Kodály in the kindergarten classroom : developing the creative brain in the 21st century PDF
Preview Kodály in the kindergarten classroom : developing the creative brain in the 21st century
Kodály in the Kindergarten Classroom Kodály Today Handbook Series Mícheál Houlahan and Philip Tacka Kodály Today: A Cognitive Approach to Elementary Music Education, second edition Kodály in the Kindergarten Classroom: Developing the Creative Brain in the 21st Century Kodály in the First Grade Classroom: Developing the Creative Brain in the 21st Century Kodály in the Second Grade Classroom: Developing the Creative Brain in the 21st Century Kodály in the Third Grade Classroom: Developing the Creative Brain in the 21st Century Kodály in the Fourth Grade Classroom: Developing the Creative Brain in the 21st Century Kodály in the Fifth Grade Classroom: Developing the Creative Brain in the 21st Century Kodály in the Kindergarten Classroom Developing the Creative Brain in the 21st Century Mícheál Houlahan Philip Tacka 1 1 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford is a registered trademark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016 © Oxford University Press 2015 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Library of Congress Cataloging-in-Publication Data Houlahan, Mícheál. Kodály in the kindergarten classroom: developing the creative brain in the 21st century/Micheál Houlahan, Philip Tacka. pages cm. — (Kodaly today handbook series) Includes bibliographical references and index. ISBN 978–0–19–935586–0 (hardback) — ISBN 978–0–19–935587–7 (online file) — ISBN 978–0–19–935588-4 (online content) 1. Preschool music—Instruction and study. 2. Kodály, Zoltán, 1882-1967. 3. Kindergarten—Curricula I. Tacka, Philip. II. Title. MT1.H837 2014 372.87—dc23 2013038241 9 8 7 6 5 4 3 2 1 Printed in the United States of America on acid-free paper This book is dedicated to the memory of Katalin Forrai, who inspired us to think inside and outside the box! Contents Acknowledgments • xi Introduction • xiii About the Companion Website • xxiii 1 Developing a Music Repertoire of Songs and Books for the Kindergarten Music Classroom • 1 Getting Started: Repertoire to Teach During the First Weeks of Music Lessons • 4 Developing a Musical and Sequential Early Childhood Lessons for the First Weeks of Music Classes • 5 Step 1: Teach a New Song • 6 Step 2: Initiate a Greeting; Review a Known Song or Teach a New Song • 9 vii Step 3: Initiate a Greeting; Review a Known Song; Teach a New Song; Play a Known Game or Movement Activity • 10 Step 4: Initiate a Greeting; Review a Known Song; Vocal Technique Exercise; Teach a New Song; Play a Known Game; Review a Known Song; Do a Closing Activity • 12 Repertoire for Singing, Movement, and Playing on Instruments • 13 Songs for Listening • 14 Repertoire for Teaching Musical Concepts and Skills • 15 Guidelines for Selecting Repertoire Material for the Early Childhood Classroom • 15 Building Blocks of Children’s Songs and Games • 23 Guidelines for Selecting Repertoire for Classroom Use • 25 Creating an Alphabetized Song Repertoire List • 26 Analyzing Song Repertoire • 27 Analysis Definitions • 28 Analysis and Pedagogical Use • 29 Pedagogical Analysis • 29 What Are the Connections Between Music Literacy and Reading Literacy? • 30 Connections Between Singing and the Development of Literacy • 31 Making Connections Between Songs and Books • 37 Connections to Literature • 38 Developing a Lesson Plan Framework Based on Quality Musical Repertoire • 40 CoNTENTS Using a Generic Lesson Plan Format to Design a Music Lesson • 41 ongoing Assignments • 43 2 Building the Framework of a Kindergarten Music Curriculum • 53 Kodály Philosophy of Music Education • 55 The Multiple Dimensions of Musicianship • 56 Building the Framework of a Kindergarten Curriculum • 59 Ongoing Assignment • 65 3 Developing Creative Expression Through Singing, Movement, and Playing Instruments • 69 Singing • 69 Singing Games and Movement • 84 How to Develop a Child’s Movement Skills Through Singing Games • 86 Connections to Literature-Developing Movement Skills • 97 Incorporating Improvisatory Movement into Singing Games and Listening • 98 Movement and Improvisation • 100 Instruments • 101 Connections to Literature-Developing Instrumental Skills • 103 Ongoing Assignment • 104 4 A Model of Learning and Instruction for Teaching Music Concepts viii and Skills • 107 A Model for Music Learning and Instruction • 109 How Does the Model of Learning and Instruction Promote Twenty-first Century Learning Skills and Creativity? • 117 A Comparison of the Houlahan/Tacka Model to others in Kodály Instruction • 120 Developing a Lesson Plan Framework Based on the Houlahan/Tacka Model of Learning and Instruction • 123 Ongoing Assignment • 127 5 Teaching Music Concepts in Kindergarten • 130 Strategy for Teaching Music Concepts • 131 Strategy for Teaching Beat • 138 Strategy for Teaching Tempo: Fast and Slow • 149 Strategy for Teaching High and Low Voices (Rhymes and Chants) • 155 Strategy for Teaching Concept of Rhythm: Patterns of Short and Long Sounds • 167 Ongoing Assignment • 175 6 Cultivating Music Skills and Creativity • 177 Skill Development in the Kindergarten Classroom • 177 Ongoing Assignment • 183 Form • 183 Improvisation • 185 Part Work • 190 CoNTENTS Listening • 191 Movement and Listening • 197 Ongoing Assignment • 198 Building a Lesson Plan Framework That Incorporates Musical Skill Development • 199 Lesson Planning • 203 ongoing Assignment • 204 7 Sequencing and Lesson Planning • 207 General Considerations for Lesson Planning • 207 Transitions in Lesson Plans • 208 Examples of Lesson Plan Structures for the Kindergarten Classroom • 210 Evaluating a Lesson • 219 Adapting Lesson Plans for the Inclusive Classroom • 220 Special Needs Students • 220 Gifted and Talented Children • 225 Unit Plans: Teaching Musical Concepts and Skills in the Kindergarten Classroom • 226 ongoing Assignment • 327 8 Assessment and Evaluation in Kindergarten • 330 Assessment of Child Learning • 330 ix Assessment Rubrics for Musical Concepts • 342 Evaluating Music Teaching • 357 Assessment of Teaching: Teaching a Lesson • 362 ongoing Assignment • 368 9 Organizing Your Teaching Resources for the Kindergarten Classroom • 370 What Are the Components of a Teaching Resource Folder? • 370 Ongoing Assignment • 374 Appendix 1 Songs and Related Children’s Literature for the Kindergarten Classroom • 377 Appendix 2 Alphabetized List of Children’s Literature • 460 Appendix 3 Children’s Literature Related to Music Concepts for the Kindergarten Classroom • 489 Appendix 4 Monthly Plans • 494 Notes • 511 Sources • 515 Credits • 517 Index • 525
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