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An exploration of the origins and development of American country music in the Piedmont's mill villages celebrates the colorful cast of musicians and considers the impact that urban living, industrial music, and mass culture had on their lives and music.
In The Country Music Reader Travis D. Stimeling provides an anthology of primary source readings from newspapers, magazines, and fan ephemera encompassing the history of country music from circa 1900 to the present. Presenting conversations that have shaped historical understandings of country music, it brings the voices of country artists and songwriters, music industry insiders, critics, and fans together in a vibrant conversation about a widely loved yet seldom studied genre of American popular music. Situating each source chronologically within its specific musical or cultural context, Stimeling traces the history of country music from the fiddle contests and ballad collections of the late nineteenth and early twentieth centuries through the most recent developments in contemporary country music. Drawing from a vast array of sources including popular magazines, fan newsletters, trade publications, and artist biographies, The Country Music Reader offers firsthand insight into the changing role of country music within both the music industry and American musical culture, and presents a rich resource for university students, popular music scholars, and country music fans alike.
Independent reading is the right of every student. It is an indispensable foundation for solid reading instruction yet, is too often viewed as a luxury. Overly prescriptive, culturally irrelevant curriculum does not provide spaces for students to develop a sense of agency as readers or for teachers to make decisions that reflect the needs of the students in front of them. When teachers trust themselves and trust their students to create reading experiences that matter, they positively impact student growth. Trusting Readersputs the independence back into independent reading-and bolsters that independence with collaboration. Jen and Hannah offer a clear definition of independent reading. Their vision of conferring supports teachers as they support young readers. They help teachers craft reading experiences for students that are centered around their engagement, instructional needs, and identities as readers. Trusting Readersis an essential and accessible guide that provides teachers with the inspiration, information, and tools needed to grow enthusiastic independent readers. Jen and Hannah outline practical steps for teachers to implement independent reading time or to enrich their current practice with multiple entry points whether you've been teaching one year or twenty. In addition, they provide a model for reading conferences that support tailored instructional choices and keep students at the center. In Part 1 of Trusting Readers, Jen and Hannah define independent reading as based on the principles of time, choice, talk, and teacher support. Each chapter keeps student independence and reading identity development at the forefront, while leading teachers through the process of setting up classroom routines that safeguard time and space for independent reading in any environment. Part 2 focuses on conferring during independent reading using The Cycle of Conferring, a framework that teachers can use to help students set meaningful reading goals that not only build their skills, but also support their growth into joyful, purposeful, engaged readers. Dig into Trusting Readersand consider new possibilities for vibrant independent reading to thrive in your classroom in visible and invisible ways. What is the best that could happen when you trust yourself, your students, and the power of independent reading?