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| menc standards: Music Curriculum Writing 101 Denese Odegaard, 2009 Looks at each of the National Standards for Music Education and breaks them down into concepts that are teachable in any music classroom. |
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| menc standards: Introduction to Effective Music Teaching Alfred S. Townsend, 2011-10-16 Introduction to Effective Music Teaching: Artistry and Attitude provides the prospective teacher with front-line tested strategies and approaches that are based on current research and the author's three decades of service as a public school music educator, department chairman, and public school district music administrator. Starting with a brief overview of the history of music education in public schools, Alfred Townsend gives the reader a deeper understanding of the importance of music education to all students, gifted or not. Readers then examine artistry (command of content and mastery of methods) and the ABCs of teacher attitude, the critical component that unlocks learning for many students. With an open and accessible writing style, Dr. Townsend reviews the six components of effective teaching, showing that artistry and attitude can be combined to fuel student learning and teacher leadership. Using all of this information, the reader constructs a personal, practical philosophy of music teaching and learning that will form the basis for his or her instruction. Readers will also experience artistry and attitude in action through well-written case studies of effective teachers. With increasingly diverse student populations teachers now face, this book provides music teachers with ways to interact effectively with students of all backgrounds, attitudes, and talent. |
| menc standards: Creative Music Making William L Cahn, 2016-05-06 Most musicians focus on learning technique (learning how to play an instrument), rather than on developing an individual, unique voice. Creative Music Making focuses on the creative development of musicians from all levels of experience and in all styles of music. Based on the author's experience leading workshops for performers around the world, the easy-to-follow exercises in this text will enable any musician--from beginner to professional--to improve creativity and self-expression. Creative Music Making will open the ears of all musicians, vocalists or instrumentalists, in classical, popular, or jazz styles, to a world of new possibilities. |
| menc standards: Technology Strategies for Music Education Thomas E. Rudolph, 2005 (Book). TI: ME is a non-profit organization whose goals and objectives include the development of in-service teacher training and certification in the area of music technology. This upated edition is an essential resource for all K-12 music educators. It contains hundreds of ideas to assist teachers in integrating technology into the music curriculum, the areas of competency leading to TI: ME certification, and a description of the Technology Institute for Music Educators. These strategies are organized around seven essential areas of competency in music technology as they apply to the National Standards for Arts of Education. |
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| menc standards: Alfred's MusicTech, Bk 1 Tom Rudolph, Floyd Richmond, Stefani Langol, Lee Whitmore, 2008-11 The Music Tech Series Teacher's Manual incorporates all three of the books in the series (Composing Music with Notation, Playing Keyboard and Sequencing and Music Production). A Teacher's CD containing additional files not found in the Student CDs is included. The Teacher's Manual provides lesson ideas (suggestions that you can reference as you teach each page of the Student Books), assessment possibilities, and extension activities (additional activities you can consider to extend the lesson). The comb binding creates a lay-flat book that is perfect for study and performance. |
| menc standards: Critical Essays in Music Education MarveleneC. Moore, 2017-07-05 This volume of essays references traditional and contemporary thought on theory and practice in music education for all age groups, from the very young to the elderly. The material spans a broad range of subject areas from history and philosophy to art and music, and addresses issues such as curriculum, pedagogy, assessment and evaluation, as well as current issues in technology and performance standards. Written by leading researchers and educators from diverse countries and cultures, this selection of previously published articles, research studies and book chapters is representative of the most frequently discussed and debated topics in the profession. This volume, which documents the importance of lifelong learning, is an indispensable reference work for specialists in the field of music education. |
| menc standards: Democracy and Music Education Paul Woodford, 2005 Counterpoints: Music and Education--Estelle R. Jorgensen, editor |
| menc standards: Becoming a Choral Music Teacher Patrice Madura Ward-Steinman, 2010-04-26 This textbook prepares Music Education and Choral Conducting majors to be effective middle school and high school choral music teachers. It fully integrates the choral field experience for hands-on learning and reflection and allows the student to observe and teach the book’s principles. It covers the essentials of vocal development, auditions, literature, rehearsals, classroom management, and practical matters. |
| menc standards: Musical Classroom Carolynn A. Lindeman, 2016-01-08 With this Eighth Edition, The Musical Classroom celebrates thirty years as a leading resource for future and in-service teachers as they engage children in the exciting world of music! Teachers, with the help of this user-friendly text, can develop the understandings and skills needed to teach elementary school music. The forty-four model lessons are the centerpiece to the book's long-lasting success. A collection of over 170 children's songs from around the world; instructional information for learning to play the recorder, keyboard, guitar, and Autoharp(TM); and the theoretical, pedagogical, and practical backgrounds needed for reaching all learners complete the comprehensive resource of The Musical Classroom. Note: This is the standalone book. If you want the accompanying audio CD, order the ISBN 9781138656703, which is available for separate sale. |
| menc standards: Instrumental Music Education Evan Feldman, Ari Contzius, 2020-07-26 Instrumental Music Education: Teaching with the Musical and Practical in Harmony, Third Edition, is intended for college instrumental music education majors studying to be band and orchestra directors at the elementary, middle school, and high school levels. This textbook presents a research-based look at the topics vital to running a successful instrumental music program, while balancing musical, theoretical, and practical approaches. A central theme is the compelling parallel between language and music, including sound-to-symbol pedagogies. Understanding this connection improves the teaching of melody, rhythm, composition, and improvisation. The companion website contains over 120 pedagogy videos for wind, string, and percussion instruments performed by professional players and teachers, over 50 rehearsal videos, rhythm flashcards, and two additional chapters: The Rehearsal Toolkit and ''Job Search and Interview. It also includes over 50 tracks of acoustically pure drones and demonstration exercises for use in rehearsals, sectionals, and lessons. New to This Edition: A new chapter on teaching beginning band using sound-to-symbol pedagogies Expanded coverage for strings and orchestra, including a new chapter on teaching beginning strings A new chapter on conducting technique Expanded material on teaching students with disabilities Concert etiquette and the concert experience Expanded coverage on the science of learning, including the Dunning-Kruger effect and the effective use of repetition in rehearsal Techniques for improving students’ practice habits |
| menc standards: Music for Fun! Bob McGrath, Marilyn Copeland Davidson, 2000-03 Seven songs on the CD are the core of seven lessons that also include multi-cultural selections. The music selections reinforce the national music standards for the Music Educator's National Conference for pre-K, 1st and 2nd grade children. A Listening Map for each orchestral selection is included to help motivate and focus students along with creative activities. |
| menc standards: Teaching Dance as Art in Education Brenda Pugh McCutchen, 2006 Brenda McCutchen provides an integrated approach to dance education, using four cornerstones: dancing and performing, creating and composing, historical and cultural inquiry and analysing and critiquing. She also illustrates the main developmental aspects of dance. |
| menc standards: Integrated Curriculum and Developmentally Appropriate Practice Craig H. Hart, Diane C. Burts, Rosalind Charlesworth, 1997-07-10 Combines research and practice on integrated developmentally appropriate curriculum that helps theorists, researchers, parents, and teachers understand how to match early childhood teaching practices to the integrated manner that young children naturally think and learn. |
| menc standards: Instructional Technology, Motivation, Attitudes and Behaviors Sharon A. Clark, 2003-12 In middle schools today, teachers meet many challenges. The research question addressed in this dissertation was: What are the effects of instructional technology on motivation, attitudes and behavior of at-risk learners in the middle school general music classroom? The purpose of this study was to determine if the implementation of instructional technology, specifically digital piano keyboards and computers, in the middle school general music program would have a positive effect on the motivation, attitudes and behaviors of at-risk learners. To this end, a study was conducted in which at-risk learners received instruction delivered through a higher concentration of technology. Students completed a pretest and a posttest consisting of the Motivation Achievement Profile, audiation/listening and audiation/reading scales of Level One of the Iowa Tests of Music Literacy and the Middle School Music Attitude Scale. The experimental group received music instruction through a higher concentration of technology while the comparison group participated in an equally desirable music program. Data was analyzed using an analysis of covariance, in which the posttest mean of the experimental group was compared with the posttest mean of the comparison group with the pretest scores used as a covariate. Overall, no statistical significance was found; however, statistical significance was found on 2 of the 22 measures taken. Furthermore, there was a remarkable degree of consistency for the experimental group. Overall, consistency was seen with the experimental group scoring higher on 18 of the 22 measures indicating that perhaps if there had been more students a significant effect might have been seen. Nonetheless, the consistency leads to the conclusion that the treatment had some kind of effect. There is an implication that a positive, although not statistically significant effect on the motivation, attitudes and behaviors of at-risk learners occurred. |
| menc standards: Where Great Teaching Begins Anne R. Reeves, 2011-11-09 What comes to mind when you think about lesson planning? If you're like most teachers, you focus on the material you need to present, what you will do and say, what you will ask students to do, and the assessments you will create and administer. And if you're like most teachers, you also know what it's like to be disappointed when this careful planning doesn't always lead to the deep understanding and mastery you'd intended. There's a better way to approach instructional design says author and teacher-educator Ann R. Reeves, and it's within every teacher's grasp. It begins with a simple mental shift from planning for activities to planning for learning outcomes and a critical concentration on learning objectives. Remarkable for its clarity and filled with vivid examples, Where Great Teaching Begins is a step-by-step walk through the crucial, behind-the-scenes intellectual work necessary to make instruction truly effective and help students learn deeply and meaningfully. Here, you'll discover how to * Translate even the most inscrutable standards into strong, learning-focused objectives. * Use effective objectives as the basis for excellent assessment. * Craft engaging learning activities that incorporate both targeted content and necessary thinking skills. * Pull objectives, assessments, and learning activities together into powerful plans for learning. Whether you're a novice instructional designer or a veteran seeking a new, streamlined process, this book is a must-read take on how to plan and achieve the excellent learning all teachers aim for and all students deserve. |
| menc standards: An Orientation to Musical Pedagogy Birch Browning, 2017 This book provides foundational knowledge about the music teaching and learning process that future teachers can use in a proactive act of becoming a musician and educator. |
| menc standards: Transforming Music Education Estelle R. Jorgensen, 2003 Examines the reasons why music education should be transformed and suggests alternative educational modles and strategies__ |
| menc standards: Music Outside the Lines Maud Hickey, 2012-11-29 Music Outside the Lines is an informative and practical resource for all who are invested in making music composition an integral part of curriculum. Author Maud Hickey addresses the practical needs of music educators by offering both a well-grounded justification for teaching music composition and also a compendium of useful instructional ideas and classroom activities. Hickey begins with a rationale for teachers to begin composition activities in their own classrooms, with a thoughtful argument that demonstrates that all music teachers possess the skills and training needed to take children along the path toward composing satisfying musical compositions even if they themselves have never taken formal composition lessons. She also addresses some of the stickier issues that plague teaching music composition in schools such as assessment, notation, and technology. Most importantly, she introduces a curricular model for teaching composition, a model which provides an array of composition activities to try in the music classrooms and studios. These activities encourage musical and creative growth through music composition; while they are organized in logical units corresponding to existing teaching modules, they also offer jumping off points for music teachers to exercise their own creative thinking and create music composition activities that are customized to their classes and needs. As a whole, Music Outside the Lines both successfully reasons that music composition should be at the core of school music curriculum and also provides inservice and pre-service educators with an essential resource and compendium of practical tips and plans for fulfilling this goal. |
| menc standards: The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Timothy Brophy, 2019-01-02 In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field. |
| menc standards: National Standards for Arts Education Consortium of National Arts Education Associations, 1994 Identifies and states national standards for arts education. These are divided into grades K-4, grades 5-8, grades 9-12. |
| menc standards: Just Good Teaching Laura Sindberg, 2012 Student learning in school music ensembles is often focused on technical skill development. Give your students broader experience involving multiple music learnings, technical proficiency, cognition, and personal meaning. The Comprehensive Musicianship through Performance (CMP) model will help you plan instruction for school ensembles that promotes a holistic form of music learning and will allow you to use your creativity, passion, and vision. With model teaching plans and questions for discussion, this book can give you richer, more meaningful challenges and help you provide your students with deeper musical experiences. Sindberg combines the theoretical foundations of CMP with practical applications in a book that's useful for practicing teacher-conductors, scholars, and teacher educators alike. |
| menc standards: Advances in Social-Psychology and Music Education Research Patrice Madura Ward-Steinman, 2016-03-23 This Festschrift honors the career of Charles P. Schmidt on the occasion of his retirement from the Indiana University Jacobs School of Music. His main research focus has been the social-psychology of music education, including the subtopics of motivation in music learning, applied music teaching behaviors, and personality and cognitive styles in music teaching and learning. The chapters in this volume recognize the influence of Schmidt as a researcher, a research reviewer, and a research mentor, and contribute to the advancement of the social-psychological model and to research standards in music education. These themes are developed by a stunning cast of music education scholars, including Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia Flowers, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa May, Peter Miksza, Rudolf Radocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are presented in three sections: Social-Psychological Advances in Music Education, Social Environments for Music Education, and Advancing Effective Research in Music Education. This collection, edited by Patrice Madura Ward-Steinman, will prove invaluable for students and faculty in search of important research questions and models of research excellence. |
| menc standards: Foundations of Mariachi Education William Gradante, 2008-03-27 MENC: The National Association for Music Education |
| menc standards: Middle School General Music Elizabeth Ann McAnally, 2010-01-16 Middle School General Music is a guidebook for music teachers trying to navigate the sometimes turbulent waters of teaching middle school general music. Written by an in-service teacher, this publication contains strategies and lessons that have been tested and refined in the 'real world' of a public school music classroom. Organized according to the nine National Standards for Music Education, each chapter presents tips and lessons for helping middle school students meet high standards in their understanding of music. Ideas include a Music Critics Unit, composition projects, rhythm games, and tips for encouraging students to sing with enthusiasm. Also contained in the book is a rationale for the inclusion of general music courses in the middle school program, and tips for working with young adolescents. A list of suggested resources is included. For middle school general music teachers looking to create a program that is viable, participatory, and motivating to adolescents, this publication is a useful tool. |
| menc standards: Music Learning Today William I. Bauer, 2020-07-27 Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music presents an approach to conceptualizing and utilizing technology as a tool for music learning. Designed for use by pre- and in-service music teachers, it provides the essential understandings required to become an adaptive expert with music technology, creating and implementing lessons, units, and curriculum that take advantage of technological affordances to assist students in developing their musicianship. Author William I. Bauer makes connections among music knowledge and skill outcomes, the research on human cognition and music learning, best practices in music pedagogy, and technology. His essential premise is that music educators and students benefit through use of technology as a tool to support learning in the three musical processes - creating, performing, and responding to music. The philosophical and theoretical rationales, along with the practical information discussed in the book, are applicable to all experience levels. However, the technological applications described are focused at a beginning to intermediate level, relevant to both pre-service and in-service music educators and their students. This expanded second edition features an all-new student-friendly design and updated discussions of recent technological developments with applications for music teaching and learning. The revamped companion website also offers a new teacher's guide, with sample syllabi and lessons for each chapter. |
| menc standards: Model Music Programs Michael Blakeslee, Linda C. Brown, Ashley Opp Hofmann, 2008 Model Music Programs: Ideas for Everyone presents practical applications from the selected programs, as well as the best of the rest of the applicants, to share with all music educators. Learn how creative music teachers have built successful music programs in categories such as obtaining outside funding, partnering with the community, serving students with special needs, multicultural and interdisciplinary learning, and collaborating with professionals. In addition, use the wealth of resources to replicate the successful aspects of the model programs. In a nationwide search for model music programs, MENC judges selected twelve programs for special recognition. Model Music Programs: Ideas for Everyone showcases the selected programs in four categories: technology, interdisciplinary and multicultural learning, music for all, and standards-based learning. See how each selected program handles resources, scheduling, facilities, community and booster club support, as well as budget and school administration support. Model Music Programs: Ideas for Everyone also examines characteristics that contributed to the success of the model programs: adequate resources, universality, exemplary personnel, strong community ties, and a clear creative vision. |
| menc standards: The New Handbook of Research on Music Teaching and Learning Richard Colwell, Carol Richardson, 2002-04-18 Featuring chapters by the world's foremost scholars in music education and cognition, this handbook is a convenient collection of current research on music teaching and learning. This comprehensive work includes sections on arts advocacy, music and medicine, teacher education, and studio instruction, among other subjects, making it an essential reference for music education programs. The original Handbook of Research on Music Teaching and Learning, published in 1992 with the sponsorship of the Music Educators National Conference (MENC), was hailed as a welcome addition to the literature on music education because it serves to provide definition and unity to a broad and complex field (Choice). This new companion volume, again with the sponsorship of MENC, explores the significant changes in music and arts education that have taken place in the last decade. Notably, several chapters now incorporate insights from other fields to shed light on multi-cultural music education, gender issues in music education, and non-musical outcomes of music education. Other chapters offer practical information on maintaining musicians' health, training music teachers, and evaluating music education programs. Philosophical issues, such as musical cognition, the philosophy of research theory, curriculum, and educating musically, are also explored in relationship to policy issues. In addition to surveying the literature, each chapter considers the significance of the research and provides suggestions for future study.Covering a broad range of topics and addressing the issues of music education at all age levels, from early childhood to motivation and self-regulation, this handbook is an invaluable resource for music teachers, researchers, and scholars. |
| menc standards: The Early Childhood Curriculum Suzanne L. Krogh, Pamela Morehouse, 2014-02-18 Based on research that demonstrates the powerful advantages of integrating the curriculum while providing inquiry opportunities, The Early Childhood Curriculum shows how to make such an approach work for all children, preschool through the primary grades. The text demonstrates how to confidently teach using inquiry-based methods that address the whole child, while also meeting and exceeding academic standards. Offering a foundation in early childhood theory, philosophy, research, and development, the 2nd edition of this unique textbook helps future teachers, as well as current educators, understand the why of curriculum in early childhood and invests them with the skills they need to move from simply following a script to knowledgeably creating curricula on their own. Since each curricular subject has its own integrity, there is a chapter for each discipline, grounding the reader in the essentials of the subject in order to foster knowledgeable and effective integration. The 2nd edition of The Early Childhood Curriculum includes information on the most recent trends in national curriculum standards, particularly in regard to the Common Core State Standards Initiative and the Next Generation Science Standards. Coupled with this information are practical suggestions for meeting standards while still providing young learners with a truly child-centered educational experience. Chapters contain real-life vignettes that demonstrate inquiry and integration in practice. The entire text reflects the philosophy that the use of inquiry to seek and obtain information is one of the most valuable and powerful tools children can acquire along the way to becoming lifelong learners. |
| menc standards: Technology Integration in the Elementary Music Classroom Amy M. Burns, 2008 (Book). This is a landmark resource for elementary school teachers who wish to enhance their curriculum with the excitement of music technology. The lessons can be adapted and used in a general classroom setting with one computer, or in a classroom where the music teacher transports the materials on a cart. Support audio files, MIDI files, and other electronic documents can be accessed for free through a dedicated web site. Includes a glossary and index. |
| menc standards: Sociology of Education James Ainsworth, 2013-04-11 The sociology of education is a rich interdisciplinary field that studies schools as their own social world as well as their place within the larger society. The field draws contributions from education, sociology, human development, family studies, economics, politics and public policy. Sociology of Education: An A-to-Z Guide introduces students to the social constructions of our educational systems and their many players, including students and their peers, teachers, parents, the broader community, politicians and policy makers. The roles of schools, the social processes governing schooling, and impacts on society are all critically explored. Despite an abundance of textbooks and specialized monographs, there are few up-to-date reference works in this area. Features & Benefits: 335 signed entries fill 2 volumes in print and electronic formats, providing the most comprehensive reference resource available on this topic. Cross-References and Suggestions for Further Reading guide readers to additional resources. A thematic Reader's Guide groups related articles by broad topic areas as one handy search feature on the e-Reference platform, which also includes a comprehensive index of search terms, facilitating ease of use by both on-campus students and distance learners. A Chronology provides students with historical perspective on the sociology of education. |
| menc standards: Music Education at a Crossroads Janet Barrett, 2009-06-16 Consider the status of music education as you read Music Education at a Crossroads, a collection of addresses from the Centennial Congress of MENC: The National Association for Music Education. Noted leaders in music education_including Paul Lehman, Bennett Reimer, Samuel Hope, and Michael Mark_joined Brenda Welburn and Anne Bryant in addressing the challenges and opportunities faced by music educators today. The Centennial Congress renewed a shared professional commitment to a comprehensive music education for all students and discussed the impediments to the vision of the Centennial Declaration: 'It is the right of every child to receive a balanced, comprehensive, sequential music education taught by qualified music teachers.' |
| menc standards: Research Perspectives Linda K. Thompson, Mark Robin Campbell, 2009-04-01 Editorial Board: William Bauer, Case Western Reserve University, Cleveland, OH. Susan Wharton Conkling, Eastman School of Music, University of Rochester, Rochester, NY. Colleen Conway, University of Michigan, Ann Arbor, MI. Regina Murphy, St. Patrick's College, Dublin City University, Dublin, Ireland. Kathy Scherler, University of Texas at Arlington, Arlington, TX. Research Perspectives: Thought and Practice in Music Education calls attention to various theoretical and methodological aspects within the expanding field of research in music education. Perspectives presented in this volume offer readers a host of ideas and practices that range from international and historical to empirical and philosophical. Of special interest is a set of invited essays. Collectively, these essays illuminate our understanding of the peer review process, the importance of artistic vision in research and education, and the notion of complementarity – a recognition of the validity of diversity of thought and practice in music education research. The studies in Part 1 of Research Perspectives include early childhood musical development, an international comparison of early childhood preservice teacher knowledge and skills, and a psychohistoric examination of developmentally appropriate practice. Part II is comprised of studies focused on psychometrics of motivation, and professional development of practicing music educators. This volume is a significant addition to the libraries of Colleges of Education and Schools of Music, as well as an important reference for music scholars and educators, researchers, and graduate students who are concerned with advancing both the scope and quality of research in the study of music teaching and learning. |
| menc standards: Music in Elementary Education John Flohr, Valerie Trollinger, 2015-09-25 Based on the National Standards, this text is divided into three parts. Part one, Foundations, covers the rationale for a Music Education program in the elementary years; meaning and musical experience; and elements and kinds of music. Part two– Music Elements, Curriculum and Avenues to Music Learning–covers curriculum development; music for special needs students; avenues to music learning and historic and contemporary approaches. Part three–Musical Experiences– is grouped by avenues of music learning and grades. Thanks to years of thorough research, Music in Elementary Education promises is a standard text in the field. |
| menc standards: Music Education in Your Hands Michael L. Mark, Patrice Madura, 2009-12-04 Music Education in Your Hands is a textbook for the introductory course in Music Education. Written for future classroom music teachers, the book provides an overview of the music education system , illuminating the many topics that music educators need to know, including technology, teaching methods, curricular evolution, legislation, and a range of societal needs from cultural diversity to evolving tastes in music. It encompasses a broad picture of the profession, and how the future of music education rests in the hands of today’s student teachers as they learn how to become advocates for music in our schools. FEATURES A balance of sound historical foundations with recent research and thinking; Coursework that is appropriate in level and length for a one semester introductory course; Actual dialogue between undergraduate music education majors and teachers, illustrating pertinent issues teachers must face; An emphasis on opportunities in the greater community beyond the walls of the school that music teachers should be familiar with; Suggested topics for activities and critical thinking for every chapter; A companion web site including student and instructor resources |
| menc standards: The Independent Piano Teacher's Studio Handbook Beth Gigante Klingenstein, 2008-12-01 (Educational Piano Library). This handy and thorough guide is designed to help the independent piano teacher in all aspects of running his/her own studio. Whether it be business practices such as payment plans, taxes, and marketing, or teaching tips involving technique, composition, or sight reading, this all-inclusive manual has it all! Topics include: Developing and Maintaining a Professional Studio, Finances, Establishing Lessons, Studio Recitals, Tuition and Payment Plans, Composition and Improvisation, Marketing, Communications with Parents, Make-up Policies, Zoning and Business Licenses, Teaching Materials and Learning Styles, The Art of Practice, Arts Funding, and many more! |
| menc standards: Fine Motor Projects, Ages 4 - 8 Sherrill B. Flora, M.S., 2012-01-03 60 Art Recipes, 50 Art Activities, 48 Reproducible Student Art pages designed to improve fine motor skills in young children. |
| menc standards: Performing with Understanding Bennett Reimer, 2000 This collection of essays presents key ideas and practical suggestions for implementing the National Standards for Music Education through performance. Following a Preface and Music Content Standards for Grades K-12, essays in the collection are (1) The Power of the National Standards for Music Education (Paul R. Lehman); (2) What Is 'Performing with Understanding'? (Bennett Reimer); (3) A Snapshot of a Quality K-12 Music Program (Dorothy A. Straub); (4) Challenging the Status Quo in School Performance Classes: New Approaches to Band, Choir, and Orchestra Suggested by the Music Standards (Will Schmid); (5) What Are We 'Doing' in Music? Toward a Lifelong Involvement with Music (Suzanne M. Shull); (6) The Kinesthetic Connection in Performing and Understanding Music (Marvelene C. Moore); (7) The Band and Orchestra Rehearsal: Toward Musical Independence (Patricia J. Hoy); (8) Making the School Orchestra a Treasure: Teaching Musical Understanding through Performance (Robert Gillespie); (9) Interview with Larry Rachleff: The Heart and the Brain in Performing (Catherine Larsen); (10) The Challenges of Performing Choral Music of the World (Mary Goetze); (11) Ethnomusicological Musings: Contemplating the Standards as Agents of Cultural Transmission and Change (Bruno Nettl); and (12) An Agenda for Teaching Performing with Understanding (Bennett Reimer). (BT) |
| menc standards: Supervision Across the Content Areas Sally J. Zepeda, R. Stewart Mayers, 2014-05-22 You became a school leader after succeeding in your particular content area and/or grade level. Now you’re responsible for the entire school. You are accountable for everything that goes on, including results from those who teach outside your areas of original expertise. Supervision Across the Content Areas provides tools and strategies to help you effectively supervise all of your teachers, including those in contents areas or grade levels in which you may not have had personal classroom experience. While focusing on four key content areas – Mathematics, Science, English/Language Arts, and Social Studies – this book also provides supervision tools for other content areas (foreign languages, fine arts, physical education, etc.) Also included are tools and strategies to help you supervise teachers who use instructional strategies such as differentiated instruction, Socratic Seminars, cooperative learning, and inquiry apply local and national standards to frame your instructional program. - ensure accountability of teachers who use multiple intelligences, brain-based learning, and other innovations. |
MENC - Mensa of Eastern North Carolina - Local Group #275 of ...
MENC - Mensa of Eastern North Carolina - Local Group # 275 of American Mensa, Ltd.
National Association for Music Education (NAfME)
May 15, 2025 · NAfME is an association where all people are heard, seen, and feel they belong throughout their lifelong experiences in music.
Welcome - NCMTA
Mission and Vision. The mission of NCMTA is the advancement of musical knowledge and education through discussion, investigation, performance, publication, and the promotion of …
National Association for Music Education - Wikipedia
In 1956, a former MENC Executive Secretary prepared a chronology of the organization's genesis and growth: "1905—First discussion of organizing a separate conference of [K-12] music …
National Association for Music Education (MENC)
The College Music Society promotes music teaching and learning, musical creativity and expression, research and dialogue, and diversity and interdisciplinary interaction. A consortium …
MusicFriends
For today's students to succeed tomorrow, they need a comprehensive education that includes music taught by exemplary music educators. MENC: The National Association for Music …
MENC - What does MENC stand for? The Free Dictionary
Acronym Definition; MENC: National Association for Music Education (formerly Music Educators National Conference): MENC: Music Educators National Conference: MENC: Mensa of …
MENC - Mensa of Eastern North Carolina - Local Group #275 of ...
MENC - Mensa of Eastern North Carolina - Local Group # 275 of American Mensa, Ltd.
National Association for Music Education (NAfME)
May 15, 2025 · NAfME is an association where all people are heard, seen, and feel they belong throughout their lifelong experiences in music.
Welcome - NCMTA
Mission and Vision. The mission of NCMTA is the advancement of musical knowledge and education through discussion, investigation, performance, publication, and the promotion of …
National Association for Music Education - Wikipedia
In 1956, a former MENC Executive Secretary prepared a chronology of the organization's genesis and growth: "1905—First discussion of organizing a separate conference of [K-12] music …
National Association for Music Education (MENC)
The College Music Society promotes music teaching and learning, musical creativity and expression, research and dialogue, and diversity and interdisciplinary interaction. A consortium …
MusicFriends
For today's students to succeed tomorrow, they need a comprehensive education that includes music taught by exemplary music educators. MENC: The National Association for Music …
MENC - What does MENC stand for? The Free Dictionary
Acronym Definition; MENC: National Association for Music Education (formerly Music Educators National Conference): MENC: Music Educators National Conference: MENC: Mensa of …
