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 _b15788086 |
|
029 | 1 |
_aCHVBK _b332778533 |
|
029 | 1 |
_aCHDSB _b006355632 |
|
029 | 1 |
_aCHVBK _b336650620 |
|
029 | 1 |
_aCHSLU _b001198616 |
|
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 |