What Is This Book About?

2020 ◽  
pp. 1-10
Author(s):  
Amy M. Burns
Keyword(s):  
Music Educators ◽  
Digital Natives ◽  
Elementary Music ◽  
Efficient Tool ◽  
Music Classroom

Technology evokes numerous feelings in educators, from frustrations to joy, when they try to utilize it in the classroom. It has the ability to be a very purposeful and efficient tool when used correctly. Research is showing that technology is becoming more prominent in education as more schools are adopting 1:1 technology. In addition, music educators are being evaluated on ways they use technology in their classrooms. Finally, educators are now teaching students who are digital natives. With all of this in mind, when technology is used well and has a meaningful purpose in the elementary music classroom, embracing it can enhance and bring another level of success to students.

Technology Integration with the Kodály Approach

2020 ◽  
pp. 85-138
Author(s):  
Amy M. Burns
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Music Educators ◽  
Elementary Music ◽  
Zoltan Kodaly ◽  
Higher Order Thinking Skills ◽  
Music Classroom ◽  
Elementary Music Educators ◽  
Educational Paradigm ◽  
Paradigm Shifting

Amy M. Burns integrates technology into the approach developed by Zoltán Kodály. With the current educational paradigm shifting to include more distance learning, these lessons demonstrate how to create online manipulatives that can be used in a classroom setting as well as an online platform. With the addition of a supplemental website that includes downloadable manipulatives, elementary music educators can successfully teach the approach in a variety of settings and scenarios with novice to advanced technological skills. In addition, the lessons can also be used for assessments, cross-curricular connections, higher order thinking skills, and sharing music making outside of the music classroom.

Why Would We Use Technology in the Elementary Music Classroom?

2020 ◽  
pp. 11-18
Author(s):  
Amy M. Burns
Keyword(s):  
Learning Styles ◽  
Music Educators ◽  
Elementary Music ◽  
Space Technology ◽  
Student Centered ◽  
Music Classroom ◽  
Music Making ◽  
Elementary Music Educators

If the music classroom is meant to be a creative, safe, music-making space, how do educators balance technology in that space? Technology can be used in the simplest teacher-directed ways, as well as in a more student-centered “doing music” environment, depending on how the teacher wants to utilize it and how the students respond to it. Using approaches like Dr. Ruben Puentedura’s SAMR (Substitution, Augmentation, Modification, and Redefinition) model and Liz Kolb’s Triple E (Engage, Enhance, Extend) Framework can help elementary music educators realize how much technology they want to use and when it would be the best tool for the students’ learning styles.

The Rhyme and Reason for Nursery Rhymes in the Elementary Music Classroom

2019 ◽  
Vol 33 (2) ◽  
pp. 90-96
Author(s):  
Brittany Nixon May
Keyword(s):  
Learning Environment ◽  
Music Educators ◽  
Learning Opportunities ◽  
Elementary Music ◽  
Social Emotional ◽  
Music Learning ◽  
Interdisciplinary Learning ◽  
Music Classroom ◽  
The World

Many educators have recognized how nursery rhymes can be used in classrooms to nurture the cognitive, physical, social, emotional, and music development of children. In the elementary music classroom, nursery rhymes can be used to foster a playful and engaging music learning environment, and prompt interdisciplinary learning opportunities. The vast repertoire of nursery rhymes from all over the world enables music educators to be conscientious and creative practitioners.

Using Technology with Elementary Music Approaches

2020 ◽  
Author(s):  
Amy M. Burns
Keyword(s):  
Music Education ◽  
Veteran Teachers ◽  
Music Educators ◽  
Project Based Learning ◽  
Elementary Music ◽  
Orff Schulwerk ◽  
Music Classroom ◽  
Integrated Technology ◽  
Integrating Technology ◽  
Elementary Music Educators

Using Technology with Elementary Music Approaches is a comprehensive guide to how to integrate technology into the popular elementary music approaches of Dr. Feierabend’s First Steps, Kodály, and Orff Schulwerk. It also includes ideas of integrating technology with project-based learning (PBL). It is written for elementary music educators who want to utilize technology in their classrooms, or possibly fear using technology but are looking for ways to try. It can be used by new teachers, veteran teachers, teachers with very limited technology, teachers with 1:1 devices in their music classroom, and undergraduate and graduate students. Edited and authored by Amy M. Burns, this book contains ideas, lessons, a supplemental website for resources, and examples that are field-tested and utilized in her own elementary music classroom. Burns has successfully integrated technology into her elementary music classroom for over two decades. She is a sought-after presenter and keynote speaker for integrating technology into the elementary music classroom and has written three additional books and numerous articles on the subject. She has also won four music education awards at state and national levels. In addition, the summary of each approach was written by four excellent elementary music educators and experts in the approaches: Dr. Missy Strong (Feierabend), Glennis Patterson (Kodály), Ardith Collins (Orff Schulwerk), and Cherie Herring (project-based learning (PBL) with music technology).

scholarly journals Successful urban elementary music educators : a phenomenological investigation

2021 ◽  
Author(s):  
◽  
G. Preston Wilson
Keyword(s):  
Music Education ◽  
Comparative Method ◽  
Music Educators ◽  
Elementary Music ◽  
Structured Interviews ◽  
Music Educator ◽  
Music Classroom ◽  
Urban Music ◽  
Pedagogical Decisions ◽  
Elementary Music Educators

The purpose of this study was to explore the characteristics and experiences of teachers who have been successful in urban elementary music classrooms. I aimed to garner an authentic picture and capture the essence of what it means to be a successful urban elementary music educator. This hermeneutic phenomenology was guided by two research questions: (1) What are the lived experiences of urban music educators who have been successful in teaching music at the elementary level? (2) What are the pedagogical approaches used by elementary music educators in urban contexts? The related sub-questions were as follows: (1) What characterizes success in the urban elementary music classroom? (2) What are characteristics of these educators (e.g., personal, educational, interpersonal)? Data collection included approximately 60-minute semi-structured interviews from eight participants. A constant comparative method was utilized to examine the coded transcripts. Trustworthiness was established through data triangulation, participant checking, and peer checking. Through the three-part analysis, six themes emerged: (a) relationships are key; (b) understanding how music functions for students; (c) willingness to perform unofficial job duties; (d) concerns about urban teacher preparation; (e) curricular and pedagogical decisions; and (f) urban music teacher characteristics. The findings of this study, as well as that of other scholars in music education, suggest that being a successful urban elementary music educator is the result of a composite set of skills. The teachers who participated in this study use creativity when making curricular and pedagogical decisions, possess a complex knowledge and understanding of their students, their students' families, and their students' community, and have a deep affection for what they do and whom they serve. Successful urban elementary music educators can serve as valuable resources to provide understanding and offer suggestions for improving urban music education, including ways to nurture and develop the next wave of music educators.

Project-Based Learning

2020 ◽  
pp. 173-206
Author(s):  
Amy M. Burns
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Design Thinking ◽  
Elementary Classrooms ◽  
Project Based Learning ◽  
Elementary Music ◽  
Music Classroom ◽  
The Core ◽  
Essential Questions ◽  
Problem Solve

Amy M. Burns presents the approach of Project-Based Learning (PBL) in the elementary music classroom. The PBL approach focuses on the students learning the skills of research and problem-solving by answering essential questions over a period of time. Burns and Cherie Herring contributed to the PBL activities. In addition, they also address the process of Design Thinking, where students problem-solve solutions using the method of empathizing, defining, ideating, creating a prototype, testing, and going through the process again to redefine and improve. Burns and Herring demonstrate how PBL and DT can span across the curriculum, while still keeping music at the core of the learning process in the music classroom. The projects are versatile and can be used in young to older elementary classrooms from one device in the classroom to a 1:1 classroom.

scholarly journals General Music Today Music Ideas Series: Viewpoints in Secondary General Music—Article Two: Power Trio: Three Ideas for Renewed Success With Classroom Ensembles

2019 ◽  
Vol 33 (1) ◽  
pp. 6-14
Author(s):  
Virginia Wayman Davis ◽  
Laura Singletary ◽  
Kimberly VanWeelden
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Practical Experience ◽  
Upper Elementary ◽  
Elementary Music ◽  
General Music ◽  
Music Classroom ◽  
Music Ensembles ◽  
Music Class ◽  
Instrumental Ensembles

In this second of three in the series, we explore methods for incorporating instrumental ensembles into your music classroom. Experiences such as performing on ukulele, bucket drums, and in modern popular music ensembles are excellent ways to provide meaningful, relevant music education to students of all ages. Using both research-based information and practical experience, we will discuss ideas for three common instrumental ensembles. The techniques and resources provided in this article are starting points, appropriate for various levels and configurations of music classes: upper elementary music classes, secondary general music classes, afterschool or extracurricular music groups, or for teachers seeking to start an alternative ensemble or rebrand an existing nonperformance music class.

Integrating Social-Emotional Learning Into Our “New Normal” Teaching Elementary General Music

2020 ◽  
pp. 104837132096137
Author(s):  
Taryn Raschdorf ◽  
Brittany Nixon May ◽  
Amie Searcy
Keyword(s):  
Music Teachers ◽  
Social Emotional Learning ◽  
Music Educators ◽  
Emotional Learning ◽  
General Music ◽  
Music Curriculum ◽  
Social Emotional ◽  
Building Relationships ◽  
Music Classroom ◽  
Elementary General Music

As social-emotional learning (SEL) initiatives are being adopted by many states and school districts, many music teachers have been actively and successfully integrating SEL into their elementary general music curriculum. Whether teaching in person or remotely music educators can create an environment conducive to SEL by practicing mindfulness, building relationships with and between students, encouraging family music engagement, and engaging in inclusive music activities. In this column, you will find resources and ideas about SEL, discover how it looks and functions in the music classroom (virtual or not), and hear from music educators who currently incorporate SEL in their teaching.

Caring and Connectivity: A Framework for Active Caring in the Music Classroom

2020 ◽  
Vol 106 (4) ◽  
pp. 50-56
Author(s):  
Sarah Watts ◽  
James Eldreth ◽  
Timothy Grant ◽  
Julie Renne
Keyword(s):  
Music Educators ◽  
Nel Noddings ◽  
Caring Relationships ◽  
Four Dimensions ◽  
Music Classroom ◽  
Music Classrooms

In an age where caring for others may seem like a relic of a bygone era, we all must be reminded of the importance of active caring in the classroom and beyond. This article explores the work of Nel Noddings, an educational scholar at the forefront of caring research, and her four dimensions for bringing active caring into the classroom. Modeling, dialogue, practice, and confirmation provide teachers with concrete starting points for reflecting on the ways in which they cultivate caring in their music classrooms and how they develop caring relationships with students that reflect the ways they need and want to be cared for. Music educators often work with the same students over the course of many years—it is to our advantage to use this time to teach caring and teach with care.

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