Measuring Singing Voice Development in the Elementary General Music Classroom

1998 ◽  
Vol 46 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Lili M. Levinowitz ◽  
Pamela Barnes ◽  
Susan Guerrini ◽  
Margaret Clement ◽  
Pasquale D'April ◽  
...  
Keyword(s):  
General Music ◽  
Singing Voice ◽  
Music Classroom ◽  
Elementary General Music ◽  
Voice Development

Research-to-Resource: Developing a Culturally Responsive Mind-Set in Elementary General Music

2018 ◽  
Vol 37 (2) ◽  
pp. 11-14 ◽  
Author(s):  
Jacqueline Kelly-McHale
Keyword(s):  
Culturally Responsive ◽  
Community Context ◽  
General Music ◽  
Practical Applications ◽  
Music Classroom ◽  
School Teaching ◽  
Elementary General Music ◽  
Cultural Responsivity ◽  
Mind Set ◽  
Context Specific

The terms culturally responsive teaching and culturally responsive pedagogy have become more common in the vernacular of public-school teaching. However, practical applications of cultural responsivity are not often clearly presented due to the nature of being responsive. Responsivity requires knowledge of students and community (context) specific to each teaching context. Content and materials should then be derived from the development of the contextual understanding. This is why presenting a tool box of culturally responsive practices is not possible when seeking to become more culturally responsive in the classroom. This article seeks to situate cultural responsivity as a mind-set as opposed to an approach or method within the elementary general music classroom. Practical steps that can be taken toward the development of this mind-set are then presented with a focus on context and content.

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.

Overcoming the Octave Displacement: Vocal Modeling Strategies for Male Elementary General Music Teachers

2018 ◽  
Vol 31 (3) ◽  
pp. 66-72
Author(s):  
Tiger Robison
Keyword(s):  
Music Teachers ◽  
Cognitive Strategies ◽  
Music Teacher ◽  
General Music ◽  
Singing Voice ◽  
Vocal Health ◽  
Elementary General Music ◽  
Instrumental Accompaniment ◽  
Vocal Modeling

The purpose of this article is to address the issue that children’s natural singing voices and pitch perception are in a treble range, and a male elementary general music teacher’s natural singing voice is an octave below. There are many strategies to overcome this significant but manageable obstacle in daily teaching, including monitoring of vocal health, use of instrumental accompaniment, encouragement of student vocal modeling, specific vocal exercises and cues, and cognitive strategies to help students discern between child and adult voices. Specific games, prompts, and rubrics are also included in this article to help guide any male elementary general music teacher to the most appropriate long-term vocal modeling solutions.

A Historical Perspective from Folklorist Henry Glassie: Roots of Folk Songs in Music Education

2021 ◽  
pp. 153660062110092
Author(s):  
Ian Cicco, M.M.Ed.
Keyword(s):  
Music Education ◽  
Folk Songs ◽  
Folk Song ◽  
Professor Emeritus ◽  
General Music ◽  
Indiana University ◽  
Music Classroom ◽  
Field Notes ◽  
Elementary General Music ◽  
Oral History Interviews

The purpose of this study was to examine the sociocultural roots of folk songs from the perspective of renowned folklorist Henry Glassie. Dr. Henry Glassie holds the rank of Professor Emeritus at Indiana University, where he previously served on the faculty for the Department of Folklore and Ethnomusicology. Primary sources included Glassie’s archived collection of folk song transcriptions, recordings, and field notes from the Appalachian region between 1961-1967, housed at the Archives of Traditional Music at Indiana University. A total of 1,665 titles from elementary general music sources were cross-referenced with Glassie’s collection, 26 of which appeared in the archived account. Two oral history interviews with Glassie revealed that folk songs that are commonly used in elementary general music classrooms have historical roots of which teachers may be unaware. The songs in this study raise ethical and moral questions regarding their use in the general music classroom and suggest that teachers carefully research folk songs and their related meanings.

The Journey From Instrumental to Elementary General Music Education: How to Succeed in a New Specialization

2018 ◽  
Vol 32 (1) ◽  
pp. 13-17
Author(s):  
Christa R. Kuebel
Keyword(s):  
Music Education ◽  
General Music ◽  
Education Majors ◽  
Music Classroom ◽  
Elementary General Music ◽  
Music Education Majors

For various reasons, instrumentalist music education majors may find themselves teaching in an elementary general music classroom. Based on research and experience, this article will discuss why the transition from instrumental to elementary general music education may occur as well as offer suggestions to support instrumentalists new to the elementary general music classroom.

Assessment Practices in American Elementary General Music Classrooms

2019 ◽  
pp. 422-444
Author(s):  
Jeff Marlatt
Keyword(s):  
Best Practice ◽  
Multiple Roles ◽  
Assessment Practices ◽  
General Music ◽  
Music Classroom ◽  
Musical Knowledge ◽  
Elementary General Music ◽  
Music Specialist ◽  
Practice Assessment ◽  
Assessment Strategies

Children in the elementary general music classroom assume multiple roles as they create, perform, respond to, and make connections through music. When children create, they demonstrate musical knowledge, skills, and understandings as they compose and improvise. As performers, they demonstrate musical skill and technique while moving, singing, and playing. To make meaning in music, children respond by listening and evaluating. Finally, when relating artistic experiences they make connections to enhance personal meaning and relevancy. The elementary general music specialist is in a unique position to assess these diverse behaviors in an authentic manner. Music teachers gather and interpret assessment information, record student progress, and communicate student success. An examination of best-practice assessment strategies in American elementary general music classroom is included in this chapter.

The Relationship of Selected Observational Variables to the Teaching of Singing

1977 ◽  
Vol 25 (2) ◽  
pp. 115-130 ◽  
Author(s):  
Hildegard Froehlich
Keyword(s):  
Effective Teaching ◽  
General Music ◽  
Interaction Patterns ◽  
Music Classroom ◽  
Specific Teaching ◽  
Elementary General Music ◽  
Relationship Of ◽  
The Relationship ◽  
Criterion Variables

The purpose of this study was to investigate some observational variables that might contribute to the effective teaching of singing in the elementary general music classroom. The specific problems were (1) the development of an instrument that would satisfactorily describe activities and interaction patterns related to the teaching of singing in the elementary general music classroom, and (2) the investigation of those activities and interaction patterns that related significantly to selected criterion variables defined as a measure of specific teaching of singing. Results indicated the observational instrument included a usable number of variables which were established as consistent and stable. The variables observed on a stable basis were also established as concurrently valid. The effective teaching of singing was related to specific teaching patterns observed in some of the classrooms. These patterns were found to occur in classes in which a larger proportion of students had private musical instruction, the teacher had taught for a longer period of time, and the teacher participated in choral activities outside school.

Constructing Informal Experiences in the Elementary General Music Classroom

2018 ◽  
Vol 104 (3) ◽  
pp. 46-53 ◽  
Author(s):  
Donna Hewitt
Keyword(s):  
Upper Elementary ◽  
General Music ◽  
Classroom Setting ◽  
Music Learning ◽  
Music Classroom ◽  
Informal Music Learning ◽  
Music Making ◽  
Learning Practices ◽  
Elementary General Music ◽  
Out Of School

Children often spontaneously yet purposefully sing songs or create rhythms outside the formal classroom setting to reflect the ways in which they naturally engage with music. Researchers have studied these informal music learning practices to incorporate these experiences into the classroom to offer lessons that are engaging and better reflective of children’s out-of-school musical worlds. This article offers strategies for teachers to incorporate these practices into an upper elementary general music classroom through combining elements of constructivism and the research of Lucy Green on informal music learning and popular musicians. Informal music learning offers another way of thinking about music learning and providing joyful and meaningful music-making experiences in the classroom.

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