Rowman & Littlefield Publishers / National Association for Music Education (NAfME)
Pages: 300
•
Trim: 6½ x 9¼
978-1-4758-0598-7 • Hardback • September 2014 • $114.00 • (£88.00)
978-1-4758-0599-4 • Paperback • September 2014 • $57.00 • (£44.00)
978-1-4758-0600-7 • eBook • September 2014 • $54.00 • (£42.00)
Dee Hansen, DMA, is professor of music education at The Hartt School, University of Hartford. She is known for her work in literacy and music learning, curriculum and assessment development, and leadership.
Elaine Bernstorf, PhD, CCC-SLP is professor of music education at Wichita State University, Kansas and a speech pathologist known for her work in disabilities, literacy, and arts integration.
Gayle Stuber, PhD, is the Early Childhood Coordinator for the Kansas State Department of
Education. In addition to working with schools across the state, she is actively involved in
national initiatives for early childhood education.
Foreword
Preface
Acknowledgments
Introduction
Chapter 1 The Threads of the Literacy Fabric: Foundation for The Music and Literacy Connection
Creating a Common Vocabulary
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
Part I: Principle 1—Children are Interactive Learners.
Chapter 2 Learning Language through Musical Play
The Role of Play in Learning
Theories of Child Development that Support Play
Functional and Practice 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 Musical Play
The Teacher’s Role
Exercises for Professional Development
Part II: Principle 2—Music Teachers are Literacy Teachers; Classroom Literacy Teachers are Music Teachers.
Chapter 3 Music in the Reading Environment: Decoding
Enhancing Reading Strategies Using Music
Phonological Awareness
Phonemic Awareness
Rhyming
Phonemic Awareness and Phonic Instruction
Sight Identification
Graphophonemic Awareness
Cueing Systems Awareness
Fluency
Exercises for Professional Learning
Chapter 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
Chapter 5Music in the Reading Environment:Comprehension
Acquiring Conceptual Understanding
Curricular Integration
Strategies Used Before Reading
Questioning Strategies
Teaching Conceptually
Exercises for Professional Learning
Chapter 6 Reading in the Music Environment: Comprehension
Attention
Working Memory
Long Term Memory
Comprehending Music Elements: Developing Conceptual Understanding of Music
Inquiry 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
Part III: Principle 3—Literacy Can Be Taught through Multiple Processes.
Chapter 7Considerations, Adaptations, Enhancements
Music in the Reading Environment:
Decoding Considerations
Comprehension Considerations
Enhancements through Media: Helpful or Hurtful for Comprehension?
Reading in the Music Environment
Decoding Considerations
Comprehension Considerations
Adaptations across Reading and Music Environments
Materials Adaptations
Simplification
Use Iconic Representations or Graphic Cues
Pacing
Task Analysis and Separation
Scaffolding
Repetition
Modeling
Text Reading Enhancements
Music Reading Enhancements
Special Education and English Language Learners
Differentiated Instruction
Music Education Differentiation
Ten Applications for Materials in this Chapter
Exercises for Professional Learning
Chapter 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
Exercise for Professional Learning
Chapter 9 Writing in the Music Classroom
Writing Genres
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
Language and Experiential Aspects
Writing for English Speakers of Other Languages (ESOL)
Teacher Roles
Exercises for Professional Learning
Part IV: Musical Training Provides Lifelong Benefits.
Chapter 10: Literacy Connections for Secondary Students
(Brian Weidner, Contributing Author)
Literacy Skills at the Secondary Level
Decoding
Higher-Order Thinking in Music at the Secondary Level
Higher-Order Thinking and Executive Functioning
21st Century Skills, Executive Functions, and Instructional Strategies
Teacher Evaluations
Exercises for Professional Learning
Chapter 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
Memory, Emotion, and Learning
Experiences for Professional Learning
Appendixes
Appendix I: Assessments of Literacy
Appendix II: SMART Board Applications
Appendix III: Cross-Disciplinary Literacy Examples
Appendix IV: Analytic Scoring Guide for Evaluating Music Composition
Bibliography
Pressure to improve student literacy skills has grown in this era of common core state standards (CCSS) and the Race to the Top initiative. Many administrators and specials teachers have sought to tie subjects such as music to literacy as a means of obtaining greater student achievement in this area. The Music and Literacy Connection provides a framework that will permit music education specialists, administrators, reading specialists, and general education teachers to teach musical activities in a way that allows students to transfer certain skills to reading. The book, which also contains an introduction and appendices, is organized into four parts that treat children as interactive learners, explore the connection between literacy and music instruction, discuss ways to teach literacy through multiple processes, and examine the lifelong benefits of musical training. The book includes detailed explanations of some of the fundamentals of music and literacy instruction and a variety of charts, tables, figures, and other visuals that make the work accessible to all. Especially useful are a variety of subsections directed at practitioners, including recommendations for using instructional strategies with cooperative groups, children of different ages, and connections with the CCSS. Summing Up: Highly recommended. General readers, upper-division undergraduate students, and above.
— Choice Reviews
As an educator and teacher of future educators, I am forever looking for new, more relevant materials to bolster our teaching methods courses. In that regard, I find the revised edition of The Music Literacy Connection to be a useful resource with a number of different potential applications. For example, it offers a fresh look at such necessary topics as writing and assessing meaningful learning outcomes, constructing lesson plans for a broad range of teaching/learning environments, and using various new technologies, to name only a few. It also provides some important insights into rapidly changing national trends in educational policy with special attention to several relevant Common Core Standards. The detailed, practical, and up-to-date content of this book; consistently communicated in a straightforward no-nonsense way; makes it a useful tool in our arsenal of materials to prepare pre-service Pre-K-12 teachers in both music classroom and general classroom settings.
— Marvin E. Latimer, Ph.D., associate professor of choral music education, music education department head, The University of Alabama
The Music and Literacy Connection” remains a core text about the importance of making music literacy and holistic literacy connections in public school settings. It is a rich resource for creating or revising K-12 music curriculum based on the National Core Arts Standards and the Common Core State Standards. Simsbury Public School teachers have worked withthe text as a guide during professional development sessions about the importance of music and literacy connections. Our teachers have become experts at making those connections come to life in their classrooms. The Music and Literacy Connection is the most comprehensive professional development that a classroom teacher or building administrator could receive about the impact of music education in the general classroom. It should be a required text for all students completing degrees in music education. The Music and Literacy Connection is a must read for all music educators!
— Angela D. Griffin, K-12 director of music and performing arts, Simsbury Public Schools, Simsbury, CT
The Music and Literacy Connection is a valuable resource for all music educators, though particularly for those called upon to address The Common Core State Standards in English Literacy. Included in this text is research to support the relationship between music and literacy, as well as practical ideas for the classroom teacher. This text skillfully attends to the skills and knowledge students must have related to reading, without neglecting the importance of music learning.
— Alice-Ann Darrow, Irvin Cooper Professor of Music Therapy and Music Education, came to The Florida State University in 2003 from The University of Kansas