000 06507cam a2200505 i 4500
001 ocn881721413
003 OCoLC
005 20150828125451.0
008 140617s2014 mdu b 001 0 eng
010 _a 2014023926
015 _aGBB4B3897
_2bnb
016 7 _a016891126
_2Uk
020 _a9781475805987
_q(cloth : alk. paper)
020 _a1475805985
_q(cloth : alk. paper)
020 _a9781475805994
_q(pbk. : alk. paper)
020 _a1475805993
_q(pbk. : alk. paper)
020 _z9781475806007
_q(electronic)
029 1 _aAU@
_b000053602241
029 1 _aNZ1
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029 1 _aCHVBK
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029 1 _aCHDSB
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029 1 _aCHVBK
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029 1 _aCHSLU
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035 _a(OCoLC)881721413
040 _aDLC
_beng
_erda
_cDLC
_dYDX
_dOCLCF
_dUKMGB
_dYDXCP
_dCDX
_dOCLCO
_dEEK
_dOCLCQ
_dCHVBK
042 _apcc
049 _aOUVA
050 0 0 _aMT930
_b.H36 2014
090 _aMT930.H36 2014
100 1 _aHansen, Dee,
_eauthor.
245 1 4 _aThe music and literacy connection /
_cDee Hansen, Elaine Bernstorf, and Gayle M. Stuber.
250 _aSecond edition.
300 _axxiii, 290 pages ;
_c24 cm
504 _aIncludes bibliographical references and index.
505 0 _a1. The threads of the literacy fabric: foundations of The Music and Literacy Connection : What is literacy? ; Creating a common vocabulary ; Auditory and visual processes and skills ; 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 ; Exercises for professional learning -- pt. I. Principle 1: Children are interactive learners. 2. Learning language through musical play : The role of play in learning ; Theories of child development that support 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 music play ; The teacher's role ; Exercises for professional learning.
505 0 _apt. II. Principle 2: Music teachers are literacy teachers; classroom literacy teachers are music teachers. 3. Music in the reading environment: decoding : Enhancing reading strategies using music ; Phonological awareness ; Phonemic awareness ; Rhyming ; Sentence segmentation: words and sentences ; Awareness of syllables: syllable segmentation and blending ; Initial and final sounds: Onset rhyme, blending, and segmentation ; Phonemes: blending and segmenting individual phonemes ; Phonemic awareness and phonics instruction ; Sight identification ; Graphophonemic awareness ; Cueing-system awareness ; Fluency ; Exercises for professional learning -- 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 -- 5. Music in the reading environment: comprehension : Acquiring conceptual understanding ; Curricular integration ; Strategies used before reading ; Questioning strategies ; Standards addressed ; Teaching conceptually ; Exercises for professional learning -- 6. Reading in the music environment: comprehension : Attention ; Working memory ; Long-term memory ; Comprehending music elements: developing conceptual understanding of music graphic organizers ; Inquiry in 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 -- 7. Considerations, adaptations, enhancements : Music in the reading environment ; Enhancements through media: helpful or hurtful for comprehension? ; Reading in the music environment ; Adaptations across reading and music environments ; Enhancements across reading and music environments ; Special education and English language learners ; Universal design for learning ; Differentiated instruction ; Ten applications for materials in this chapter ; Exercises for professional learning.
505 0 _apt. III. Principle 3: Literacy can be taught through multiple processes. 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 ; Exercises for professional learning -- 9. Writing in the music classroom : Writing genres ; Using verbs in writing ; 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 ; Writing for English speakers of other languages (ESOL) ; Teacher roles ; Exercises for professional learning.
505 0 _apt. IV. Principle 4: Musical training provides lifelong benefits. 10. Literacy connections for secondary students : Literacy skills at the secondary level ; Decoding ; Higher-order thinking in music at the secondary level ; Higher-order thinking and executive functioning ; Twenty-first-century skills, executive functions, and instructional strategies ; Teacher evaluation ; Exercises for professional learning -- 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 ; Brain structures and functions supporting a music and literacy connection ; Memory, emotion, and learning -- Exercises for professional learning -- Appendixes. I. Assessments of literacy -- II. SMART board applications -- III. Cross-disciplinary literacy examples -- IV. Analytic scoring guide for evaluating music composition.
650 0 _aSchool music
_xInstruction and study.
650 0 _aInterdisciplinary approach in education.
650 0 _aReading (Primary)
700 1 _aBernstorf, Elaine D.
_q(Elaine Denise),
_eauthor.
700 1 _aStuber, Gayle M.,
_eauthor.
942 _2lcc
_n0
999 _c124292
_d124292