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ABSTRACT: This research study documents the observed and reported experiences of a seventh grade English teacher and her class of twenty-three students when using music to enhance learning in the English classroom. All participants in the study received English instruction from the author in the regular classroom setting. The study explores introducing grammar, writing and poetry with musical enhancement. It focuses on student motivation, behavior, interest and participation in a subject area that is often the least enjoyed by middle school students. The author used song lyrics to introduce grammar concepts in lieu of a textbook. Students listened to a wide genre of music to trigger emotional responses for writing creatively and discovered the correlation between poetry and song lyrics. The study took what the students know and enjoy, specifically music, and used it to build a connection to grammar, writing and poetry. The teacher researcher found that when using music, there was an increase in student interest, enthusiasm, and participation and also an improvement in classroom behavior and focus; however, there was not a significant increase in test scores.
and handouts that are ready for use. --Book Jacket.
Children are inherently musical. They respond to music and learn through music. Music expresses children's identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children's natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I'm working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children's lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.
Soundtracks for Learning is a ground-breaking book on using music to enhance learning. Music expert Chris Brewer provides over 150 tried-and-true ways for using music to produce dynamic learning experiences and explains why music works in our classroom. This complete how-to guide will explains how to increase memory of facts, energize attention, make classroom management easy and motivate classroom learning.
Our music curriculum for elementary and middle school students complies with state and national standards. The music textbook for Seventh Grade is both a teacher and student edition. Both the teacher and the student use the same textbook.Students gradually learn about rhythm, melody, tempo, tone color, dynamics, forms, harmony, texture, and style in each music textbook of My Music Journal series K-8. In addition, students learn about music composers, music of other countries, orchestra instruments, sight-sing solfege, compose short melodies and rhythms, write music notation. Each textbook begins with a review of the previous years musical concepts to bring students up to speed.Check out the Table of Contents. Each musical concept, such as Rhythm, Melody, Tone Color, Tempo, Dynamics, Forms, e.t.c, has a set number of lessons. There are 36 lessons, which correlate to the 36 weeks of a school year.The installment in the My Music Journal, designed for Seventh Grade students, will expand on the material learned in all previous textbooks to continue the students' musical education throughout grade seven. Through listening, singing, playing instruments, performing rhythms, responding to music with movement, composing, and improvising, students in seventh grade gain a deeper understanding of the elements of music. As students read and write increasingly complicated music notation, they continue their exploration of music theory. Students exhibit knowledge of the connections between music and history, culture, technology, and other knowledge domains through musical experiences.Students will identify melodic patterns containing steps, skips, and leaps when reading music will read and notate rhythmic patterns that include sixteenth notes, dotted notes, and corresponding rests. This textbook will teach students a wider array of melodic information, including sharps, flats, and naturals. The terms largo, adagio, andante, moderato, allegro, presto, accelerando, and ritardando will also be explored in this textbook. In the seventh grade, students continue to learn and identify differences in voice ranges and timbre: soprano, mezzo-soprano, alto, tenor, baritone, and bass. Students will identify and describe the cultures, musical styles, composers, and historical periods associated with the studied music literature.
Teacher research is an extension of good teaching, observing students closely, analyzing their needs, and adjusting the curriculum to fit the needs of all. In this completely updated second edition of their definitive work, Ruth Shagoury and Brenda Miller Power present a framework for teacher research along with an extensive collection of narratives from teachers engaged in the process of designing and carrying out research projects to inform their instruction. This edition includes a greater variety of short contributions from a wide range of teacher-researchers -- novices and veterans from all backgrounds and parts of the country -- who speak to the growing diversity in today' s classrooms. Threaded throughout the chapters and narratives is a discussion of the emergence of digital tools and their effect on both teaching and the research process, along with an expanded number of research designs. The book has three primary components: 1.Chapters written by the authors explaining key elements of the research process: finding questions, designing projects, data collection and analysis, and more 2.Research activities that enable readers to try out the featured strategies and techniques 3.Teacher-researcher essays in which teachers share details of completed projects and discuss the impact they have had in their classrooms. Living the Questions, Second Edition: A Guide for Teacher-Researchers will take you step-by-step through the process of designing, implementing, and publishing your research. Along the way, it will introduce you to dozens of kindred spirits who are finding new passion for teaching by living the questions every day in their classrooms. You will be reminded of why you became a teacher yourself.
A comprehensive introduction to middle school teaching, this textbook focuses explicitly on instructional strategies that encourage adolescents to become active participants in their own learning within a world of accountability and standardized testing. The author, an experienced middle school teacher and teacher educator, takes a constructivist approach to teaching that considers the whole child, including the emotional, psychological, social, and cultural variables uniquely associated with adolescence. The text examines the full range of middle school topics, from the development and diversity of middle school learners, to the structures, curriculum, and management of the classroom itself. Special features include: "Empowering Middle School Students to Take Ownership of their Learning," "Teaching Scenario," "Key Points," and "Creating an Anti-Oppressive Atmosphere in Your Classroom" textboxes help teachers gain a clearer understanding of content presented and encourage them to become reflective practitioners. Callouts throughout explicitly link chapter content to NMSA standards. Discussion of the unique challenges of actively engaging bilingual students, special needs students, and students exhibiting antisocial behavior. Accounts about middle school students illustrate the ways adolescents think about school and learning. A chapter that focuses on ways teachers can apply the general teaching strategies to specific subject areas. Sample Lesson Plans, Focus Questions, Chapter Summaries, Journal Entries, and Student Activities/Assignments are included throughout to encourage readers to actively participate with the text.