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A Correlative, Annotated Bibliography of Song Literature for Grade One Jacqueline Roberta Hawkins Central Washington University

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A Correlative, Annotated Bibliography of Song Literature for Grade One Jacqueline Roberta Hawkins Central Washington University Central Washington University ScholarWorks@CWU All Master's Theses Master's Theses 1965 A Correlative, Annotated Bibliography of Song Literature for Grade One Jacqueline Roberta Hawkins Central Washington University Follow this and additional works at: http://digitalcommons.cwu.edu/etd Part of the Curriculum and Instruction Commons, and the Teacher Education and Professional Development Commons Recommended Citation Hawkins, Jacqueline Roberta, "A Correlative, Annotated Bibliography of Song Literature for Grade One" (1965). All Master's Theses. Paper 460. This Thesis is brought to you for free and open access by the Master's Theses at ScholarWorks@CWU. It has been accepted for inclusion in All Master's Theses by an authorized administrator of ScholarWorks@CWU. A OORBELA.TIVE, illTOTATED J3IJ3LIOGRA.PHY OF SONG LITEBATURI FOR GBADE ONE A Thesia Presented to the Graduate Jacult7 Central Washington State College In Partial l'ulf illment of the Requirements for the Degree Master of Education by Jacqueline Roberta Hawkins June 1965 Jr_;· ·C '/.a~ I-\ B"tl.l.g CI'I APPROVED FOR THE GRADUATE FACULTY ________________________________ G. Russel Ross, COMMITTEE CHAIRMAN _________________________________ John Schwenker _________________________________ John E. Davis AOKNOWLEDGMENTS The writer wiehes to expreas sincere gratitude to Dr. Russell Ross, Ohairman of the Oom.mittee. for hia guidanoe. assistance and encouragement in directing the writing of this paper. Appreciation ia also given to Dr. John Davia and Mr. John Sohwenker for serving on the committee. TABLE OF OONTEliTS ORA.PT.ER PAGE I. THE PROBLEM AND DEFINITION OF TERMS USED • • • • • • • • • • 1 The Problem • • • • • • • • • • • • • • • • • • • • • 1 Definition of Tel"llla Used • • • • • 2 Bibliography • • • • • • • • • • • • • • • • • • • • 2 Song literature • • • • • • • • • • • • 2 Annotated • • • • • • • • • • • • • • • • • • • 2 Correlative • • • • • • • • • • • • • • • • 2 Ginn •• •••• • • • • • • • • • • • • • ••• • • 2 A .B.O. • • • • • • • • • • • • • • • • • • • • • 2 S .B.C. • • • • • • • • • • • • • • • • • • • • • 2 F.P.O. • • • • • • • • • • • • • • • • • • • • • • • • 2 P.H •• • • • • • • • • • • • • • • • • • • • • • • • 2 o.o.::s. • • • • • • • • • • • • • • • • • • • • • • 3 N.A.K.M.C. • • • • • • • • • • • • • • • • • • • • • • 3 A. and B. • • • • • • • • • • • • • • • • • • • • • • 3 s.-:s. • • • • • • • • • • • • • • • • 3 p.p. • • • • • • • • • • • • • • • • • • 3 Limitations of the Study • • • • • • • • • • • • • • 3 II. REVIEW OF REIATED LITERATURE • • • • • • • • • • • • • • 4 The Correlative Approach • • • • • • • • • • 4 Criteria of Song Literature • • • • • • • • • • • • 6 Singing with Children •••••••••• • • • • • • • 9 III. AN .A.NliO'l!ATED BIBLIOGBAPHY OF MUSIC LITERATURE FOR GRADE ONE 13 Songs about Weather • • • 15 iii CHAPTER PAGE Seasonal Songs • • • • • • • • • • • • • 19 Autumn • • • • • • 19 Winter • • • • • 21 Sprill8 • • • • • • • • • • • • • 25 Summer • • • • • 29 Special Day Songs • • • • • • • • • • • • 30 Birthday • • • • • • • • • 30 Halloween • • • • • 31 Thanksgiving • • • • • • • • 33 Christmas • • • 37 N'ew Years • • • • 45 Hanukah • 46 Simhat Torah • • • 47 St. Valentine 1 s Day • • • • • • • 48 St. Patrick's Day • • • • • 50 Easter • • • • • • • 51 Patriotic • • • • • • 53 Arbor Day • • 56 May Day • • • • 57 Mother's Day - Father's Day • • • • • • • • • 58 Fourth of July • • • • • • • • • • • • 59 Songs about Me, Mine, Family, Home • • • • • • 60 Songs for Play: WalldDg, Running, Hopping, Skipping, etc. 73 Soll8s about Toys • • • • • • • • • • • 92 iv CHAPTER PAGE Songs about Instrumenta • • . 97 Soll8s about People Who Help Us . 106 SoJl8s about Foods • . 112 Songs about Clothes • • • • • • • • • • • • • • • • • • • • 119 Songs about School . 122 Nursery Rhymes . 127 Counting SoDge . 133 .i'oreign Language Songs . 137 Songs about Transportation: Boats, Trains, Care, Airplanes 142 SOD8B about the Sky Moon, Stars, Sun • • • • • • • • • • 151 Circus Songs • • • • • • • • • • • • • • • • • • • • • • • 154 Songs about Animals Pets, Farm, Zoo • • • •••••• 157 Songa about Small Animals - Insecta, :Bugs and Other ThiDge 173 SoDgs about Water and Water Animals • • • • • • • • • • • • 177 Songs about Birds and Fowl • • • • • • • • • • • • • • • • 181 Musical Finger Plays • • • • • • • • • • • • • • • • • • • 188 Action So?l€s • • • • • • • • • • • • • • • • • • • • • • • 189 Singing Games . • • • 200 Tone Calls, Scale Songs, Question-Answer So?l€s, etc. • •• 211 American Indian Songs • • • • • • • • • • • • • • • • • • • 222 Songs of Make Believe . 224 IV. SUMMARY .AND CONCLUSIONS . 226 Sl1D1Dl8.ry • • • • • • • • • • • • • . 226 Conclusions • • • • • • • • • • • . 227 BIBLIOGRAPHY • • • • • . 229 CHAPTER I THBl PRO:BLEM A.ND DEFilUTION OF 'YE.RMS USED The first grade teacher in a self-contained claseroom attempts to provide a well-rounded program of education. Music is a very i11q>or­ ta.nt :part of this program. In order to have an excellent music program, the tee.oher needs to have a good basio knowledge and understanding of music, a good basic knowledge and understandin& of children, and a ready reference to what is available in the area of .mu.sic for use at the first grade level. Numerous texts in music are available. Each public school gen­ erally provides one or several of these texts. However, the teacher needs to be aware of all the suggested song and music 11 terature that is available at the preaent time in order to provide an excellent program in music. I. THBl PROBLEM Statement 2!. ~ Qroblem. It is the purpose of this study to provide an annotated bibliography of music literature with suggested correlation for grade one. Isrporta.nce Q!. the study". The first grade teaab.er needs to have song and music literature available to meet the existing needs of chil­ dren. In order to do this, the teacher has to know what is available in texts in all areas of learning. This bibliography is an attempt to pro­ vide the teacher with information concerning the material available in 2 first grade music texte. II. DEFINITION OF TERMS USED Certain terminology, although in common use in music eduoation, may be strange to the layman and need definition. In this study, "bibliography" refers to two things: 1. A listing of all the music literature for use in first grade. 2. A listing of fourteen firet grade muaic texts and books of importance to the area of mu.sic education. ~ literature refers to songs for singing and rhythmic activi- ties and to piano pieces for listening and rhythmic activities. Annotated means a brief comment, including such things as com- poser, type of music, what the song is about, B'\1€gested accompaniment, mood, suggested rhythmic activities, length, rhythm, range, and national origin. Correlative aeans combinin& mu.sic with all other subject areas found in the curriculum. The abbreviations for publishers of the music books referred to here need the following clarification: Ginn. Ginn and Company, Ohioago, Illinois A.:B.C. American Book Company, Chicago, Illinois s.:s.a. Silver Burdett Company, San Francisco, California F.P.O. Follett Publishing Company, Chicago, Illinois f.J!. Prentice-Hall, Incorporated, Englewood Cliffs, New Jerse7 C.O.E. C. C. Birchard a.nd Company, United States N.A.K.M.C. Neil A. Kjos Music Company, Chicago, Illinois A. and B. Allyn and Bacon, Incorporated, Belmont, California S. -B. SW11ID1'-Birchard Ooq>any, Evanston, Illinois :e..ut• piano piece III. LIMITATIONS OF THE STUDY Thia annotated bibliography of music literature is an objective listill8 of available music literature found in music texts to help teachers correlate music with other Sllbject areas for enrichment. It does not eliminate the need for teaching music as such. It merely em­ phasizes the need for Dlllsia throughout the daily lives of children. The present bibliography does not atteq>t to differentiate good music literature from poorly written or trite literature. All music literature selected for firet grade texts was inaluded. The evaluation and selection of good music literature hae been left to each individual teacher. The previously stated criteria of SOll8 selection, by authorities in the field of music education, may be of assistance at this point. Finally, this bibliography is not a teacher's guide for the pur­ pose of telling teachers how to teach music. It was designed to help the teacher correlate music with other subject areas for enrichment, keepiDg in mind the need to evaluate the individual merit of each piece of music:. CHAPTER II .REVIEW OJ!' .REIA'r.ED LITEBA.TURE To understand mat was available in song and mueic literature in music texts, the writer has reviewed the music literature that is specifically for first grade. The writer has also reviewed books that were of importance to the area of music education. For purposes of efficient summarization, the literature will be reviewed in this chapter under the following headinge: The Correlative Approach; Criteria of Song Selection; end SingiI18 with Children. I. THE CORRELATIVE APPROACH Nye and Nye described the use of music in other areas of the cur- riculum in this way: A beautiful song that possesses emotional values and that describes experiences meaningful to children has universal appeal. These aesthetic, emotional, and cul­ tural qualities point toward this son& 1 s possible use to add interest, meaning, 81ld enjoyment to other areas of the curriculum.. It is also true that the subject matter of other areas can make lllllsic activities more interesting,
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