R&L Education / National Association for Music Education (NAfME)
Trim: 6⅜ x 9½
978-1-60709-440-1 • Hardback • October 2010 • $110.00 • (£85.00)
978-1-60709-441-8 • Paperback • October 2010 • $49.00 • (£38.00)
978-1-60709-442-5 • eBook • October 2010 • $46.50 • (£33.00)
Debra Gordon Hedden is an associate professor of music education at the University of Kansas in Lawrence. She founded the University of Kansas Youth Chorus (KUYC). Hedden served as past chair of MENC's Society for General Music, as a member of the Ad Hoc Committee on Undergraduate Curriculum Reform for the Orff-Schulwerk Association, and as a member of the editorial boards for the Bulletin of the Council for Research in Music Education and the Journal of Music Teacher Education.
Chapter 1 Foreword
Chapter 2 We Are What We Have Learned to Be
Chapter 3 Learning and Thinking
Chapter 4 The Concept of Threading
Chapter 5 Models of Threaded Lessons
The notion of threading as presented by Dr. Hedden in this book is a wonderful philosophical approach for general music teaching. In particular, it emphasizes what successful teachers know intuitively—that children need to experience concepts in a variety of ways and will learn by doing. This book will be a helpful resource or textbook for students preparing for practicum or student teaching experiences in the K-6 setting.
— Jane Cassidy Ph.D., Roy and Margaret Gianelloni Professor of Music, Louisiana State University
Debra Gordon Hedden provides teachers with the theoretical and practical tools needed to prepare music lessons and curriculum aimed toward hollistic learning. This thorough compendium is a necessary resource.
— Jere T. Humphreys, professor of music, School of Music, Arizona State University
Beginning in the early 1960s, music education practice was developed through two distinct but by no means mutually exclusive means. One approach focused upon developing conceptual understanding of music (e.g., rhythm, melody, and harmony) through performance, description, and creation. The other approach, mostly culled from European approaches to music instruction, emphasized the development of instrumental and singing skills through performance. Threading the Concept is a synthesis of these approaches. Hedden (Univ. of Kansas) utilizes the best of both approaches by developing the notion of threading. Threading occurs when a student is immersed in a musical concept through a variety of different musical experiences. Thus, a child may sing or play an instrument, move, listen, improvise, or create, read, and write about a musical concept. Musical development is supported by continued refinement and immersion throughout a child's formal education. The book contains four chapters. The first three chapters discuss aspects of curricular theory, foundations upon which the notion of threading is developed, and a detailed explanation of threading. The fourth chapter provides numerous lesson plans, each structured using the concept of threading. This is a valuable resource for preservice and practicing teachers. Recommended. General readers, undergraduate students, and professionals.
— June 2011; Choice Reviews