Table Of ContentMP T r a c k s t o A c c o m p a n y
3
Music in Childhood
FROM PRESCHOOL THROUGH THE ELEMENTARY GRADES, Third Edition, Enhanced Edition
by Patricia Shehan Campbell and Carol Scott-Kassner
Cited on Cited on
Song Track book page Song Track book page
A la Rueda de San Miguel 47 175 Mighty Pretty Motion 43 173
Ah, Poor Bird 6 90 Mos’, Mos’! 67 389
Alle Meine Entchen 19 110 Mountain Climbing 55 178
Ambozado 16 95 Mouse, Mousie 60 314
Autumn’s Here 9 91 Oh, How Lovely Is the Evening 52 177
Bambu 59 207 Old John the Rabbit 18 105
Billy Boy 53 177 Old Texas 4 89
Bounce High 37 171 Paddling Song 62 366
Bucket of Water 56 184 Pleeng Chaang 23 130
Charlie over the Ocean 2 30 ¿Quien es ese pajarito? 49 176
Come, Let’s Dance 11 91 Rain, Rain, Go Away 38 171
Dance the Kolo 30 145 Ring around the Rosie 24 132
Did You Ever See a Lassie? 50 176 Sakura 31 145
Doraji 48 175 San Serení 26 134
Feng Yang Song 66 387 Sansa Kroma 57 185
Gerakina 35 149 Savalivalah 15 94
Guru Ndiani 28 133 Schottische 34 148
Haere Haere 63 380 Scotland’s Burning 7 91
Hava Nashira 12 92 Sing Together 51 176
Hey, Betty Martin 39 172 Singabahambayo 45 174
Hey, Ho, Nobody Home 5 90 Skip to My Lou 29 144
I Got a Letter This Morning 44 173 Skye Boat Song 13 93
Johnny Works with One Hammer 21 129 Sorida 68 389
Jubilee! 61 314 Suogan 20 129
Kaeru No Uta 8 91 Teddy Bear 22 130
Knick-Knack Paddy Whack 41 172 The Ship’s Carpenteer 54 177
Kookaburra 3 87 Tinga Layo 42 173
Kye Kye Kulee 58 185 Tinikling 33 147
La Raspa 32 146 Uncle Jessie 64 381
Lak Gei Moli 65 386 Viva la Musica 10 92
Leak Kanseng 27 133 With Laughter and Singing 1 4
Little Sally Walker 40 172 Yo Mamana, Yo! 14 93
London Bridge Is Falling Down 25 132 Yuyake 69 390
Mbube (Lion Sleeps) 17 95 Zum Gali Gali 46 174
M usic in
Childhood
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Music in
Childhood
FROM PRESCHOOL THROUGH
THE ELEMENTARY GRADES
THIRD EDITION
ENHANCED EDITION
Patricia Shehan Campbell
Carol Scott-Kassner
Motivation and Management (Chapter 11) and
Technology for Music Instruction (Chapter 17)
by Kirk Kassner
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Music in Childhood: From Preschool © 2010, 2006 Schirmer, Cengage Learning
Through the Elementary Grades, Third
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Edition, Enhanced Edition
may be reproduced, transmitted, stored, or used in any form or by any means
Patricia Shehan Campbell,
graphic, electronic, or mechanical, including but not limited to photocopying,
Carol Scott-Kassner, Kirk Kassner
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1 2 3 4 5 6 7 13 12 11 10 09
Contents
Preface xi Learning Style Theories 27
Theories of Instruction 32
Relating Theory to Practice 35
Part One—The Musical Child 1
The Classroom Environment 35
What Should the Music Classroom Look
Like? 35
1 # The Multiple Meanings of
What Should the Music Classroom Feel
Music for Children 2 Like? 36
What Other Resources Can Enhance a
Musical Learning to Engage Music Classroom’s Potential for Effective
Children 3 Instruction? 36
Music’s Many Functions 3 What Print, Audio, and Video Materials
Should a Teacher Have Available for
Music at the Curricular Core 6
Music Instruction? 36
Children’s Musical Capacities 7
A Child-Centered Curriculum 37
Music’s Historical Role in the Know the Children 37
Curriculum 10
Begin Where the Children Are 37
Music for Children in a Changing Allow Time for Musical Play and
Society 12 Exploration 37
A Musical Future 13 Integrate Music into the Other Parts of a
Child’s Life 38
Review 14 / Critical Thinking 14
Projects 14 The Teacher as Transmitter 38
Know the Subject Matter 38
Model the Musical Behaviors 38
2 # From Theory to Practice Present with Energy and Enthusiasm 39
in Teaching Music Instructional Strategies 40
Starting the Class 40
to Children 15
Ending the Class 40
Stage and Phase Theories 18 Supplying Feedback: The TST 41
Stimulating Aural Learning 41
Theories of Musical Play and
Socialization 21 Providing for Repetition and
Rehearsal 42
A Constructivist Theory of Meaning
Informed Teaching 42
Making 22
Review 42 / Critical Thinking 42
Social Learning and Reinforcement
Projects 43
Theories 24
v
3 # Methods of Teaching Music
Discrimination and Contour
Awareness 103
to Children 44
Pitch Relations and Melodic
Dalcroze: Movement with a Mission Motion 107
45
Advanced Pitch Concepts 110
Kodály: Inner Hearing and Music
Growth in Understanding of Vertical
Literacy 49
Pitch Structures 114
Orff: Expression through Musical
Helping Children to Think
Experience 52
Musically 117
Other Approaches to Music
Review 118 / Critical Thinking 118
Learning 56
Projects 118
Comprehensive Musicianship 56
Gordon’s Music Learning 6 # The Moving Child 119
Theory 56
Movement and Child Development 121
Manhattanville Curriculum
Project 58 Action Songs and Singing
Games 123
Music in Education 59
Eurhythmics 124
Education through Music 60
Creative Movement 124
Weikert’s Movement Sequence 61
Dance 124
A Comparison of Methods 61
Precepts and Principles
A Personal Method 61
of Movement 125
Review 65 / Critical Thinking 65
Projects 65 Prelude to Movement-Based Musical
Experiences 125
4 # The Singing Child 66 Action Songs and Singing Games 127
Dalcroze Eurhythmics 131
The Developing Child Voice 67
Creative Movement 139
Physical Training for the Child
Dance 142
Voice 72
Assessment of Moving 150
Toward Accurate Singing 77
Movement for Musical
The Vocal Model 83
Development 151
Selecting and Teaching Songs 85
Scenario 151
How to Teach Singing in Parts 89
Questions 153
Children’s Choirs 96
Review 153 / Critical Thinking 153
Assessment of Singing 97
Projects 153
Reasons to Sing 98
Scenario 98 7 # Rhythm and the Child 155
Questions 99
Rhythm and Child Development 156
Review 100 / Critical Thinking 100
Projects 100 Rhythm in Speech 158
Rhythm in Movement 163
5 # Pitch and the Child 101
The Pulse 164
Growth in Understanding of Linear Pitch Meter 165
Structures 102 Durations and Their Patterns 167
vi contents
Rhythm Mnemonics 178 The Development of Attitudes
Notation for Writing and Reading toward Music 224
Rhythms 181 Active Involvement in Listening 225
Syncopations 182 Principles in Teaching Music
Polyrhythms 186 Listening 225
From Natural Rhythms to Rhythmic Listening in Early Childhood
Training 188 Settings 226
Review 189 / Critical Thinking 189 Building Skills of Aural
Projects 189 Perception 228
Deep-Listening 229
Student Construction of Listening
Experiences 235
8 # The Playing Child 190
Building an Aural Repertoire 237
Developmental Sequence 191 Listening Sequence 238
The Body as a Percussion Assessment of Listening 242
Instrument 194 Keys to Listening 245
Nonpitched Percussion Instruments 197 Scenario 246
Gourds 198 Questions 246
Woods 198 Review 247 / Critical Thinking 247
Projects 247
Skins (Drums) 200
Metals 201
Pitched Instruments 202
Barred Instruments of the Orff 10 # The Creating Child 248
Approach 203
The Importance of Creativity 248
The Recorder 209
Developmental Sequence 249
Harmony Instruments 212
Creative Thinking 249
The Autoharp 212
Creative Processes 250
The Guitar 214
Exploration and Discovery 250
Keyboards 216
Improvisation 252
Assessment of Playing Instruments 217
Composition 255
The Benefi ts of Instrumental Study 218
Structure and Context 255
Scenario 219
Aural Plans 258
Questions 220
Notational Systems 259
Review 221 / Projects 221
Inventing Songs 262
Individualized Plan 265
Assessment 265
The Rewards of Nurturing Creativity
9 # The Listening Child 222
in Music 267
The Centrality of Listening 222 Scenario 268
Growth in Listening 223 Questions 268
The Development of Perceptive Review 269 / Critical Thinking 269
Listening 223 Projects 269
contents vii
Part Two—The Facilitating
Behavior Contracts 294
Teacher 271 The Intervention Thermometer 296
Scenario 296
Questions 298
11 # Motivation and
Review 298 / Critical Thinking 298
Management 272 Projects 299
What Is Motivation and Where Does It
12 # Curriculum Design 300
Come From? 274
Three Sources of Motivation 274 Program Vignettes 300
Drive Reduction Theory The Nature of Curriculum 301
of Motivation 276
Types and Sources of Curriculum 302
Behaviorism: Operant Conditioning
National Standards 303
277
State and Local Standards 303
Competition as a Motivator 279
Other Sources of Curriculum 304
Foundations of Understanding and
Planning a Curriculum 305
Managing Student Behaviors 280
General Curriculum Content 305
Understanding the Role of Personal
Traits and the Educational Early Childhood Planning 308
Environment 280 K–6 Planning 309
Understanding Self and Others Implementing a Curriculum 313
through Enneagrams 280
Lesson Planning 313
Logical Consequences 281
The Three-Legged Model 313
Setting Up Your Classroom to Nurture The Problem-Solving Approach 316
Positive Social and Academic
The Quadrant Approach 316
Learning 282
The Immersed Approach 321
Organizing Classes into Cooperative
Thematic and Unit Planning 322
Learning Groups 282
Curriculum Connections 323
Organizing the Classroom and Record
Topics within Music 323
Keeping 284
Distilling the Essence of
Learning and Remembering Students’
Curriculum 325
Names 285
Review 326 / Critical Thinking 326
Guidelines for Motivating and Projects 326
Managing Students 286
Token Prizes 286
13 # Assessment and
Special Person 287
Evaluation 327
Other External Motivators 289
Strategies for Confronting Inappropriate Evaluation 328
Behavior 289 Testing and Measurement 329
Establishing Expectations and Assessment 330
Procedures 290
Teacher Assessment of Children 331
Judicious Discipline 291
Overt and Covert Behaviors 331
Discipline with Love and Logic 293 Questioning 331
Behavior Expectation Forms 293 Rubrics 335
viii contents
