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| Author | : Council for Research in Music Education |
| Publisher | : |
| Total Pages | : 92 |
| Release | : 1986 |
| Genre | : Child development |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 52 |
| Release | : 1986 |
| Genre | : Music |
| ISBN | : |
| Author | : Suzanne L. Burton |
| Publisher | : R&L Education |
| Total Pages | : 301 |
| Release | : 2011-08-16 |
| Genre | : Education |
| ISBN | : 1607093227 |
In early childhood, the most important period of learning and human development, young children often achieve developmental milestones in a short time. Learning from Young Children: Research in Early Childhood Music presents research on the importance of fostering musical growth during this period. These studies discuss: · applying brain research to young children's musical growth · music in the home and child-care contexts · musical characteristics of the young child · language acquisition as a lens on music learning · music as a foundation for communication · parental conceptions of the role of music in early childhood · music as a pathway for building community · using music to elicit vocalizations in children with special needs With research designs ranging from statistical, mixed methods, survey, content analysis, and case study, to philosophical inquiry, this book will help practitioners base their practice in research and offers a wide range of information for scholars and researchers studying early childhood music learning and development.
| Author | : J.Craig Peery |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 249 |
| Release | : 2012-12-06 |
| Genre | : Education |
| ISBN | : 1461386985 |
I acknowledge a deep debt of gratitude to my coeditors: my wife Irene, and my friend and colleague Tom Draper. They have worked with diligence and insight to bring this work to completion. They have delegated the task of writing the Preface to me. As the scientific study of human development matures it is not only natural, but it is necessary to reach beyond understanding the ways humans develop capacities, to study the ways emerging capacities fit into the larger sphere of human undertakings. Music is one of the most significant of those endeavors. As I attend the several piano competitions that are on my agenda each year, and see children seated at the keyboard drawing forth the magnificent sounds of Bach, Chopin, and Ravel, I am always a little awed. Surely, it seems to me, the piano* is among the best of man's creations; the creative energies of great composers are among mankind's greatest expressions; and encouraging children to associate themselves seriously with both instrument and composer can be one of the great blessings to their young lives and, by association, to the larger society. Music touches the entire range of our lifespan on a daily basis. Involving chil dren with music and music training has high market, and common sense, validity. Parents understand intuitively that children will benefit, and their lives will be enriched, if they are influenced by music and music training.
| Author | : Gary McPherson |
| Publisher | : Oxford University Press |
| Total Pages | : 369 |
| Release | : 2018-04-26 |
| Genre | : Music |
| ISBN | : 019067461X |
Music Learning and Teaching in Infancy, Childhood, and Adolescence is one of five paperback books derived from the foundational two-volume Oxford Handbook of Music Education. Designed for music teachers, students, and scholars of music education, as well as educational administrators and policy makers, the second book in this set explores a broad array of key issues, concepts, and debates related to music learning and teaching in three phases of a child's development. The first section provides an expanded view of infancy and early childhood, embracing a key theme that most young children's early music-making is improvised and used to communicate with others and the self. These chapters demonstrate the importance of "motherese" or "parentese" to young children's overall development, the extraordinary diversity and richness of children's early musical engagement, and how this can be viewed as a resource for further learning. The second section is devoted to the learning and teaching of music during the middle years of childhood, when music is often a mandated part of the school curriculum. While recognizing the enormous cultural and national differences, chapters in this section give an overview of many varied and innovative forms of musical learning and teaching globally. The authors address issues related to the types of teachers who provide music instructions to children internationally, how they were educated and trained, and how various nations organize their curriculum in ways that provide children with access and opportunities to engage with music in the classroom. The third section focuses on the musical experiences and development of adolescents aged 12 to 18. These chapters explore the role of music in the lives of young people-including how they use and relate to music, how music educators can best meet students' needs, and the types of musical engagement that can either empower or disempower students through involvement in school music. Contributors Mayumi Adachi, Randall Everett Allsup, Janet R. Barrett, Margaret S. Barrett, Brydie-Leigh Bartleet, Lily Chen-Hafteck, Richard Colwell, Sharon G. Davis, George M. DeGraffenreid, Steven C. Dillon, Magne I. Espeland, Martin Fautley, Eve Harwood, Lee Higgins, Beatriz Ilari, Neryl Jeanneret, Chee-Hoo Lum, Stephen Malloch, Esther Mang, Kathryn Marsh, Gary E. McPherson, Oscar Odena, Chris Philpott, S. Alex Ruthmann, Eric Shieh, Gary Spruce, Johannella Tafuri, Sandra E. Trehub, Colwyn Trevarthen, Kari K. Veblen, Graham F. Welch, Heidi Westerlund, Jackie Wiggins, Ruth Wright, Susan Young
| Author | : Warren Brodsky |
| Publisher | : Taylor & Francis |
| Total Pages | : 360 |
| Release | : 2021-03-04 |
| Genre | : Education |
| ISBN | : 1000327043 |
This annotated anthology documents historical trends and basic findings regarding music in early childhood education, development, and care. The papers in this volume discuss the main research trends of musical engagement with early children, such as music in the family, employing music in child care, and musical skill and development. This collection hopes to stimulate further reflections on the implementation of music in daily practice. The volume represents many facets of research from different cultural contexts and reflects trends and projects of music in early childhood. The findings incorporate a historical perspective with regards to different topics and approaches. The book provides practitioners and researchers of music education, music development, and music psychology, an opportunity to read a selection of articles that were previously published in the journal Early Child Development and Care. Each paper concludes with an annotation note supplied by the principle author addressing how they see their article from the perspective of today.
| Author | : Susan Young |
| Publisher | : Springer |
| Total Pages | : 280 |
| Release | : 2019-07-17 |
| Genre | : Education |
| ISBN | : 3030177912 |
This book examines four main areas of music in early childhood: the traditions of music for young children, their capacities for music, the way they make music with others, and constructed and mediated musical childhoods. It studies several themes in detail, including music making in the home and family life, various musical experiences in schools, day cares, and the community at large in several locations around the globe. It looks at technology and diverse musical repertoires, as well as innovative pedagogies, children’s agency, and brain research. Expanding on the knowledge bases on which early childhood music education typically draws, the book brings together contributions from a range of authors from diverse fields such as education, psychology, sociology, cultural studies, anthropology, philosophy, ethnomusicology, and the neurosciences. The end result is a volume that offers a broad and contemporary picture of music in early childhood.
| Author | : Katharine Smithrim |
| Publisher | : Canadian Music Educators' Association |
| Total Pages | : 366 |
| Release | : 2007-09-15 |
| Genre | : Education |
| ISBN | : 0920630138 |
Making the connection between Research and Practice is the hope of most music education researchers. This volume brings the two together with the goal of furthering the dialogue concerning music education for young learners.
| Author | : Maureen Harris |
| Publisher | : R&L Education |
| Total Pages | : 150 |
| Release | : 2009-04-16 |
| Genre | : Music |
| ISBN | : 1607090635 |
Maureen Harris has written an early childhood music program that is easily incorporated into the classroom routine. Written for the early childhood educator-experienced or trainee, musician or nonmusician_this book describes a music-enriched environment for teaching the whole child. Now educators can put research into practice and benefit from the wealth of knowledge and research acquired over the centuries on the power of music. With easy-to-follow lesson plans, sing-along CDs (sung in a suitable pitch for the young child), and supporting literature, educators can gain musical confidence as they explore research on child development, learn how to create a music-enriched environment and build musical confidence, see a curriculum time-frame, and follow lesson plans with ideas for further musical creativity and exploration. In addition, the multicultural section shows how to set up an early childhood music setting that maximizes the benefits of a variety of cultural values and practices. As you read this book you will begin to see music as a biological human need, an incredible vehicle for enhancing intelligence, and a means to connecting and uniting people around the world.
| Author | : Katelyn M. Cross |
| Publisher | : |
| Total Pages | : 67 |
| Release | : 2015 |
| Genre | : Music |
| ISBN | : |
The purpose of this study was to determine what musical skills and activities undergraduate students studying to be early childhood educators, middle childhood educators, and learning intervention specialists perceived to be the most beneficial for their teaching situations, following their participation in a music fundamentals course, and if a relationship existed between the activities they perceived to be the most beneficial and their previous musical experiences. A total of 29 preservice teachers were surveyed about their previous musical experiences and musical skills and activities from the course curriculum. Global curricular concepts addressed in both courses included (a) singing in the classroom, (b) use of classroom instruments, (c) use of guided music listening activities, (d) introduction and reinforcement of musical elements through instruction in recorder playing and throughout course activities and (e) music lesson planning. A total of eight students were interviewed on a volunteer basis, also regarding their previous musical experiences and musical skills and activities from the course curriculum. The interview data informed the survey data. The survey data were coded, analyzed for themes and the results presented in sections including, (a) previous musical experiences, (b) use of musical activities in the classroom, (c) comfort incorporating musical elements in the classroom and (d) interview data. Overall, preservice early childhood teachers and learning intervention specialists responded that they would be more likely to use music activities in their future classrooms than the preservice middle childhood teachers, with the exception of listening activities. This increases the importance and responsibility of music fundamental courses to include instruction for preservice middle childhood teachers in the incorporation of music activities into their classrooms, and provide understanding of the benefits of incorporating music into their classrooms. Results also suggest a lack of singing experience in young adult life and that participants were not comfortable incorporating activities centering on pitch, even following participation in the course. This may increase the significance of including and developing singing in secondary classrooms. Rhythm and tempo were the only musical elements that participants felt truly comfortable incorporating. Participation in this skill-based music curriculum did not seem to strengthen the musical identities of participants who had less musical experience, and participants reported having more concrete ideas of how to incorporate music into their classrooms following their participation in the course.
