An Annotated Bibliography of Music Education Resources at Bethany College

E-mail Pandel Collaros

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The following annotated bibliography items were written by students in Music 481: Methods and Materials in Teaching Elementary School Music. To the extent possible, they appear exactly as submitted. No corrections, revisions, or ammendations were made by the instructor.

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Lori Balough and Melinda Barr

Tilte: Music education in the elementary school Authors: B. Marian Brooks and Harry A. Brown Ph.D Publisher: American Book Company Copyright: 1946

The authors state that this book was written for several groups of different people. Such as presenting ground work in education which bares a foundational relation to music education, and teaching in the field based on scientific facts. The book is seperated into different subjects so the person reading can read what they want when they need to. It is a very infomative book, it covers many topics such as: Advanced planning in music education, Basic priciples, Child voice, dance, elements in music, fundimental componets in music, goals in elementary in music, history of musical thought, integration, learning, measurments, Negro folk songs, playing of instruments, quality of vocal music, recognition of music, school life, theory of music, values, and world music. We believe that this is a very informative book although it is very outdated. We think this would be a good book to use for looking up facts for history purposes and nothing more. You should go to a more updated book because the facts and theories probably need updated. And for a class of the 90's, this book would lack the current information needed to teach appropriate music lesson.

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Choate, Robert A. Music For Early Childhood. Litton Education Publishing, Inc: New York, 1976.

This paperback book could be of use to those interested in writing a research paper on songs for children. It provides several songs with the words and music. It also includes the objectives, student involvement, and related activities for each song. The introduction includes the basic concepts of music. This book appears to be the teacherís edition of a classroom textbook with units and themes. The beginning of each unit provides a description of the theme for the unit as well as songs relating to the theme. If your topic is textbooks you may want to check it out.

Amy Gebhardt & Katie Getsy Music 481 2-16-99 ---------------------------------------------------------------------------------------------

Jason Marling and Kelly Matthews Bailey, Eunice. Discovering music with young children 780.7 B152D

Kelly and I looked through the book and decided to write down the pros and cons of the material covered by Eunice Bailey.

Pros

Chapter 5 * Good examples of movement and music (drums, dancing, symbols, resting while listening to music, waterlily dance.) * Performing plays to music. * Freemovement with the music - duelling without music was an interesting topic covered briefly.

Other chapters that might be useful include -> Coming to nursery school pg. 19 -> More discovery and adventures in music pg. 31 -> Teacher and child pg. 95

Cons

* Published in 1958, so any educational value is more than likely outdated * No culturally diverse overtones (all the children are caucasion) * The book is mostly about a Eunice Baileyâs experience with a group of children and music. It is not a real Îinformationalâ piece. It is not an evaluation of teaching children music, it is one teacherâs story of her teaching children music. * Mostly based on nursery and infant school.

Our conclusion is that it would not be a terrific source for todayâs future teachers. It would be interesting reading to see one teacherâs experience with children and music, but it is not a great source for teaching tools.

Jason Marling & Kelly Matthews

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Title: Physical and creative activities for the mentally handicapped Author: Graham Upton Pub info: Cambridge, NY: Cambridge Univesity Press, 1979 178 pages Call Number: 371.928 P569U

The 1st thing we noticed was that the book is 20 years old and there is probably more up to date material available!

Section 1 Deals with different ways to get handicapped children more physically involved!

Section 2 Chapter 4 Deals with the use of music with handicapped students... Music influences the childs developement and expands upon six ways that this could happen... 1. foster communication 2. express emotion 3. be a 'success' activity for the most severely & multiply handicapped children 4. help with language aquisition & development 5. provide pleasurable group experiences affording enjoyment and encouraging cooperation 6. be a part of our aesthetic heritage which all children can appreciate and enjoy

Chapter 5 Deals with different stategies for planning a music program that includes participation from handicapped students

Chapter 6 VERY GOOD descriptions of activities that would be useful in classrooms, how to make different music intruments and a list of books that are relevant to music and handicapped students.

Section 3 Deals with Drama

Section 4 Deals with Art

Althought this is an older book, many of the ideas could be helpful for teaching not only handicapped children, but all other as well. This book could be useful in Music 481, but should probably be used in conjunction with more up-to-date materials!

Katie Krocsko & Johanna Ley February 1999

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Kim Burkhart, Amanda Bartz, and ShannonWaters

McDonald, Dorothy T. Music In Our Lives: The Early Years. Washington D.C. National Association for Eductation of Young Children, 1979. This book provides readers with the significance of music in the education of children. Throughout the book, it reinforces the idea that children need to be exposed to music very early on in life, even as early as birth. The awareness of music in the world must be imposed on a child long before the activiites in an elementary school. Music In Our Lives also depicts the responsibility of a teacher to set reasonable goals and objectives for the students in her classroom. Many examples of these goals are provided in the book. There is a section in this book that deals with the development of musical skills in children. The author briefly describes stages involving singing, rhythm, playing instruments, and understanding music. Along with this information is a teachers part that furnishes the reader with guidelines to help the student through these stages. In the latter pages of this book, there are many children songs with the musical notes and the words. This is helpful for not only the teacher, but also the student. A song is a great way to teach tempo, rhythm, and duration of notes.At the very end, there is a glossary of musical terms for the readers who are not so musically literate. We think that this book is a great addition to any music teacher's library. A regular education teacher could even use this book in her classroom because it is so well laid out. We feel that this book will come in very handy in writing the research paper for this class. It is easy to follow and to understand for everyone, not just the musically inclined. Amanda Bartz, ShannonWaters, and Kim Burkhart.

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Elliott, Raymond. Fundamentals of Music. 3rd ed. New Jersey: Prentice-Hall, Inc., 1971. We found that this book focuses on experiencing music and learning through that experience. Each section in this book is set up with a description of the theoretical aspects and then ways to apply these aspects. There are many features of music displayed in this book. The author covers time, measures, major and minor scales, rhythm, tempo, symbols in music, and tone just to name a few. There are also activities for growth that can be developed by a teacher for the classroom. The book provides guidelines on how to sing and dictate, and how to write and play chords. Throughout the book, there are many scales and measures for teaching and practice purposes. We did not feel that this book was as informative as the first one were views [sic]. We feel that depending on the research one is doing for the paper, this book may or may not be of any help to the student. The good thing about this book was that it did provide examples of ways to use the aspects discussed. The authors did not leave prospects open-ended for the teacher to evolve. Amanda Bartz, Shannon Waters, Kim Burkhart

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Sayard Coulter Joe Caruso

Your Children Need Music was written by Marvin Greenburg. Greenburg is a professor at the University of Hawaii, and is natioally known for his practical experience and writings in music education for children. Greenburg wrote this book using information from his research in the fields of music for young children and early childhood education. Your Children Need Music was intended for use by any adult who works with children up to the age of five. Greenburg used his book to give the caretakers of children information about the principles and practices of teaching children through music. Your Children Need Music is easy to read because Greenburg eliminated as much of the technical terms as possible. Greenburg separated his book into two sections in order to make the information easy to find. The first section is titled Foundations of Musical Growth. This section provides the reader with information about children ages birth to five, how they learn and what role music plays in their learning. This section creates the basic framework for the activities that should be used in teaching children about music. The second section is titled Educating the Young in Music. This section gives the reader many tips and suggestions on how to organize the music environment. Your Children Need Music is a good book to be used by any person who works with children or hopes to work with them in the future. Greenburg has provided the reader with many songs and activities that can be used in the teaching of children.

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April West and Shelly Wingrove

Children and Music

This book would be helpful in many ways. Landeck talks about her own experiences and how she helped her students learn and enjoy music. She discusses how a teacher can learn about music and teach the students in an enjoyable way. This book also helps a teacher learn how to get the school, community, and family to help in teaching the students about music. Music should also be integrated with all subjects. Landeck gives examples on how this can be done. It also discusses what song material is good for children at different ages. This is important because children at different ages listen to many different kinds of music. Keeping children interested is also important because children seem to wander off into their own world if the subject is not active and interesting to them. At the end of the book it also gives resources that can be helpful when teaching music. This book is very helpful, but it is also outdated. It would be useful when teaching the basic concepts of music. When teaching children different kinds of music, a more modern source may be helpful.

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Jared Scheel and Nikki Spicer

Seatter, Elizabeth, and Enola Minnis, and Annabel S. Wallace. Romp in Rhythm. The Willis Music Co., Cincinnati, Oh. 1944.

This book is intended to present children a set of rhythms suitable to the primary grades. The book is set up to present a short story before each song is played. This would be useful in keeping the attention of very small children. The stories would keep them busy as you read to them. For our purposes in this class we feel that this book could prove useful. The book contains 32 simple songs that could be used in our peer teaching assignments. These same songs could also be used if the class had to do lessons at Bethany primary school. One downfall of this book is that it is fifty-five years old. Being published in 1944, the songs are a bit old-fashioned. Perhaps this book used in conjunction with newer material would prove to be effective.

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Schafer, R. Murray. Creative Music Education: A Handbook for the Modern Music Teacher. New York, Schirmer Books, c. 1965.

Despite the fact that Creative Music Education by R. Murray Schafer is copyrighted 1965, the content can conceivably be considered useful in the classroom of 1999. Schafer uses a nontraditional approach for the time encouraging the incorporation of music into all subject areas. Schafer suggests that the students can indentify with musical concepts if the subject material is presented in a manner with which the sutdents can relate. Combining these methods together, the students learn and appreciate music in various aspects of their lives. The book is presented in a dialogue format, often TEACHER and STUDENT. These dialogues suggest discussions that the reader may incorporate in his/her own lessons. The information is useful and the exercises conducive to learning. Many of these exercises are hands-on and visual. Schafer strongly promotes the value in learning from mistakes, and positive reinforcement. He also is concerned with ensuring that the teacher encourages the students to not only appreciate the music of others but to be musicians themselves. We find this book useful and its content pertinent despite its age. Schafer encourages student-centered learning which we feel is important. This book is a good resource for any teacher.

Trecia Sterling and Wendy Terrell

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"Marsalis on Music" seems to be an excellent book. It covers many of the important elements of music. It is written in simple text shat children should have no trouble understanding. Each lesson also has a history lesson in it. The book should be a big help in the writing of our papers. The first chapter deals with rhythm. Marsalis describes the accents and rests to driving. Accents and rests are like traffic signs, they give us direction. He uses a lot of language like this to describe things so that people can understand them. He uses the CD that comes with the book very often. The CD has several very short examples that are described in the book. Chapter two deals with form. He describes form as the way we do things. For example, the way we eat breakfast then lunch and then supper and the way certain things happen in music in a certain order. He then talks about some different forms and refers back to the CD for examples. Chapter three describes the differences between a Wind band and a Jazz band. He talks about many of the diffrent types of music, like rag and jazz. He goes in to great detail, giving everything from history lessons to characteristics of the music. He then talks of the instruments that they use. He also compares and contrasts them. He uses the CD once more to strengthen the lessons. The final chapter is probably the most important. It talks about the proper way to practice. The end of the chapter is a listening guide. After the listening guide there is a section of terms and definitions. They are well written and very easy to follow. This book is written keeping in mind that children will be reading the book. I wish that our text book was written more in this fashion. It is an excellent book and will be an excellent resource for our papers.

Jon McCluskey Nicole Naccarato

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