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"MLT Any Music Teacher Can Du...De" breaks down Gordon's Music Learning Theory into simple, easy to understand language and manageable chunks. No Ph.D. required! This book is a companion to The Literate Musician: How to Hear, Think, Speak, Read and Write the Language of Music, and is divided into 3 parts: Part I: The Theory of Music Learning Theory Part II: The Practical Applications of Music Learning Theory Part III: Curriculum Development (a Sample 10 unit MLT Curriculum) This useful tool for any music teacher K-100 contains the following highlights: Pattern Taxonomies in Duple, Triple, Major and Minor Musicianship Ideas Whole-Part-Wholes Ideas for making Learning Sequence Activities practical Many charts for sequencing objectives Maintaining and establishing an Audiation Foundation Dozens of songs in many tonalities and meters with teaching ideas Many ideas for how to incorporate Bucket Drums and ukulele! "Can Do" Objectives at each skill level Connect your songs and instrumental activities to the musicianship objectives in LSAs Fun games with parachutes, scarves, bean bags and puppets In addition, the book contains a ★257 page Digital Appendix★ with links to YouTube video lessons (!), reproducibles, truncated student lessons, Keyboard Cheat Sheet, Tonality Cheat Sheet, Rhythm Cheat Sheet, writing sheets, and all Reading Benchmarks from the student edition.
How do children learn music? And how can music teachers help children to become independent and self-sufficient musical thinkers? Author Eric Bluestine sheds light on these issues in music education.
(String Letter Publishing). What makes a child fall in love with learning to play music? How does talent develop? When is the right time to start lessons? Which instrument is the best fit? Why is practice so challenging and what can parents do to keep kids musically motivated? Where can a parent learn about music programs, camps, books, recordings, and other important resources? This groundbreaking book answers these questions and many others, serving up healthy portions of insight, humor, research, practical advice, fresh ideas and heartfelt encouragement for making the most of musical development from pregnancy through the elementary years. It provides everything parents need to nurture children so they may begin to discover their own unique voices. If one book can keep kids from quitting, this is it! "This book will help you find a new relationship with your child, and perhaps, yourself ... It's never too late." Graham Nash
In his first book, actor and musician John Lithgow introduces a memorable character, a fickle yet lovable child prodigy who brings the sounds and rhythms of an orchestra to sprawling visual life. With a double gatefold showing the entire orchestra, this is the ultimate book for the music lover in all of us.
This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field. This highly useful work provides models of scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research onto learners’ ideas in science is necessarily a process of developing models. Through this book we learn that research reports should acknowledge the role of modeling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the ‘mental register’ (the way we talk about the ‘contents’ of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work.
A daring foray into the groundbreaking genre of autobiographical fiction Sad Old Faggot is the absorbing, sometimes embarrassing, always entertaining story of a lonely, self-obsessed, selfish, deluded, impotent 62-year-old gay man named Sky Gilbert who „ despite his best intentions „ cannot help but become a stereotype. SkyÍs main claim to fame is founding Buddies in Bad Times Theatre in 1979. But since leaving Buddies, heÍs fallen on hard times. Sky Gilbert is no longer even remotely famous. He has to fight off his own bitterness as audiences for his plays steadily dwindle. Theatre people dismiss his work as old news and point to the fact that he teaches at the University of Guelph as proof: his descent into academia clearly signals his failure as an artist. All along the way, the book questions our truths and celebrates their mutability. What is really true about each of us? What do we actually know about ourselves? And how much, it asks, of our own personal truth is based on fact „ and how much is rooted in fiction?