCES

FOR FOURTH AND FIFTH GRADES,

Sequence of Songs and Listening Selections—Level III (Grades 4–5),

Model 31 “Pianists” from Carnival of the Animals, by Saint-Saëns,

Model 32 “Hawaiian Rainbows” (modern Hawaiian song),

Model 33 Haiku sound piece,

Model 34 “Carillon” from L’Arlésienne Suite no. 1, by Bizet,

Model 35 “Viennese Musical Clock” from Háry János Suite, by Kodály,

Model 36 “Mango Walk” (Calypso Song from Jamaica)

Model 37 “Stomp Dance” (Cherokee Indian) (excerpt),

                 “Mai Wakaringano” (Zimbabwe) (excerpt),

                 “Ho Jamalo” (India-Pakistan) (excerpt),

Model 38 “Corn Grinding Song” (Navajo Indian),

Model 39 “Haoli Dance” (Tunisia) (excerpt),

                 “Rippling Water” (Vietnam) (excerpt),

                 “Barong Dance” (Bali) (excerpt),

Model 40 “Wabash Cannon Ball” (traditional),

                 “Orange Blossom Special,” by Rouse

Model 41 “Joe Turner Blues” (American blues),

Model 42 “Piffle Rag,” by Yelvington,

Model 43 “Take Five,” by Desmond (excerpt),

Model 44 “Four on the Floor,” by Larsen (excerpt),

                 Archduke Trio, second movement, by Beethoven (excerpt),

Sequence of Music Concepts—Level III (Grades 4–5),

Model Experiences,

Evaluation for College Students—Level III,

Creating a Model Experience—Level III, Assignments 1 and 2,

Elementary Music Series Textbook Assignment—Level III,

SECTION THREE

Introduction to the Auto Harp, Guitar, Baritone Ukulele, Keyboard, Recorder, and Voice

The Autoharp and the Chromaharp®,

The Guitar and the Baritone Ukulele,

The Keyboard,

The Soprano Recorder,

The Voice,

SECTION FOUR

Songs,

APPENDIXES

A REFERENCE MATERIAL

FOR MUSIC FUNDAMENTALS

B EVALUATION FORMS

Self-Evaluation of Model Experience Presentation,

Evaluation of Model Experience Presentation,

Music Software Program Evaluation,

KWL Chart

C ELEMENTARY MUSIC SERIES,

Jump Right In: The General Music Series (Grades 1–3),

Making Music (K-6),

Music Expressions (K-6),

Share the Music (K-8),

Spotlight on Music (K-8),

D A COLLECTION OF CHANTS,

PROVERBS, AND POEMS

E NATIONAL STANDARDS FOR MUSIC EDUCATION

F RESOURCES FOR ELEMENTARY CLASSROOM MUSIC

G RESOURCES FOR ELEMENTARY TEACHERS

GLOSSARY,

SUBJECT INDEX,

MUSIC INDEX,

RESOURCES FOR HOLIDAYS, SEASONS, AND SPECIAL

OCCASIONS IN THE MUSICAL CLASSROOM

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