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The Music and Literacy Connection


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Table of Contents

Foreword Preface Acknowledgments Introduction Chapter 1 The Threads of the Literacy Fabric: Foundation for The Music and Literacy Connection Creating a Common Vocabulary Decoding: Learning Musical Language and about Musical Language Implications of School-Reform Issues Implications for Music Educators: The Common Core State Standards for English Language Arts and the National Core Standards for the Arts Part I: Principle 1-Children are Interactive Learners. Chapter 2 Learning Language through Musical Play The Role of Play in Learning Theories of Child Development that Support Play Functional and Practice Play The Teacher's Role in Play and Literacy Development Language Learning through Play The Role of Music in Play and Literacy Learning Language Literacy and Musical Play The Teacher's Role Exercises for Professional Development Part II: Principle 2-Music Teachers are Literacy Teachers; Classroom Literacy Teachers are Music Teachers. Chapter 3 Music in the Reading Environment: Decoding Enhancing Reading Strategies Using Music Phonological Awareness Phonemic Awareness Rhyming Phonemic Awareness and Phonic Instruction Sight Identification Graphophonemic Awareness Cueing Systems Awareness Fluency Exercises for Professional Learning Chapter 4 Reading in the Music Environment: Decoding Enhancing Music and Reading Strategies: Completing the Connection Loop Developing Specific Decoding Skills in the Music Classroom Exercises for Professional Learning Chapter 5 Music in the Reading Environment: Comprehension Acquiring Conceptual Understanding Curricular Integration Strategies Used Before Reading Questioning Strategies Teaching Conceptually Exercises for Professional Learning Chapter 6 Reading in the Music Environment: Comprehension Attention Working Memory Long Term Memory Comprehending Music Elements: Developing Conceptual Understanding of Music Inquiry the Music Classroom Modeling Building a Vocabulary Cooperative Learning Activities Some Cooperative Learning Group Techniques Reflecting on Teaching for Musical Understanding Exercises for Professional Learning Part III: Principle 3-Literacy Can Be Taught through Multiple Processes. Chapter 7 Considerations, Adaptations, Enhancements Music in the Reading Environment: Decoding Considerations Comprehension Considerations Enhancements through Media: Helpful or Hurtful for Comprehension? Reading in the Music Environment Decoding Considerations Comprehension Considerations Adaptations across Reading and Music Environments Materials Adaptations Simplification Use Iconic Representations or Graphic Cues Pacing Task Analysis and Separation Scaffolding Repetition Modeling Text Reading Enhancements Music Reading Enhancements Special Education and English Language Learners Differentiated Instruction Music Education Differentiation Ten Applications for Materials in this Chapter Exercises for Professional Learning Chapter 8 Common Connections: Skills and Concepts for Lifelong Learning Listening, Viewing and Speaking: Building Blocks for Language and Literacy Connecting Concepts with Skills: LVS Skills First? Create, Critically Think, Communicate, Collaborate Common Core Connections with Core Arts Executive Functions Arts Education: Language Arts Skills LVS Skills in Language Arts LVS Skills in the Music Classroom: Listening, Viewing, Speaking Anchor Standards: Tooling for Differentiation Exercise for Professional Learning Chapter 9 Writing in the Music Classroom Writing Genres The Six-Trait Model of Writing The Six-Trait Model of Writing for Music Composition Other Writing in Music Class: Journaling Forms of Writing Writing for Developmentally Delayed Students Language and Experiential Aspects Writing for English Speakers of Other Languages (ESOL) Teacher Roles Exercises for Professional Learning Part IV: Musical Training Provides Lifelong Benefits. Chapter 10: Literacy Connections for Secondary Students (Brian Weidner, Contributing Author) Literacy Skills at the Secondary Level Decoding Higher-Order Thinking in Music at the Secondary Level Higher-Order Thinking and Executive Functioning 21st Century Skills, Executive Functions, and Instructional Strategies Teacher Evaluations Exercises for Professional Learning Chapter 11 A Summary of Research Supporting the Benefits of Music Training Early Childhood: Play, Musical Experiences, and Musical Development Emergent Reading Development Language and Reading Acquisition Brain and Language Development Working Memory and Transfer Attention Memory, Emotion, and Learning Experiences for Professional Learning Appendixes Appendix I: Assessments of Literacy Appendix II: SMART Board Applications Appendix III: Cross-Disciplinary Literacy Examples Appendix IV: Analytic Scoring Guide for Evaluating Music Composition Bibliography

About the Author

Dee Hansen, DMA, is professor of music education at The Hartt School, University of Hartford. She is known for her work in literacy and music learning, curriculum and assessment development, and leadership. Elaine Bernstorf, PhD, CCC-SLP is professor of music education at Wichita State University, Kansas and a speech pathologist known for her work in disabilities, literacy, and arts integration. Gayle Stuber, PhD, is the Early Childhood Coordinator for the Kansas State Department of Education. In addition to working with schools across the state, she is actively involved in national initiatives for early childhood education.


Pressure to improve student literacy skills has grown in this era of common core state standards (CCSS) and the Race to the Top initiative. Many administrators and specials teachers have sought to tie subjects such as music to literacy as a means of obtaining greater student achievement in this area. The Music and Literacy Connection provides a framework that will permit music education specialists, administrators, reading specialists, and general education teachers to teach musical activities in a way that allows students to transfer certain skills to reading. The book, which also contains an introduction and appendices, is organized into four parts that treat children as interactive learners, explore the connection between literacy and music instruction, discuss ways to teach literacy through multiple processes, and examine the lifelong benefits of musical training. The book includes detailed explanations of some of the fundamentals of music and literacy instruction and a variety of charts, tables, figures, and other visuals that make the work accessible to all. Especially useful are a variety of subsections directed at practitioners, including recommendations for using instructional strategies with cooperative groups, children of different ages, and connections with the CCSS. Summing Up: Highly recommended. General readers, upper-division undergraduate students, and above. * CHOICE *
As an educator and teacher of future educators, I am forever looking for new, more relevant materials to bolster our teaching methods courses. In that regard, I find the revised edition of The Music Literacy Connection to be a useful resource with a number of different potential applications. For example, it offers a fresh look at such necessary topics as writing and assessing meaningful learning outcomes, constructing lesson plans for a broad range of teaching/learning environments, and using various new technologies, to name only a few. It also provides some important insights into rapidly changing national trends in educational policy with special attention to several relevant Common Core Standards. The detailed, practical, and up-to-date content of this book; consistently communicated in a straightforward no-nonsense way; makes it a useful tool in our arsenal of materials to prepare pre-service Pre-K-12 teachers in both music classroom and general classroom settings. -- Marvin E. Latimer, Ph.D., associate professor of choral music education, music education department head, The University of Alabama
The Music and Literacy Connection" remains a core text about the importance of making music literacy and holistic literacy connections in public school settings. It is a rich resource for creating or revising K-12 music curriculum based on the National Core Arts Standards and the Common Core State Standards. Simsbury Public School teachers have worked with the text as a guide during professional development sessions about the importance of music and literacy connections. Our teachers have become experts at making those connections come to life in their classrooms. The Music and Literacy Connection is the most comprehensive professional development that a classroom teacher or building administrator could receive about the impact of music education in the general classroom. It should be a required text for all students completing degrees in music education. The Music and Literacy Connection is a must read for all music educators! -- Angela D. Griffin, K-12 director of music and performing arts, Simsbury Public Schools, Simsbury, CT
The Music and Literacy Connection is a valuable resource for all music educators, though particularly for those called upon to address The Common Core State Standards in English Literacy. Included in this text is research to support the relationship between music and literacy, as well as practical ideas for the classroom teacher. This text skillfully attends to the skills and knowledge students must have related to reading, without neglecting the importance of music learning. -- Alice-Ann Darrow, Irvin Cooper Professor of Music Therapy and Music Education, came to The Florida State University in 2003 from The University of Kansas

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