| Description |
1 online resource |
| Contents |
1. 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 |
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pt. 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 |
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pt. 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 |
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pt. 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 |
| Summary |
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 |
| Bibliography |
Includes bibliographical references and index |
| Notes |
English |
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Print version record |
| Subject |
School music -- Instruction and study.
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Interdisciplinary approach in education.
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Reading (Primary)
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Reading (Elementary)
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MUSIC -- Genres & Styles -- Classical.
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MUSIC -- Reference.
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Reading (Elementary)
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Interdisciplinary approach in education
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Reading (Primary)
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School music -- Instruction and study
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Musikerziehung
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Medienkompetenz
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Musik
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Barn och musik.
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Ämnesintegrerad undervisning.
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Läsundervisning -- lågstadiet.
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| Form |
Electronic book
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| Author |
Bernstorf, Elaine
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Stuber, Gayle M
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| LC no. |
2014023926 |
| ISBN |
9781475806007 |
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1475806000 |
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