DOCUMENT RESUME

ED 102 137 SP 008 919

TITLE Indiana University Al+ernative School Teacher Education Program. INSmITUTION Indiana Univ., Bloomington. School of Education. PUB rAT? 74 NOTE 48p.

EDPS PRILF MF-$0.76 HC-$1.95 PLUS POSTAGE DESCBTPTOPS *Alternative Schools; Preservice Education; Public School Systems; *Teacher Interns IDENTIFIEPS *Distinguished Achievement Awards Entry

ABSTBACT As public school districts have begun to develop optional alternative schools, a common concern has been where to find trained teachers to staff the schools. For the past four years Indiana University has worked closely with several of these school districts in developiLg a field-based teacher education program to prepare new teachers for these schools. The studentwill spend two summers on graduate course work, with the time inbetween spen'... as an intern in an alternative public school. By the time the program is completed, teachers will have demonstrated their ability to do the following:(a) conceptualize the kind of teachers they want to become and develop and complete a program of self-development designed to move thet toward that, (I)? develop a comprehensive rationale for alternative education and be able to describe and critique the types of alternatives in operation today, (c) obtain a field internship, (d) complete an internship in an alternative public school, (e) create and implement a new educational component for the public school district in which they are interning,(f) participate in the professional development of future interns, and (g) obtain a position in public education. The program also has a number of important objectives related to creating and maintaining new alternative schools and programs.(A list of cooperating public schools, an illustration of a field-based center, a program description, and an external program evaluation are included.) (PB) Music US OE PAR TME NT OF NEAL 7.4 in v..rEmf Of 4 krrk, OA O4f,A4ZAT01.4 tv:),' ElDuCATiONf rAr /, & WELFARETIOIVAL.o.Pf .4 EOUC AttON msirruieAV. AtAC f.,10 PEE% TROY RE is% OF .414eA O +t f al /440946, sysTT ...I 0, f G DO HO Ar: esf Os(fSlA -f Si OR OR s, OW, RE POE ElementaryAfter the original free distribution of this bulletin (743), additional copies may be purchased for $1.50; however, with the increasing f O AT '0% POk',04 r)ct on f v EducationOfficialSincedemand distributionTexas for educational Education of Agency material,Agency bulletins publicationsthe supply to the at offices are times not ofmay copyrighted, school be exhausted. district any and or all county sections superintendents of this bulletin is may mode be asduplicated. property of those offices and is not to be considered as personal property of the individuals who receive them. Division of Curriculum Development Texas Education Agency Austin, 201Texas East 78701 11th Street Fine Arts Section DISTRICTCOURTCOMPLIANCE ORDER, OF TEXAS, WITH CIVIL TITLETYLER ACTION VI, DIVISION CIVIL 5281, RIGHTS FEDERAL ACT DISTRICTOF 1964 AND COURT, THE MODIFIEDEASTERN withEducationEasternReviews specific District c,f Agency. requirements local of education TheseTexas, reviews ofTyler agenciesthe DivisionModified cover pertaining at are leastCourt conducted the Order.to following compliance periodicallyCivil policies Action with and byTitleNo. staffpractices: 5281,VI representativesCivil Federal Rights DistrictAct of 1964the Court, Texas and (3)(21(1) operationacceptancenon-discrimination of policiesschool bus on in routesstudentextracurricular or transfers runs on activities afrom non-segregated other and school the use basis; districts; of school facilities; (5)(4) enrollmentornon-discriminatory dismissing and ofassignment faculty practices and of staff in students the members hiring, without assigning, who workdiscrimination promoting,with children; on paying, the ground demoting, of race, reassigning color (7)(6) evidenceor non-discriminatorynational of origin;published oractices procedures relating for hearing to the complaintsuse of a student's and grievances. first language; and WherediscriminationpracticesIn addition a violation have to made conducting or ofare byTitle occuring. a citizen VIreviews, of the or citizenstheCivil Texas Rights residing Education Act isin found,a schoolAgency the district staff findings representatives where are itreported is alleged check to discriminatorythe complaints Office for of negotiation,IfCivil there Rights, be a theDepartment direct sanctions violation of required Health, of the by EducationCourt the Court Order and Order in Welfare. Civil are Action applied. No. 5281 that cannot be cleared through Foreword withpublicThefromThis guidelines nucleus guidekindergarten schools was of for andthe prepared evaluating throughguideuniversities wasto the provideand developed sixthwho updating grade.participatedadministrators by music music educationin educators theand Fine music instruction fromArts teachers AdvisoryTexas ProjecttheThisuniversitywere elementary curriculummade sponsored professors by selected grades guide by hefrom designedpresents music Texas all educationregionsEducation anto effectivereflect of supervisors, Texas.Agency.recent general trends music teachers, in musicprogram and educa- for Further contributions tionCommissionerM. andL. z3rockette to strengthen of Education music instruction in Texas public schools. iii Texas Education Agency Atatin, Texa4 (State BeaAd Sot STATE BOARD OF EDUCATION Vocational Educatiogl CarlisleJoeJamesVernon Kelly M. Baird, Cravens, Binior,Butler, Fort AbileneArlingtonHouston Worth i;tanly Dr.E. M.William Huggins, N. Paul Mathews, (;reenville Picha'isor. Fulshear Houstor. W.Jusephrmar H.Jesse Fetter,Garza, C.Herrera, Gathe, M.D.,La Marque jar.M.D., Edinburg Antonio Houston :Alane r'r. VrAr11,. ;1,?r, L. Corpus Christi An;.i Ge'rgeBenMrs.E. R.P. Johnnie C. Gregg,Howell, Guthrie, MarieJr., El SanPaso JacksonvilleGrimes, Antonio Dallas iff!r!.rt .tar...s H. W!irt,:slie, AmarlIP, (Executive nfficer of the State Boa --1 of -ducation! M.L. Brockette, Commissioner of Education Development L. Harlan Ford, Deputy Commissioner for EducationalAlton Programs 0. Bowen, and PersonnelDeputy Commissioner for EducationalDorothy Administrative Davidson, Director, Services Division of Curriculum Development MarieDon Irwin, Hill, Program Consultant Director FINE ARTS STAFF PhilIda Manning,Nell Williams, Consultant Consultant iv Contents The Ro..a mu.it in IOW 431;441 1 MusaCfitt1,1 to kintitne.dtlell Mtl%it in Penn. ntar. (oradt.% 43 MUSIC In multi.ultural Edut atom musictthnic musicin ElliaKual Education 7 LevelMusic One:in Special Early EducationChildhood Through Grade 1 97 Level Three:Two: Grades Grades 2-3 4-5 2717 4ro InstrumentalLevel Four: Grade Program: 6 Grades 1-6 4537 EvaluationEquipping the Music Room 4955 AcknowledgmentsGlossary 6571 ...... 40 iort'){AIR V ThekindergartenMusic rc musteducation fee thr4nighout is a continuous the secondary process school. from planned sequence of instruction = -- GENERAL MUSIC IN ELEMENTARY GRADES toandmusic. intrnret creating. mo%ing. and use playing the Symbols Classroom of music. instruments. notation. Through these activities, they learn gr:f ,'.11 t7. iii ineiso al skillsLearning and understanding musit means of undrstancLngtits the trt t. . understanding its basic ele- hit ve their maximum tarytoThese ensure grades. expf a balanced rient m,.ic program fir elemen- sh .1d be lr, equal prop.rtion andlevelsmentsstr., itstont turf- expressive by ofcolor. rhythm,this basic-elements melcly, harmony, approach an(' increases torm. f musi .A music program unifiede lernents it ill f temp dynamic en%tofor.Adequate Barbara an ironment effec facil;ties I..tie learning and equipmer.ten% iror.nient. it :?:(1r. --spa( . sii ert.( tide h a rr ritz -.!::r.gs to explre. :st :)ro% :deftord..r.g theHugepurposesAccordingtal validity school ever. of curriculum.of to asmusical musicthe stated above as instructionby an statements.Robert integral E.are part Nye themusical. primaryand Vrnic the t- gradesMusicexplorationmutuallyfreedom inshould tokindergartenunderstood explor.will he nottaliaht tempered andlead and either agreed t..the chaos.-- !....eer entirely unon elementar% by rti..cic ground r;:. ti-at the jectives.assistanceT.purpose?heing Nye, teaching specifically "...music in Music theit? realizationwhat isteachers acknowledged he is in doingof the non-musical pastwith to havebe music; of doneob-valued is The teacher is respunsible for knout - or is he using it for some other grades,twoeachproachandspecialists timesclassroom classroom isit used,iseach ordesirable cweek. teachers. athef minimumsoperati%ely music to have specialist of onemusicby music and should taught preferaldv speciallsts visiten- Ir the- upper elementar% If a c wipe rati%v ap- mentsToday'swelllearnIn thein by about helping elementaryteachers helping all children of mustchildren themusic elementsadd enjoy programunderstand to theseand simultaneously. perform childrenaccomplish- music. should music."' taryareteacherssupplementtirelyspecialists. in grades, olved by shouldmusic th"irin the teaching instruction havespecialists.responsibility adequate music provided in educationalshould the byupper hemusic to back-elemn- The music specialists and classroom If classroom teachers THE'RobertroomThey ELEMENTARY experiences:participate in music SCHOOL, through ird varied ed. class- E. Nye and Vernice T. Nye, MUSIC IN singing, listening actively to (Engle- groundcompetenceHOODz in elementary (Washington, inBarbara teaching music L. music. D.Andress, methods C.: Music ed.. to displayEducatorsMUSIC IN National EARLY CHILD- wood1970), Cliffs, pp. 3-4. New Jersey: Prentice-Hall, Inc., 3 Conference, 197 p. 2i. CIPLI2SAtheELEMENTARY cording in, luded AND to STANDARDSinPrinciple the AND elementary SECONDARY VI, StandardFOR offering ACCREDITING S.SCHOOLS. if a balanced Texas Agen:..,. Bulletin ;o0 Revised. music must PRIN- classes.(choir)Thelength exceptions andand instrumentalfrequency to Standard to ensureclasses, 6 apply mumic not onlyto al general growl'':. to choral music groups All music class periods should be of sufficient musi.toa...sist:tigt uteri, fultill programalum this administrators is requirement.maintained. for elementary and an teachers gradeseffecti asisgeneral presentedthey seek For the purpo,:t cis State-adoptedtheThe importance ingenious textbooks ofelemetar., satt there tn.:sit are many teacher wort ill tind to incorporate t oricepts abo.t the dign:t: , arid love of a o.ntr... In t,e hasinlevelthe till,.ment.iry become importance cur.4 understanding rict schoolsless :um tenableof guide. teachingrota) and becwise.nonleaded theeach trend childof groups. the to at stressorganize on The grade-le el approach his or her Therefore. al- aiishrmn,policeabout ships.re also mail ()flit and songs ro.iatrs.c yrs,in 'lumberalp, g rot :t astronauts.Nork ers. c amps. ing on fa and rms. ,ololr-.: ti.re rrirs, t; In addition.rs trius:4 t ac dentist-. , ;)u.- r;-.11! road- . rpnte r -. rs, tainthisrnen,icivisionssixth guidegrade-level .;rade are foris org..ni7.ed Levelalso students orLan.zation. madu, IV (crarie ininto however, both levels o) elementary should offor /earning. those be and who The program recem- required for middle main-Pro- tiesaailablorslights. slin'ildto teach forobedien«. neip c;.reerssait children are to found parents. tee(reers in o; songs asburns, v..111 .1.), and as ,:;! performan rmi.-.1 ,aLea re of thea r rs. 1.ding inusir -related !ziedi- - edthatofSincscho,I skills,in classes .teneralPrinciple organizatHrs. the be implementationmusic noVII, larger isStandard concerned than of3Sn, Bulletin this studentswith program the ;on as requires deeltpmnt Revised.recommer,'- child'sasanthemfoundHome. "Yankee inein repertoire.to all asongs Doodle"lone.music atatut txtt,00ks ar.d a..r :lag rang-4ns! and region.: from l,.:r Patriotic songs sr..,uld become .1 partPat riotof e..er. 1( and Ame rican When Jo.r.nny C,oros t1.rci :Ire rit ge songs ngs The ;,indergarten music program should pros ide MUSIC IN KINDERGARTEN Since the attitudes and feelings toward music developed tend.'actita play.outinstvariety involvement otrments,activities. the of children'sexperiences movement, in singing, everyday for and young listening, in classroom creative children playing or workthrough "pre- or A less structured music time allows more Music should be informal, growing asenthusiasticthroughatChildren's thisdelightful time life, are imaginations reactions,andthe often teacherenjoyable the making should onesare as beenpossible. theevery strive childrenin earlyexperience to maintain childhoodwill carry in music and opportunitiesspontaneity in for young individual children attention. and affords the teacher 4 movement.they have a Theynatural love love the for pretense self-expression of being throughanimals. 4": abilityvehicles, is often machines, lost if not or cultivatedforces of nature.in early childhood. This natural phrasesUse visual when cues using with the pitches terms highand melodic and low, naturalcept:AbaskinConceptsremain music elements arepart whichas iinot aofmusic part forcedthe ofhave music. ofmusicare realortheir formed taught meaningperiod. intellectual formally.as afor result children of experiences and which In early childhood such con- Although important, understanding of the They become a activities.UseheatmovementsInclude nielorivto their a variety sat movement.bells the of as tempo, tempos a part matching ofin rhythmic rhythmic in beginning stages, let ,11,1drtn mtIndic thechildren.in teachingkindergarten of concepts on the enthusiasticshould not replace participation the emphasis of the . abstract.sentationperiencs tosince pitches they that give are a otherwise concrete rpr- differencesConceptsthein ,,thermusic; which to in auditory make pitch may ;nelodies; (high-low); heand de%elped visual the recognitiontones meaning are recognitionmoing of of toneone melodic afterofcolor . Giveinstruments.Supply chldren different recognition types of rhythmfor their and hest n., efforts. lodv Suchanddiret:tion other lea rn andemelody. aware of ie s- - Through oftalktgoodpa.ny instrut dance- ret sin irdine-ti h as".otn. a song m..th iated colle. .% «ith tan the would be room tea( her-. They -hould al-t hiv a, I. to teat h the trd.t:nal t ulture- great valli to t!-, language e-- to bilingualmusicTeachers textbooks teachers should and arehate accompanying responsible access to the for recording,:, State-ad.ptedthe music If Oneth.tinaltheirprogram of the -one,- ..-pr:rna and .11, tiara -.Itural ht r:tage. and an appr( 1 ea. hang -:pani.-h--peakine ti.-..elop in c hildrn a3 sen- (,int( five- :d the biling hildr and a. as ,: th r r.rifed,:t tin . tint- tra- a heantheprogram,variety equippedacceptable basic of music suggestionsrecordint.,s. with program. series re( ttrd willinresonator Music theplayers. prov:de teaclr'..: classrooms and tape guidelines melody editions recorders, should forof tr)ing them . fi.t 1,1, r- are ....ay- that r..;-:, ::.an . r: r.'oet# r bells.Children autoharps. in the bilingualand rhythm program instruments. should learn songs thePC):"111(11:.rhythmicRetorting- regular activiti- mu--.4o! mayprogram. be the II.tevr. -mile ;3- Tn th :- ntal li-t .-. t, .n +1`11- - ofalwayswhichinlimited,English Englishsongs may necessary in andit asbe otheris well thefoundrecommended languages other toas inteach the thelanguage. songs themusic in that eachsame in textbooks. theother textbook song State-adopted languages in bothmay he Since the number It is not willstrongin heenthusiatheir another force ( ultural -ticlArly in theand toba grovtthI imaginativeOn, 1'1 ofb!.t hi, ulturalv.a-. \%.11 an origin for to the pre-t nt d !,...if tG.r hilfir n an - drenTraditionally.Furthermore, has centered music inon searchingrecreation for special andfor education areassocialization. ..hr chil- these MUSIC IN SPECIAL EDUCATION cationtraditionalcovered children. that music music activities provides do this interest opportunity. special edu- But wt will shortchange them if we These specchildren lal education can legitimately children succeed. have frequently educators dis- of 7 assumesical experiences these are the for only them. reasons for providing ftl,:- It has been determined that most special education Tempo--Listen for rhythmic vitality: strong thetochildrensounds.listeningrhythmic begin music withare and, activelyactivities, capable listening. with to familiarity,of playingmusic, singing, and simple participatinglearn experimenting instruments, to know in them with However, special education children need They hear the sounds of notaccent!IsdRangeSelect just and withspeed. a clearlyother music children. defined in the moving same rangepulse. :is ternstoandtoing the accompanypossess towith sounds the the design them ofdesign themusic asof music, theirofthe in the music, a own. byvarietymusic, associating Theyby andofplaying ways:can by visualrespondsinging. instruments by mov- pat- Music classrooms should be equipped with record timeinsoDuration itschildren to totality react -- cSelectand butan grasprespond. long music enoughthe that whole is to short compositiongive enoughthem cussSpecialMusicfoundssame the chosenkinds education intricaciesof the of for instruments,music singingchildren of oneBaroque orwould may listeningthe notmusic, crispuse be with should theme ablebut any theto beand child.dis- the forplayers,Musicpercussionand both tapes. studytape resonator instruments, rev recorderscenters orders, shouldand and a and melodyvariety record include possibly bells. ofplayers. listening recordings pianos. autoha posts rps Music contemporaryvigorousplicitytheirofmusic familiar peers. fromand pulses repetitionserious otherMost harmonies, will cultures, teachersreachmusic found manyelectronic or asinagree the folkwell of "now" them. thatmusic asmusic, the themusic makeslarge sim-and of bodyit So will Sincemusicmentperiodsof purposes should theseserves should children be manybecause, be used short different requiremany for and special times frequent. exceptionallyneeds. a education day for skillfula varietychildren, The equip- Guidelinesthattoeasyrials the world to adult are: sing. by forworld learning selecting and childrenfolk songs songs. canor recorded identify withmate- At the same time, folk music belongs paramountbycooperativelyroomsknowinstruction, qualified music but importance notmusic it education iswithfor recommended teachers.special classroom that for educationmusic children teachers that teachers, musicinchildren, regularwho bewho are taughtplan class- However, it is of . presentationSimplicity-rhythmformidentifiable (design); pattern. -Look ofmelody; a orbasic for clear, clarityunmistakable musical uncluttered in theidea: aretrained seldom for teachingprepared special to work education with music. children but S LEVEL ONE ha%experiences,As a 'orsresult as ofstated the early child in childhood the should instructional demonstrateand first-} objectives. ear the music be- Early Childhood Through Grade 1 mentreflectExamples Set. these nons. of behaviorsexperiences are through fourd inwhich the studentthe child involve- may Rhythm Instructional Objectives SingsinstrumentalPlaysKeeps rhythmwith time rhythmic to selections instrumentsmusic accuracywith bodilyto accompany movement songs and andCreatesDrameizesBecomes instruments rhythmic awaresongs accompaniments andof the instrumental "pictures" with ofselections rhythm body sound- Resi-ondingParticipates enthusiasticallyto music with free in intrepreiivesinging games body Student Involvement Playing a steady beat on a rhythm instrument while movementClappingrunning,Performing skipping.and fundamental playing leaping, movements galloping) to music (walking. SinginglisteningClapping songs to amusic steady with beatspecial while attention singing to correct rhythm name Examples: Johnon instrumentsSmith tO each student's Participating in singing games Examples: "Sally"Did"The GallantYou Go RoundEver Ship" See the aSunshine" Lassie?" Ma-ri-lyn\ta -ry Thomp-son Dav-id-son 11 "Five Little Chickadees" listeningClapping the rhythm of the melody while singing or intwosDemonstrating each and group threes the by differenceaccenting inthe grouping first symbol by ofUsing two .:;yrnbols and three to Examples: nresent uiusic that movesthreestwos /11/11/1/ /11/ in scts PlayingplayedIdentifying on the the melodic patterns drum rhythm of twos on and rhythm threes itistrtiments when SingsMelody in tune, using good diction and natural tone Instructional Objectives Demonstrates awareness of melodic movement movementsShowsqualityListens melodic to instrumental line of song melodies by hand levels or body CreatesBecomesvisuals, simple awareand melodiesstaff of thenotation picture of melody in li:.e notation, Matchinggroups tones while singing individually or in Student Involvement andMoving low soundsthe arms or entire body to show high uallyMatchingtion,Singing or pure in songsa groups vowelseries with ofsounds, tonesspecial andwhile attention final singing consonants to good individ- dic- MakingevenChoosingPlaying melodic up originalappropriate words rhythm accompanimentsfor amovements familiar tune for a-.d even sound and ef- un- helpingorListening low, children that to move many to be in styles awaresmall ofofor compositions, melodiesbig skips thator steps arethe highteacher 12 fectssinging, on classroom movement, instruments and poetry to accompany ingsongsPlaying melodic the on children melody direction singbells to simple guide melodythem in patternsunderstand- from directionDrawing the contour of a melody to show melodic andUsing skipping line notation melodies to show walking, running, Examples: wallting RelatingDistinguishing the sound notated of a stepspitch andto its skips notated placement: theIf staff.a pitch goes higher, the notes go higher shippingrunning J J 4111 theIf staff.a pitch goes lower, the notes go lower on melodiesPlacing thatcolored move aiscs up and on flanneldown by board steps stairsteps and skips to show Exa rnple: J .r; J tionCreating sung aby response the teacher by singing an answer to a ques- remainIf the pitch at the remains same level the same, on the the staff. notes Harmony STEPS SKIPS Hears and describes the harmonic background of music Instructional ObjectivesStudent Involvement Becomes accustomed to singing with accompaniments bellsPlayingListening for single comparison to the and sound combined of combined tones on tones resonator on ac- accompanyPlaying single the singing note (chord of one-chord root) on songs resonator bells to Example: "Are You Sleeping" "Row, Row, Row Your Boat" companyingresonator bells) instruments (piano, autoharp, guitar, 13 Singinga variety complete of accompaniments songs unaccompanied and with Form Instructional Objectives RecognizesShows awareness like and of unlikephrases phrases in singing PlaysmovementferentDemonstrates same instrument instrument understanding for unlike for like phrasesof phrases, phrase through dif- fromSingingListening songs on onethe to childrenbreathtonal patterns, tonal sing patterns rhythm or patterns,phrases and Student Involvement musicspondCreating to changes in phasesbodily movementwhile listening to corre- to chorus.sectionsListeningterminephrases AB as playedif tobeingform)they short onare alike musicinstruments alike or differentselectionsor different or in(verse- to songs identify to de- toPlaying like and contrasting unlike phrases instruments to correspond Tempo (Fast-Slow) Instructional Objectives EXPRESSIVENESS Recognizes contrast in tempo Student Involvement isResponds fast-slow with appropriate movement to music which medium-slow)Singing a familiar song at different speeds (fast- 14 Discovering how tempo affects the mood of music Movinggalloping.)slowListening passagesto fast tomusic selections (fast walk, that contain running, both skipping, fast and evenPlayingasDiscovering it beats changes Follow played the tempo the appropriateon Leaderthe drum using movementby fast and for slow music leader and on Dynamics (Loud-Soft) triangles and rhythm sticks by followers movementRespondsRecognizes to contrast loud-soft in musicdynamics with appropriate Instructional Objectives strumentsProduces loud-soft sounds with voices and ,n- Singing a familiar song both loudly and softly Student Involvement produceExperimenting loud or with soft instruments sounds to di::.-o. c.r which passagesListeningDemonstratingsuggestbodily movementto loudness.) selections contrasts (Movements that of contain loud denotingand loud soft and strengththrough soft MakingingloudChoosing extremes, anddynamic soft appropriate while passages contrasts singing instruments in as music familiardirected, for to songs listeningavoid-accompany ToneDiscovers Color (Quality difference of Sound) in speaking and singing Instructional Objectives Identifies frequently heard band and orchestral classroomDiscovers instruments differences in voices and sounds of 15 instruments by sight and sound andComparingListening then singing speaking to and several distinguishing and songssinging voices men's by voices, speaking Student Involvement Seeingrecorded,Listening actual toof andindividualthe visualselected performaniexamples instruments (instrument es, both live charts) and andwomen'sments)strumentsExploring ret orded voices (rhythm,the and distinctive children's melody, sounds voices,and ofchording classroomboth live instru- in- ofsoundPretending thePlaying specified games to head instruments of instrumentand play each icientificazion instrument by sight anr: mentsbassRecognizinginstrumentPlaying drum,such games assounds and bythe involving sightharp violin, and cello,recognition sound flute, selected oftrumpet, classroom instru- tonementsExploringDiscussing quality newly how sGund discovered is produced sounds on and each describing of the instru- their

16 - - LEVELGrades TWO 2-3 periences,Asviors a re asstilt stated the of childsecond in the should and instructional third demonstrate year objectives.music ex- the ,t11,t - V'reflectExamples )1 Vt MVIlt these of behaviorsxpl-lent es are through fout.d whichit the I tCt the stifle T:t in litld :y CoordinatesRhythmKeeps time movement to music with with inert; underlying beat. act eta, sed precision lust rut ona I Object Playsit instruments with grtatr accuracyumpanyings -s songs and Instrumental self-( he -r SingsMovesandwhich rhythm songs to moves music of of the increasingin whit melodysets h of has twos rhythmic even-unevtn and threes difficulty rhythm and SeesParticipatesmelolyMaintains rhythm with steady ininstrumentsin rhythmicnotation beat, accent, games andr rhythm of the folk dances ternsProducingRecognizing rhythm and responding patterns on to a rhythm familiar rhythm pat- instrument Student Involvement Comparing rhythms to environmental Example: trotting horse-- sounds Comparingfor another evenchild and to repeat uneven rhythms Examples: uneveneven rhythm rhythm--children -- soldiers marching skip- Using short and long dashes to Example: jin-gle hells, jin-gle indicate melodic rhythm clip clop clip hells clop ping 19 Creating bodily movement to indicate meter Example: 4 1- -touch2--hips, knees, 3--shoulders. and ChantingswingingMarching,forms of the music arms skipping, meter to thewhile jumping, brat listening of the bouncing music to marches a ball, and and other DemonstratingbyDefining clapping the and meter the using difference(accented rhythm andin instruments grouping unaccented by twosbeats) 4--hands up strongClappingrhythmCreating beat ofmelodic a therhythmic music rhythms, accompaniment bending the in knees contrast on each to the theyorClapping threesListening move by innotated accentingto twos music rhythmor inexamples the threes firstpatterns tone and decidingof each group whether whileStrummingsongsPlaying theor rhythm listening teacher the steadypatterns orselections a beatclassmate from of anotation song changes on to the accompany the autoharp chord DiscoveringanotherPlayingfingers familiarchild,notated and using isolating rhythm simple patternsby framingnotation infound round with in index stylesongs with beatsUsing and an autoharpthen accented chart beats to practice strumming steady Melody Instructional Objectives tionSingslineListens many with to melodiesappropriate instrumental while movement melody observing and melodic shows melodic nota- patternsCreatessongsRecognizes melodies familiar based or on repeated scale-line patterns and chord-line in new onPlays melody scale-line bells and chord-line patterns from songs 20 Student Involvement C:onip:trine.Discoveringnd highenvironmental I Av and to sounds %xhich are high tones on resonttor bells, PlayingandDiscovering chord-lin scale-lin and melody framingm. lodies patterns with by roteindexfound on fingers inthe songs melody scale-line f,t Hs. orwhenUsing lowerpiano, the hand orcontour-,r staysother teals of.1%.11:1)1.the or the bodysame melody mos.ements instruments becomes to higher show notationPlayingOutliningresonator scale-lineon melodic bells,the melody and and contours plant. chord-line bells, with resonator highmelody and bells, pa±terrislow. and b.,dilv v. fr ty,, m useListening stepwise to movement and discussing and those songs that that use primarily skips Examples: Stepw - -"Aw ay in a Manger" Creatingmt,vmntfour- or five-tone melody patterns scale-line by rearrangingpattern the tones .1 DrawinglineMatching drawn the melodies oncontour board heardof melodies with contour heard of melodic Skips - -"Star -Spangled Banner" DiscoveringIdentifyingCreating a melodylike that and patterns tounlike fit anwhich melody original look patterns poemalike soundor class:( alike verse Harmony AddsSings simpletwo-part descant rounds or chant to a song Instructional Objectives PlaysbellsDistinguishes chord accompaniment between a single on autoharp tone and orseveral resonator tones 21 Singing rounds from the music text and from the Student Involvement Discussing the formation of chords on the staff (line- Singingchildren's a familiar repertory melody with an accompaniment line-line. space-space-space) Example: LINAIWIIIIItmgTAM-11Kway- or MEPm! JIM . harmonythatSinging does partnota familiar include tune the melodywhile the teacher sings a ReadingharpWriting (I, chordand performing symbols for simple chords accompaniments heard on the auto- on V.7 ) divisionsSinging withinsimpledescants, thesongs ostinati,class harmonized and chants in parallel with group thirds (l-VautoharpListening (V and for resonator and identifying bells chord changes in s.)ngs 7 )-I) (tonicSingingchords note a1 sustainedand in chordsV) pitch I and against IV; dominant a moving note melody in VchangesRecognizing played and7 by responding teacher --moveon through autoharp in movement any (I--stand direction; to still; chord IV--move in a circle. ) Form Instructional Objectives pleteShowssongsRecognizes thought increasedand instrumental repetition ability and tocompositions sing contrast a phrase of phrase as a com- in symbols,CreatesDiscoversDemonstrates introductionmovement, phrases understanding in and andsong instruments coda notation of with form instruments though use and of visual voices 2Z Student Involvement dillyphrasesListening rent in songs fir tonaland deciding patterns, if rhythm they are patterns, alike or and divisionUsing visualswhile listening (geometrit to musicfigures) to show the m e i .r DiscussingsoundDiscovering alike ways that themusical voice phrase c in di. s linewhich ate lookphrases. itAk phrasesCreatingsingingPlaying and changes like main phrases seof I on tnel,,dy iriAruments t dily moverne:.1.? t., V4. inli listening t orresci.:.d to rn.,,ti i majorphrasethenListening singing divisionson one withto breath simple(verse-chorus, att!ition musical lot used AB.selections on ABA) singing to identify differentUsingindicateListening contrasting phrases the to different selected while rhythm musical singingmusic instruments examples forms (AB,to thattrnph.t ABA. ele-i s17, AAIiiHy- listening t- inusit Tempo (FastSlow) EXPRESSIVENESS slowerRespondsRecognizes with changing body astempo music moves faster or Instructional Objectives Adapts tempo in singing to mood of song SingingListening a familiar to selections song at thatdifferent contain tempi both fast and Student Involvement orPlaying other melodiesmelody instruments at different tempi on resonator bells slow tempi 23 changesComparing sudden tempo changes with gradual temp, tempoDiscussing the relationship of song text ti songs the qualofDeel.ping Itterms It5 and a working symbols music used tovocabulary indicate expressive by repeated ,:se theUsing music bodily mc,vrnent to correspond to temp., 11 Examples:rocking,leaping. sliding,pulling, bending,pushing stretching. Swaying, walking, running, cards,tiesDescribingIdentifying (song and text in music musicmusic for mood. studied symb,,Istexts tempo. in andto dynamics.terms on charts, tone c flash of expressive quali- DynamicsRecognizesAdapts (Loud-Soft) dynamics changing in dynamic singing level to mood of song Instructi enal Objectives Showsloud and judgment soft music in choice of instruments to accompany Listening to selections that contain both loud and Student Involvement Responding appropriately with dynamic changes whit h SingingdynamicsoftListening passages a changes familiar to selections and song gradual both that loudly dynamic include and bothchanges softly sudden HearingdividualDemonstratingreflect thevolumethat mood sounds an becomes orawareness areintent r,!latively important of thatthe music whenloud to the orsinging groupsoft togthersound in- 24 Tone Color (Quality of Sound) Instructional Objectives onExplores classroom ways instruments of producing a variety of sounds Student Involvement byIdentifies sight and additional sound band and orchestra instrumrts whenSelectinginstrumentProducing accompanying the a variety appropriate songs of sounds instrumental on the same tone classroomcolor UsingcharacteristicsomeListening body sight tosounds barrier classroom sound to and produce identifying instruments a variety them that of aretone behind nr.lors hr their differentRecognizingtoneDemonstrating on qualities bells that and of techniquescombinations rhythmsound instruments for ofobtaining instruments a resonant produce viouslyRecognizingbandViewing and plus films,orchestra otherby filmstrips,sight selected instruments and sound andinstruments charts instruments illustrating (string stur'ir.d bass. pre- bellstrumentsDemonstratingDiscussing tone and anda "thud" correctdifferentiating hell ways tone to between hold percussion a "ringing" in- andtrombone,DiscoveringDiscussing tone qualities French thehow differenceof horn,sound specific kettle is produced ininstruments drums)appearance, on eachstudier; construction. specific in- effectscanShowingDiscovering be struck different to the obtain differentways different to strike areas tone theof thehead colors drum of anda headdrum sound that strument studied is intk.- the a instructional resulthild of -ho'middle objective,.td demon.-t childhood rate e\perienc the bhavi.,r, es. the a- stated LEVEL THREEGrades 4-5 involvementmayExamples reflect ofthese sections. experiences behaviors through are found which in thethe studentchild ternExhibitsRhythm through awareness creative movementof heat, accent, and folk and dancing rhythm pat- Instructional Objectives trastingbeat,Creates accent, rhythm instrumental rhythm patterns accompanimentsof the melody, and involving con- ternstersRespondsPerforms and rhythm to songs music patterns based based on on expanding greater variety rhythm of pat- me- Claps.mentsnotationCreates plays. accompaniments and sings rhythm with body patterns sounds from and move- toingCreating beat, to musicaccent, free bodily and rhythm movement patterns to show while sensitivity listen- Student Involvement SingingandComposing listening with original accuracyselections rhythm simple accompaniments syncopated rhythms for songs PlayingingShowinglines, patterned circles)rhythm awareness movements patterns of beat from in and folk notation accent dances when (squares, perform- meterlisteningDividingDeciding to music whatmusic meter into measures signature according is needed towhile a given Reading rhythm accompaniments from notaticn 29 ofPlaying rounds illustratingon percussion polyphonic instruments and homophonicrhythm patterns lines IsolatingvidedPlaying class contrasting a rhythmgroups pattern rhythm heard patterns in recorded within di- mu- songsDevelopingCreating from rhythm musica procedure patterns texts or to routine be uses for in sight specified reading meters mentsUsingandsic, duplicatingrepeating bodyto songs soinds the andthe pattern topatternrecorded create as on rhythmican music rhythm ostinato accompani-instruments Example: determiningchant:ngclapping rhythmwords meter of and sorg tempo in rhythm Examples: SnapSlapSwishPopClickClap (forearms) (fingers) (open(palms) (tongue) mouth and thump cheek) keydeterminingidentifying sigrature tonality beginning by interpretingpitch theUsing note body movement to delineate the rest from Example: note--claprest--hands palms extended outward numberssingingsinging againtheor the letters mel)dy song using using usingneutral the syllables, syllabletext SingsMelody songs in variety of tonalities Crojectives Discovers differences in major, minor, and pentatonic thesemajor,RecognizesListens tonalities minor, to instrumental byand ear pentatonic the tonal selections melodiescharacteristics composed of in SingsComposesscalesresonator simplethrough original bells, melodies use or ofmelodies piano melodic at sight instruments--melody bells, 30 !"1. Singingpentatonic modes (inc lading music ?id comparing songs in major, minor, and of varied cul- Student Involvement playedSinging on a melodyan instrument line against a counter melody Singingtural and arpeggios ethnic origins in both major Example.: and minor DiscoveringAccompanyingin the major the scale by pattern ear on of the whole autoharp songs w and half steps hi h :71:e wirer) 0 change from major to minor or minor to major Examples: "Skye Boat Song" writtenSinging insongs the majorin the minormode mode that %%ere originally I oar: no r r SingingWorkingmusic ortext withinplaying to reinforce a melodygiven melodyfr&mework patterns reading to create skills a "Erie Canal" from songs o. instrumentsPlayingListening pentatonic to and scales comparing on black music keys in major, minor, Example: "Old McDonald Had a Fa rm" of keyboard melodic composition Example: giralcombinationUsing tune sol, mi,s to create an ori- in vario.is onatorPlayingandPlaying pentatonic bells major familiar modesand pentatonic minor scales songs on onmelody or res- the black lectionspiano,PlayingIdentifying melodica, melodies abrupt fromor mode soprano notation changes recorder on melodyin listening se- bells. keyssongsCreating to introductions, interludes, and Example: be played or sung "Michael, Row the Boat" codas for oflisteningFollowing the song to the a recordingnotation of or the teacher melody performance line Example: "PeerIn the HallGynt of Suite," the Mountain Grieg King, while Improvisingresonator or short melody melodies bells (question-answer) on 31 placespatriotic,Continuing folk, to acquire and art asongs repertoire from many times of heritage, and Harmony Instructional Objectives SingslowImprovises melodyrounds, harmonizingor descants, thirds above and parts simplemelody using two-part chord roots songs be- IdentifiesstrumentsPlaysLister.s chordal formajor chord accompaniments and changes minor chordsin accompaniments on by classroom ear in- Taking turns singing high and low parts of Student Involvement Accompanying on the autoharp songs using one Singingtwo-partsongsListening either songs for partbalance of songs of parts with when descants singing part- chord,forDiscoveringPlaying accompanying two chordschords, by ear on thencertain the resonator threechord songs chords progression bells using indi-needed sicofAddingListening the texts chord a part to as songsto indicated unison beginning songs by autoharp byand singing ending chords theon tonicinroot rrip- AddingharpAccompanyingvidual player a part onto songs venisoneach intone minorsongs of the bymode chordsinging on the thirds auto- miliarCreatingandUsing identifying pentatonic an harmony autoharp change songs on chart keyboard to dominant to practice instruments chord changesto fa- aboveIdentifyingminorListening or triads below theto theand mode melodycomparing of compositions the sound heard of major and Form Instructional Objectives AB,IdentifiesSingsstrument ABA, with and repetitions understanding ABACA and through contrast of musical movement in thephrase forms and use of in- ballet,CreatesBecomes opera, introductions acquainted suite and with codas larger musical forms-- IdentifyingeachUsing phrase the voice like on onesectionsto delineate breath in compositions phrases by singing with Student Involvement CreatinginRecognizing songs foundintroductions by in notation music and texts repetition codas with and body contrast sounds, withthe othersame geometric figuresfigure and unlike sections SubstituteExample: letter namesAOA for QOM geometric figures andinstruments,ListeningReading ballets stories studiedto or sections voices relating of familiar to suites, suites operas, ContrastingunlikeCreating sections body the movements ofopera listening with to theselections correspond ballet to like and Example: ABA, ABACA Listening to selected operas Examples: "The Nutcracker Suite, " "Peer GyntTschaikowsky Suite," Grieg Discoveringingrhythm. sections tempo, how in compositions composers or tone color use tochanges create ofcontrast- theme, Examples: "Arnahl and the Night Visitors," "Help, Help,Menotti The Globo links!" 33 Tempo (Fast-Slow) Instructional Objectives EXPRESSIVENESS and(smoothDemonstratesResponds separated) and to connected) commonthe ability tempo or to staccato sing markings tones (detached legato veyPlays mood accompaniments of the music at a proper tempo to con- theDiscussing appropriate the tempo mood of a song and determining Student Involvement of theDemonstrating tempo markings by performance of presto, allegro,the understanding largo, andintentSingingDemonstrating music of expressively thethat music moves ability through staccatomusic to communicate conducting that moves legato expressive moderato,tempoChanging(ritard, when a and tempo,the playing termsmood and showing ofor accellerando) asinging song changes by altering in tempothe HearsRespondsDynamics that (Loud-Soft) to sounds common are dynamic relatively markings loud or soft Instructional Objectives mayDemonstrates affect the volume awareness of the that selection song lyrics 34 Student Involvement singingDemonstrating and playing an awareness of dynamic symbols when Example: ( crescendo) changesbothListening sudden todynamic: musical changes selections and thatgradual include dynamic Example: "Surprise Symphony, Haydn .>-(louder then softer) 'decrescendodiminuendo) or ducestandingDemonstratingExperimenting appropriate of relative throughwithmood loud-softdifferent singing dynamics and playing to pro- under- TonewithExplores Colorvoices (Quality ways and of instrumentsof Sound) producing different tone colors Instructional Objectives andGroups percussion instruments families into string, woodwind, brass, mentsIdentifies by sight less familiarand sound band and orchestral instru- Student Involvement ticchordsUsingPlaying picks two to autoharp produceautoharps withdifferent to producemallets, tone unconventionalfelt color picks, plas- strumentsExperimentingSingingRecognizing with for mouth classroom bywith sight opencombinations and longplaying sound instead ofinstruments melody of wide in- stud- insteadPlaying ofglissando mallet heads on bells using ends of mallets 35 (viola,ied previously clarinet, plusbass other clarinet, selected oboe, instruments tuba, celesta) HearingbandViewinginstruments and compositions films,orchestra in filmstrips,solo instruments and featuring ensemble and newlycharts performance identifiedillustrating varietycificExploringDiscussing instrument of tone body how colors studied andsound room is producedBEST sounds COPY to on proluceAVAILABLE each spe- a struction,Discovering and tonethe difference qualities ofin specificappearance, instruments con- orchestrainstrumentsProducingDistinguishing in soundsa iftotal availablethe on orchestradifferent each of families performancethe newly of identifiedthe 1 -0021011111Wev C. f 36 LEVEL FOUR theAsstated astudent result in the shouldof instructionalsixth-year demonstrate music objectives. theexperiences, behaviors as Examples Grade 6 involvementflectof experiences these behaviors sections. through are which found thein the child student may re Rhythm Instructional Objectives andofContinuesResponds rhythmic meters to independently structuremove in waysof music to which more show complex awareness patterns ments,bodyCreatesImprovises sounds environmental, accompaniments usingrhythmic more andcompositions advanced with body instruments sounds patterns with instru- and tanceSingsinListens contemporary songs for and in variety analyzes music of rhythmicrhythms without characteristics assis- Reads notated rhythm at sight Reviewing rhythm patterns studied in earlier Student Involvement Conducting class singing or playing of 2-, 3-, 4- Clappingyears rhythm patterns 6 meter of song in one group while int meter anMovingbeat awareness music freely of to beat,listening accent, selections and changing and exhibiting meter another group claps the rhythm of the melody 39 Discovering the use of syncopation in songs studied a Playingsong. as a an syncopated ostinato while rhythm others pattern, sing taken the song from fingerUsing snapping, clapping, or thigh other slapping, body sounds tongue such clicking. as 111o:in- patternPlaying from song notation a selected syncopated tapecompositionsing,Taping whistling,loops, environmental changes or silence of speed.sounds to create reverberations.and experimentingoriginal rh. thrnic with .trld SingingencounteredIncreasingbination accurately with, skill in music inor interpretinginrhythms contrasttext which to, rhythmic other occur rhythms insymbols com- positionrestsIncreasingsimilar of techniquesone skill beat, in more readingto create than music original one beat,in whichelectronic. and note com-and fewe r music,andIsolatingshowingPerforming repeating duplicating sensitivitya rhythm patterned the thepattern pattern to patternmovements beat, as in anaccent, oncontemporary ostinato rhythm in andfolk instruments meterdances recorded and than one beat are used SingsMelodystanding many of melodies melodic independentlymovement and showing tonality ofunder- song Instructional Objectives melodicUses body line movements and visual devices to show tonalitiesHears vocal and instrumental melodies in contemporary Student Involvement ComposesSings or original plays more melodies complex melodies at sight SingingpentatoniclodicDeveloping phrases accurately modes a withtonal melodies accuracymemory inby the repeating major, longerminor, me- and BuildingscaleresonatorofReading a third, major, melodies bells fourth, minor,observing fromfifth, and textand changes pentatonic whichoctave includemade scales to skips form on each Improvising short tunes on melody or resonator bells Writing a melodic sequence of a given phrase Followingsonglistening to the a recordingmelody in or multiple teacher score performance music while of the Example:Given phrase: 3- Z- Z-Z- Z 3 1- culturalbeforePlayingBuilding studying groupson aresonator repertoire the song bells of songs the scale representing used in a variedsong startingWrite sequence on 5: 5- 1--- 5 whichSharingWriting may songs simple represent from melody student's his culturalpatterns personal and from ethnic repertorydictation background compositionnotation,Using the then above by addingperforming pattern one and more work its pattern sequence.on resonator in numbered write bells a 4- 3- - - 4-4- 4 3- byinDemonstratingrepeatedRecognizing framing songs higher it with that an or the aunderstanding lowermelodic index fingers sequence of when melodic is encountereda phrase sequence Harmony Example: "Kookaburra" ditionalSingsListens rounds,harmonies to music canons, using and contemporary two- and three-part as well songsas tra- Instructional Objectives facilityImprovisesPlays chordal harmonizing accompaniments parts for with unison increasing songs Maintaining with accuracy harmony part while singing Student Involvement 41 whiteListening _singing for part balance songs of parts and blend of voices thirdsDeveloping and sixths the ability to harmonize unison songs using ofBuildingresonator the chord from bells, notation using majorindividual and minor players chords on each on tone thescored,ostinatiPlayingDiscussing same and placementon discovering variousmelody pattern waysinstruments that in throughout awhich specific rounds, part partthe songs descants, score follows may beand harmoniesferenceRecognizingUsing thebetween thanautoharp the those thirda major to usingas accompany theand I, tone mino-IV, thatand more triad makesV_ complex chords the dif- CreatingorIncreasingsongs instrument original ability among descantsto follow one or and musictwo ostinati others line tofor accompany a single voice chordsbyDemonstrating using letter names understanding to spell major of chord and construction minor FormSings musical phrase expressively Instruktiona Objectives codasContinues to create introductions. interludes, and movement.Continues visualto demonstrate devices, awarenessand the use of of form instruments through Student Involvement symphony,Becomes acquainted concerto, with rondo, additional theme and musical forms- - s.ariations pose,toUsingReviewing the and pointthe singingvoice of major climax, to thedelineate musical phraserelaxing formsphrases--building on to one a studiedstate breath of earlier2F.-- showImprovisingCreatingstrate awareness ABA and andwith playing ABACA of contrasting repetition notated form movementsinand rhythmic response contrast topatterns to 17111S demon- to 1C phony,(suite, opera) concerto, and rondo,identifying theme new and forms--sym- variations 42 formbiles,Creating (ABACA) breakfast rhythmic cereals, chants or usingcolors names to show of automo- rondo toandDemonstrating show contrast form by while increasing using listening visuals ability to (geometric music to hear repetition figures) Growingvariations,tions, and in movements abilitysymphony. to identify as concerto found motives, in rondo, phrases, theme sec-and Tempo (Fast-Slow) Instructional Objectives EXPRESSIVENESS Observes tempo markings in singing and playing Student Involvement performingDemonstrates choice of appropriate tempo in asRecognizingIncreasing accelerando,andante, legato,abilityand ritard,observing toallevo, observe a tempo, tempo such rallentandochanges tempo such terms largo toShowingternsintentDemonstrating tempo of of 3,ofawareness the 4.the 6music musicbeats ability ofthrough the to relationshipcommunicate conducting of expressivemusic song text in pat - Dynamics (Loud-Soft) Instructional Objectives ObservesDemonstrating dynamic markings an understanding in singing and of dynamicplaying symbols Student Involvement ShowinginDemonstrates performing an ability choice to hear of appropriate that sounds dynamic are relatively level Example: mp (halfpp soft) (very soft)p (soft) mf ff (very loud)f (half(loud) loud) 43 loud or soft dynamicSingingListeningrange changes ofand todynamic playingmusiLal and controlsgradualexpressively selections dynamic that by usinginclude changes a broadsudden usedRecognizing to express that excitement dynamic changes or relaxation may sometimes be ducedplayedToneDiscovers Colorby in orchestral (Qualitydifferent the ofvariety Sound) instrumentsways of or sounds in combinations when which they can are be pro- Instructional Objectives centuryBecomes music aware of new sound sources in twentieth bassoon,instrumentsstudiedRecognizing previously orchestra (Englishby sight inbells, andadditionhorn, soundxylophone, bassoon, to instruments other doubleand selected such Student Involvement ComparingIdentifyingwith a concert the the unique band different tone sounds quality of of instrumental an orchestra en- IdentifyingkeyboardRecognizingorigin (dulcimer, instruments ethnic music instruments bagpipes, generated as organ with sitar,andby electronic harpsichord)their koto) place means of differentRecognizingensemble)sembles ways (string thatto producequartet, instruments woodwinddifferent may tonebe quintet, played colors inbrass tered(s3Inthesizer,ofListening voices environmental or to standard tonemusic generator,sounds) employing instruments tape unconventional (preparedrecorder, al-piano) use GrowingsupportedtoneclearShowing color inconsonants toneability an whileawareness to assistproducesinging thatin producinga round free, open,vowel good well-sounds vocal and 44 = INSTRUMENTAL PROGRAM -- 1-6 --- =- musicmendedThestudentsIt should study program as ofinterestednotan instrumental enrichmentbe since considered in it learningis musichmitedof thea replacement generalto in play scope musicalmusic to of only the program. instru- generalthose strongly recom- IncThe Jude instruments to be taught in these classes may Strings: violin, viola. cello. and bass dividualasmentsphysicalupper early requiring grades asthild size the pos.esses tofirstfor intensive cope other grade with theinstruments, study.for thenecessary string instrument instruments provided motor selected. skills the and in-and This :,tudy may begin Wooi:winds:PercussionBrasses: trumpet, flute and cornet, clarinet trombone. French horn, and mellophon Studentsconcern-for study. also when need helping guidance them in make selecting the decisioninstruments arc In addition to thoseinstinterest mentionedrument of each above, student other in a particular instruction,possible.lt is suggested classes that, be ingrouped order tohomogeneously provid the best where Class piano . hand size in reaching necessary keys tioninFacilities theshould elementary forbe giveninstrumental school to proper building. classes acoustical should environ- h Special co:-.sidera provided . cessmouth/teethslightlips, on protruding handicapsan alternative structure teeth)which instrument(thick may lips.indicate thin suc- meetover-allment,sical at ventilation,development, regularly size. scheduled lighting, the instrumental location.periods. storage.classes should and To ensure meaningful individual mu- Instrumental leveltalCarepiano.instruction classes shouldis a to tape emphasize ascan be performingrecorder, betaken facilitated toinstruction. andavoid units. aby exploitingrecord the provision player. the instrumen- of a The objective at this 47 cation.Evaluation is becomi- It is useful in increasingly-sessing teacher important accountability in edu- EVALUATION havioralinformation objectives. concerning student attainment of be- The music teacher might use and programs of instruction. Evaluation also provides TEACHER-PREPARED TESTS anysuggested or all of in the this types sect ofion. evaluative instruments anda thestandingEvaluationchild recognize musical can should .isten ofelements elements children's tobe a based complete within such progress on as theira musicalmelodicmusical abilityin musical compositionwhole.contour, to sense under- When andthatcatebeginningrhythm evaluateoffermusical pattern,the to growth. theseteacher demo! and musical an.:rate phrase opportunity behaviorsbehaviors. structu:-e, towhich observe he indi-or she is Tests should be developed SampleAfterListenYour Test' teacheryou to it have carefully. will listened, play a answersong on the the following record player. ques- You will hear it three times. 2. The melody of this song is based(a) onmajor scale haveistotions. correct.eachI. listened question. Do carefully. not try to answer questions untilThe you meter signature for thisNotice song thatis there are three possible answers Circle the answer which you think (c)(b) pentatonicminor scale scale (a)(c)(b) 4 4 32 withMUSIC,*EuniceRinehart, permission Boardman Book Winston, 5, of Teacher's andthe Inc., publisher.Beth 1971),Edition Landis, p. (NewEXPLORING 170. York: Holt, Reprinted 51 3. The design (form) of this (a) AABA song is 6. patternThe melody of this song begins (a)with this melody 4. (c)(b) ABABABCD (b) byThe a accompaniment for this song(a) stringis played quartet (c) LA11r. !MOW MEN AIM MIrme rum 5. The harmonizing voice in this (c)(b)song woodwindbrass is ensemble quartet 7. The rhythm of this song begins(a) with this pattern = (a)(c)(b) singing singing in aan thirds descant ostinato with above which the mainthe is main repeated melody melodyover and over below the melody (c)(b) JJ J Performance Test J parentadministeredmeansTeacher-preparedthosepractice of orready evaluation. teacherin the individually.for classroom evaluation aide performance to supervise while to another tests the students teacheroffer room. another astakes they They are most effective when Some teachers invite a Examples of this type of evaluation might include tonesplaying tonicgiven chords rhythm beginning patterns onon aselected drum F. 52 s" onatorplaying or amelody simple bells,melody recorder, from notation melodica, on res- . orplaying ukuleles primary chords in given keys on guitars thisor1 piano are test.) sometimes (Children's used books in upperadopted grades for Grade for STANDARDIZED MUSIC TESTS . three-chordplaying autoharp songs accompaniments for two- and whenStandardizedmentandThere reliabilitythe test areteacher measures twomusic and istypes able teststo how useof tohave wellmusic evaluatethe practicalresultseach tests. theirstudent intelligently. value validity has only mas- The achieve- uationusefulterminingThein achieving resultsandin providing improvement. factor of the the desiredin aptitudeteachers admitting behaviors. testsdata or forshouldexcluding program not students be eval- a de- Also they are aptitudetoThecesstered determine resultsin basic testmusic attemptsofobjectives if onthe the the achievement students tobasis of predict the of are musichis the testsmaking innate student's program.should ability.progress besuc- The used companyinglistedlishersfrom anyin of the elementarystandardized Directory,this guide. school page tests, 19musical with of the addr activity.Appendix SSeS, are ac- Pub- Colwell,Achievement Richard. Tests MUSIC ACHIEVEMENTGrades TESTS.1967-1970. 3-6. Follett Educational Corporation, Gordon,(composers,chord recognition,Edwin. texture), IOWA and auditory-visualTESTS cadence OF recognition. MUSIC discrimination, LITERACY. major-minordiscrimination.tiontonalnation,Test (pitch-rhythm).1 center, (Grades interval mode and 3-6)discrimination, auditory-visualdiscrimination, measures pitch and discrimina-feeling discrimi-meter for Test 2 (Grades 4-6) measures Test 3 (Grades 4-6) GradesBureau 4-6. of Educational Research,Measuresandreading 1970. rhythmic tonal recognition, concepts notational (aural perception, understanding). read- Test levels 1-3 for Grades 4-6. measuresTestpitch 4recognition, (Grades tonal memory, 5-6) and measures instrument melody musical recognition. recognition. style 53 ing recognition, notational understanding). Knuth, William E. ACHIEVEMENTMUSIC: RECOGNITION OF RHYTHM AND TESTS IN Associates,MELODY.Division L, GradesInc., Grades 1968 3-o. ;-6. BEST Cuei AVAILABLE CreativeDivision Arts 1, Grades Besea h AptitudeBentley. Tests Arnold. MEASURES OF MUSICAL Grades George G. liarrap Co.. Gordon, Edwin. MUSICAL APTITUDEGrades 4-o. PROFILE. Houghton Mifflin Co., 19t.5. Inc..Ltd. 19Ob. United States distributor:andcrimination,This October chord test n analysis. House,asures tonal memory,basic ability rhythr.iic in pitch memory, dis- harmony),This test measures and rhythm tonal imagery. imagery (melody,

0;i7.7.710-sl`- or.:000,00.0., 4'10 54 FACILITIES FOR THE MUSIC ROOM A well-balanced elementary music program is based . Rhythmic activity musictheiron therhythmic withvoices. philosophy various activities,that they thatkinds shouldthat of instrumentsthey learn should music haveas well opportunity as children should learn to make through . childrenSeating for for entire rehearsals) school chorus (5O-60 abilitytovariety hear toand ofperform. learninstruments about quantities (piano, autoharp, resonator This type of program requires a of music beyond their instru- . placePianoExtra and table record for resonatorplayer to remainbells, autoharps, in ments).bells,thatnumberofIt meansmusic theremelody of booksthat must grade bells, there keptbe levels floor drums,must in the taught space be roomand as in(free manyother (depending the fromroom). rhythmas six onto It requires a large library of record albums. furniture) It means12 set,the 2. Therebookshelvessix shouldto IL sets be eachbookshelvesof music three textbooks. feet to long,accommodate about and other instruments when in use recommended fur Two sets of four feet bookshelves,needsTototo be carryaccommodate used to planout in thisrhythm andthe type musicforthe activity. cabinetmusic of room program, equipment space for more designedthe schoolfloor especiallyspace, and instructional urgently for 3. andThereinthishigh, otherthe dual-purpose shouldand roam equipment. nine forbe inches atrecord room.least deep player,three are electrical overhead projector.outlets materialsofandIdeally theuse the room-c. in the accompanying's use homerooms.is music needed in that room toroom. floordiminish should plan be soundinclude separate problems. sufficient from rooms However, the following suggestions Acoustical treatment floor 4. withiningitThe sibleas other roomnearly tothe carryclasses. shouldroom soundproof on to be aconsider. musicacoustically as possible.program treated without to There is also a sound problem It is impos- disturb-make ifroom'sspace, necessary. cabinets,usefulness and as aother combined music and homeroom I. moreThe spacemusic thanroom the should average contain classroom. one third facilities to ensure the 5. goinglargerIt is recommended ofclassroom groups. to that facilitate there bethe two coming and doors in this It forThisshould the size following: be room at least is needed26 feet tox 40provide feet, space 57 Tack Board Above Bookshelves Floor Plan for Music Room Windows Above Heating Unit 40' Tack Board Above Bookshelves Electrical OutletT isiAI i Electrical Outlet I Chalkboa/ Electrical Outlet -.0.--Tack Board 58 rd , Tack Board_ I essentialsEquipment for and the materials general music itemized program below inare the minimum ele- EQUIPMENT AND MATERIALS theis appropriatetaught by a specialistgrade in a music room, only that In schools where music musicState-adoptedmentarymayschooltextbooks, beprogram. grades districtobtained plus textbooks (K-6).shouldAlbums rhythm from providethe areincludeand textbook essential listening these all songspublishers. torecordings, recordings. a balanced found in which the Record albums that accompany Each heavy-dutybeItone is ofrials roomrecommended the for highest need dependability,the beappropriate quality. furnished that musical and withgrade accurate instruments equipment levels tuning to share.andshould are mate- Superior tone, quality, Inleles,Anroom schools optimum guitars, instruments where program and music Orff such would isinstruments. astaught recorders,include by self-containedadditional rnelodicas, class- uku- dixes,Producersof paramount areaccompanying listed of inequipmentimportance. the this Directory, guide. and materials, page 19 of with the .Appen-address- withclassroom thePrimary equipment teachers, Grades and (K-3)each materials room should recommended be furnished for GeneralPianos--Standardnot necessaryMusic Equipnent in equipment self-contained in music classroom room and auditorium; 6-inch6-inch triangle--2 tambourine--1 per perroom room ChromaticperRecord room player song bells(portable, (20 notes manually ranging operated)--1 from C to perG)--1 room ToneJingle blocks bells with (wrist handle--2 or handle)--2 per room per room Resonator12-barroom autoharp bells or 12-bar chromaharp--1 per room (3. 1/2 chromatic octaves)--1 set per Drum--1JingleSand blocks--1 clogs--2per room pairper roomper room Rhythm sticks--6 Instruments pair per room 59 Finger cymbals--1 set per room KindergartenEXPLORING MUSIC, Records Holt for (set Teacher's of 10 records)Book GradeENJOYING 2 Records MUSIC, to AmericanAccomp.srly (set Textbooks of 8 records) THE?:AKIN; A ;IC MUSICOF MUSIC, YOUR 'Ail!,Ginn (set Silver of (set8 records) of 6 records) GROWINGEXPII,RING WITH MUSIC, MUSIC, Holt Prentice (set of (set 8 records) of 9 rcord!,) Grade 1 Records to Accompany Textbooks EARLY CHILDH1), American (set of 8 recoris) THEMAKING MAGIC MUSIC OF MUSIC,Vt.:UR GinnflaN, (set Silver of (set8 records) of ( recori-) BEGINNINGEXPLORING MUSIC, MUSIC, American Holt (set (set of of10 7records) records) EXPRESSINGGradeEXPLORING 3 Records MUSIC,MUSIC, to American HoltAccompany (set (set ofTextbooks 8of records) 7 records) MAKINGTHEGROWING MAGIC MUSIC WITH OF MUSIC,YOURMUSIC, OWN, ..;inn Prentice Silver (set (setof 8 ofrecords) 6 records) lt of S records) THEGROWING MAGIC WITH OF MUSIC,MUSIC, PrenticeGinn (set (set of of8 records)9 records ;) Upper Elementary Grades (4-6) MAKING MUSIC YOUR OWN, Silvez (set of 6 records) Pianos--StandardGeneraltorium; Music not necessaryEquipment equipment in self-containedin music room andclassroom audi- "Portraits of Composers," Set I, Bowmar--1 set perperBowmar: room room "Meet the Instruments" posters--1 set roomRecord player (portable, manually operated)--1 per Melody15-bar and autoharp Chording or Instruments15-bar chromaharp--1 per room ChalkboardTeachingPictures Aids ofstaff instruments liners--1 of per the room orchestra middleChromaticResonator C)--1 melodybells set (2perbells chromatic room (25 notes octaves)--1 beginning set with per G roombelow RCA231 (Order North fromThird J.W. Street, Pepper Philadelphia, & Son, Inc., PA 19106) 60 p Rhythm1012-inch 1:2-inch Instruments tuneable tub drum-1hand drum--1 per room per room GROWINGINVESTIGATING WITH MUSIC, MUSIC, Prentice American (set (set of of10 8records) records) 8-inch6-inch bongotamL.arine--1 drum--I inper .trade room 6 MAKINGGrade MUSIC5 Records YOUR toOWN, Accompany Silver (setTextbooks of 8 records) ToneFinger8-inch block triangles--2cymbals--1 (grooved set perwith per room. handle)--1 room per room EXPLORINGDISCOVERING MU.;IC, MUSIC, Holt Follett (set of(set 11 ofrecord.3) 8 records) Maracas--2Double tone pairwood perblock--1 room per room MAKINGGROWINGEXPERIENCING MUSIC WITH YOURMUSIC, MUSIC, OWN, Prentice American Silver (set (set(set of ofof 11 811 records) records) Claves--1MountedHandle castenets--1 jinglepair per bells--1 room per perroom room DISCOVERINGGrade 6 Records MUSIC, to FollettAccompany (set Textbooks of 8 records) TaperedSand block--1 rhythm pairsticks--4 per room pairs per room GROWINGEXPLORINGMASTERING WITH MUSIC, MUSIC, MUSIC, Holt American Prentice (set of(set (set11 ofrecords) of 9 11records) records) GradeDISCOVERINGEXPLORING 4 Records MUSIC,MUSIC, to Accompany HoltFollett (set (set Textbooksof 11of records)B records) MAKING MUSIC YOUR OWN, Silver (set of 10 records) Basic Record library* Recordings for Rhythmic Activities Elementary Grades (K-6) Bowmar: BIOGRAPHIES OF GREAT COMPOSERS RCA:ANDBowmar: FOLK DANCES THE WORLD OF FOLK DANCES (GradedRHYTHMS, Series) SINGING GAMES, PLAY PARTY GAMES COMPOSERSDisneyRecordings Land AboutRecords: Operas WALT DISNEY PRESENTS OPERATIC Recordings for Instrument Recognition RCA:Capitol: AMAHL AND THE NIGHT VISITORS HANSEL AND GRETEL Capitol:RCA:Bowmar: INSTRUMENTS OF THE ORCHESTRAMEET THE INSTRUMENTSINSTRUMENTS OF THE ORCHESTRA Recordings of Standard Wcrks Distributors,YOUNG10013.) PEOPLES 100RECORDS Sixth SERIES Avenue, (Order New York,from SutsonNY RCA:SeriesBowmar: II ADVENTURES IN MUSIC (12-album series)ORCHESTRAL LIBRARY,(7 albums), Series Series I III (18 albums) (11 alut), Recordings About Composers WALT DISNEY PRESENTS GREAT Bowmar:Recordings of Patriotic Music PATRIOTIC SONGS Vox:COMPOSERSDisneyRecord Land Sales.) Records: MUSIC MASTER SERIES (Order from Educational RCA: AMERICA THE BEAUTIFUL 62 *Twobasiccategory. collection. or more album series are listed under each One series would be sufficient for a STATE-ADOPTED MUSIC TEXTBOOKS Kindergarten-Grade Six Discovering Music Together Series--Follett DISCOVERING MUSIC TOGETHER, Book 4 The Magic of Music Series- -Ginn The MAGIC OF MUSIC, Kindergarten Exploring Music Series--Holt DISCOVERING MUSIC TOGETHER, BookBook 65 THETHE MAGIC MAGIC OF OF MUSIC, MUSIC, Book 321 EXPLORING MUSIC, BookKindergarten* 1 Making Music Your Own Series--Silver MAKING MUSIC YOUR OWN, Kindergarten 1 EXPLORINGEXPLORING MUSIC, MUSIC, BookBookBock 4532 MAKINGMAKING MUSIC MUSIC YOUR OWN, BookBook 432 Growing With Music Series--Prentice EXPLORING MUSIC, Book 6 New Dimensions in Music Series -- American MAKING MUSIC YOURYOUR OWN, OWN, Book 65 GROWINGGROWING WITH WITH MUSIC, MUSIC, Book 231 BEGINNINGMUSIC FOR MUSIC,EARLY CHILDHOOD,Book 1 Kindergarten GROWI-1GROWING WITH MUSIC, Book 645 MASTERINGEXPERIENCINGINVESTIGATINGEXPRESSINGENJOYING MUSIC, MUSIC,MUSIC, MUSIC,MUSIC, Book BookBook BookBook2 63 54 *In kindergarten only the teacher's resource book is andadopted; the teachers' whereas guidein Grades are adopted. 1-6 both the pupils' books 63 A capella accompanimentchoral singing without instrumental Glossary Chord taneouslytwo or more notes sounded simul- AccentAccelerando graduallya beat that faster is stronger; (=ca.) usually the Classroom instruments amusical ingconcluding little instruments studymusical to usually sectionplay reguir- that is AndanteAllegro moderatelybrisk;first livelybeat slaw in thebut measureflowing ConcertoCoda distincta "tail"composition from the for math solo section; instrument the Arpeggio onelowestthe after notes note; the of otherbrokena chord starting chord played withor sung the CrescendoDecrescendo withgradually orchestral becominggrowing accompmaiment softerlouder Idec4e6c.)(mac.) Art song closelya sentialstrumentalcomposed fits part song accompanimentthe of in wordsthe which composition and the isthe musican in- es- DescantDiminuendo melodygraduallythe main to be melodybecoming played orsofter sung (dim.) above BalletA tempo originalain theatrical time; tempo usually art form;a return usually to the eov Dyriamics musicindicates loudness and softness in Beat pressingthe steady a story, pulse theme,of a musical or at com- in dance FolkFlat song musicsteplowers whichthe pitch develops of a amongnote one-halfthe feel- Chant melodypositionfreean unaccompanied rhythm; also sacreda simple melody counter- in ofpeople;ings, the countryandit expressestraditions customs, of the people 67 the pattern or structure from be- Form positionginningthethey composition follow toshowing end one of the varietyanothera musicalsections andand com- unitygiveas LentoLegatoLargo connected,a slaw,very slow,faster smooth stately than tempo largo tempo Glissando mentnotesrapid producedexecution by of a consecutivesliding move- Major scale withconsists4th half and stepsofthe eight 7th between andconsecutive 8th the scale 3rd tonesand intervals are Home-toneHarmony tonallationshipsuccession center ofbetween orchords key them noteand the re- Measure wholesteps;the music stepsall thebetween other two bar lines HomophonicImprovise musicone principlespontaneously melody created di- MelodicMelody con-tour anthe organizedshape of thesuccession melody of single Interlude orbetweenrectlya aless series from twoimportant ofpartsthe movements imagination ofsection a composition inserted Meter unaccentedatones system of beats grouping into accentedmeasures and IntroductionInterval atonesthe few distance measures in playedpitch betweenbefore thetwo MovementModerato moderate;phony,a suchsection asor average movementsofconcerto a larger tempo of composition,a suite, sym- Key compositionathe theirsystem pitch relationship of andbegins seven to tosetnotes tohelp the abased key-notegivemod on OctaveNatural anofa symbol intervala sharp used ormeasuring toa flatcancel eight the effectdegrees Key signature ginningor indicateflats"home-tone" ofor eachthesharps keyline placedin of which music at itthe to is be- Opera entirelydramaand costumeswith sung, orchestral with acting, accompaniment, scenery, written 68 all the tones, from lowest to OstinatoOratorio baseda aists,large short on chorus, choral amelody scriptural work andin aorchestra,employing subject usually lower part that solo- RangeRepertoire est,compositionscapable that ofan producinginstrument that have beenor voice lrNlr Overture musica iscomposition constantly usually serving repeated as throughoutan intro- Repertory andthea collectioncan way be music performed ofis compositionsorganized with.: Pentatonic ductiona torio;five-tone to also ballet, scale an independent opera,(1 2 3 or5 ora-form 6) widely Rhythm anda tionframework patterns of time;beats measurer: rr, (pulse), sp. 4 Percussionscaleinstruments Scottish,usedorinstruments whichin American andproduce whichOriental Indian, other are music struck, soundNegro, shaken effcts Ritardando,Rondo Ritard becominga musical gradually form in slowerwhich a principal(t . Phrase toasuch short a partas musicalcastanets of a sentencethought, comparable Root constructedthethemestheme lowest alternates note on with which contra:;..ng a c:.ord is PitchPolyphonic melodiesthe combinationhighness or oflowness two or of more a tone ScoreRound groupsa thesh.,rt musical entering melody notation sungat stated by oftwo a orcomposition more intervals PrimaryProgram musicchords story,instrumentalthe major scene, chords music mood, I,that or IV, eventsuggests and V a SharpSequence onraisesthe different repetition the pitchlevels of of aof amelodic pitchnote one-half pattern PulseRallentando becominga steady graduallyrecurring slower beat (itzei..) Signature ofathestep eachcomposition sharps staff or indicating flats at thethe beginningkey of 69 Staccato detached;over or undershort; notes indicated by dots Theme ana completeextended musicalmusical ideacomposition from which is Staff onthe which five musicalparallel notes horizontal are written lines Theme andvariations openingadeveloped inmusical elaborated section form based versions4hich on is a repeatedsimple SuiteSymphony dancea ationsseries composition forms) under of short one of title relatedseveral (originally composi-movements Timbre voiceso'indcharacter orthat instrument or distinguishes quality from of a another amusical certain Syncopation movementsona for rhythma normallyfull in orchestra, which weak anbeat accentusually is in placed four ribnalityTone akey musicalkey feeling; sound relation of definite of notes pitch to Tempo formedrate of speed at which music is per- UnisonTriad performers,a singingthird,chord of andor three allplayingfifth ontones: the by sametwo orpitch more root,

70 Acknowledgments developmentMany music of the music educators have been involved in the curriculum forin the production of Texas thiscontributions curriculum is guide.given to the Acknowledgment of special persons listed below. schoolsFine which Arts Advisoryhas resulted Project CoordinatorRichard Sutch of Choral Music JackEl PasoElliott Independent zchool JoeDirectorRichardSouthern Frank, Kidwell ofMethodistMusic Music Department University ReviewersAustin Independent School District LamarKatherine State Elsey University District AmarilloBrownwoodMusicDorothy Consultant IndependentMcIntosh Independent School School District Dishi GarlandArdysMunseyKlein Barnard AyersIndependentIndependent SchoolSchool DistrictDistrict RalphYsletaMary LouiseGoodman Independent Ford School District FortMusicSara Worth DunnConsultant SistrunkIndependent School District McAllenMarthaEddie Jim LakeIndependent Bender Bunton School District DallasDorothyAldine Independent Greene School District DepartmentBettyOther Kanablecontributors of Music WichitaLowell FallsClark independent SchoolDistrict MesquiteWilliam Hooper Independent School District DepartmentUniversityLois Rhea ofLand MusicTexas at Austin BrazosportBryanSouth CooneyPark Independent SchoolDistrict WacoKenneth Independent Howard School DistrictDistrict SouthernHoustonDirectorRuth Red Methodist Independentof Music University School District MidlandBill R. IndependentCormack School District Carrollton-FarmersAudrey Hudgins 13ranch Independent School District 73 NorthMargaret Texas State University Hudnall EctorJ. R. CountyMcEntyre Independent School TomGoose Seale Creek Independent SchoolDistrict VirginiaSpring BranchPunt Independent SchoolDistract CleburneRuth Merrill Independent SchoolDistrictDistrict WayneLubbock Stevens Independent School District SouthLouise ParkLatimer Independent SchoolDistrict PasadenaSandra Morgan Independent School District MaryHermanTexas Ann Tech VetterVaughn University JerroldNorthKatherine East Longwell Lennard Independent SchoolDistrict EddieSan Angc.loLOU Neel Independent SchoolDistrict SanCharlene Antonio Watson Independent SchoolDistrict DeanHurst-Eueless-Bedford Lowman IndependentSchool District AbileneRuth Parson Independent School District ArnoldArlingtonBeaumont Whedbee IndependentIndependent SchoolSchoolDistrict CorpusEastBetty Texas ChristiM. MartinState Independent University SchoolDistrict FortMaryMartha WorthSue ReynoldsRay Independent School District MaryRichardson Williamson Independent SchoolDistrict District WestMary TexasRuth McCulleyState University WoodrowSouthwestIrving SchoberIndependent Texas State School University District CalhounR. R. Willman County Independent SchoolDistrict TEA336 74 inAAppendix iusk to ElementaryAfter the original free distribution of this bulletin (743), additional copies may be purchased for $1.00; however, with the increasing EducationOfficialSinceofficesdemand Texas distribution and for Educationiseducational not toof beAgency Agency consideredmaterial, bulletins publications the as supply personalto the are at offices times notproperty copyrighted, ofmay school of be the exhausted. districtindividuals any or and all sectionswhocounty receive superintendents of this them. bulletin may is made as propertybe duplicated. of those Division of Curriculum Development Texas Education Agency Austin, Texas201 78701East 11th Street Fine Arts Section Preface Thisderignedpanies,school, publication classroomalong to accompany with of instrumentresourcea directory MUSIC materialsINcompanies, ofELEMENTARY book publishers, educational record com- for generaland music film-filmstrip in the elementary producersEDUCATION, was Texas Education Agency Texas.Bulletin743,knowledged:Special contributions a general musicof the curriculum following s'aide music educators are gratefully ac- for elementary schools in UniversityDepartment of MusicTexas Betty Kanable at Austin DepartmentSouthern Methodistof MusicLois Rhea Land University Houston IndependentDirector ofSchool Music District Ruth Red i RESOURCE MATERIALS Contents Children'sFilmstripsFilmsResource BooksBooks forfor LibraryTeachers 1210 83 DIRECTORY ClassroomPublishers Instrument of StandardizedState-Adopted Companies Music Textbooks Tests 19 19 EducationalChildren'sResourceFilmstripFilm Producers Book ProducersRecordBook Publishers Publishers Companies 212019 ii DISCOVERING ELEMENTARY MUSIC SERIES.Color, sound. Bailey-FilmFILMS Associates. 16mm. GrandwithofWalt Ferde Canyon.noDisney narration. Grofe's 16mm Films."Grand CanyonA Suite"musical and pictorial interpretation 29 minutes. A teaching guide ac- Gr. 4-6. Color, sound. VarietyDiscoveringare20 introducedminutes. of rattles,the Musicand bells,played of Africa. andsingly Predominantlydrums and the music of Ghana. Gr. 4-6. 1967. alColor,Introductioncompanies Films. sound, the to film.16mm Music Re-ding. Gr. 1-6. Sutherland Education- 11 minutes. demonstratedTalkingbytion. innative ensemble. drums musicians as of a themeans in Ashanti native of communica- tribecostumes. are Short dance sequence included. Narrated and performed stimulateing to read a child's music ininterest. a way designedDeals with to the actual process of learn- Discoveringstruments23 minutes. andElectronic shows how Music. the soundPresents is standard orchestral in- Gr. 6. 1970. municationsMexican-American1970.the origins Group and Culture--Its West.history of theHeritage.Demonstrates Mexican- visually and musically 18 minutes. Color, sound. Gr. 5-6. Com- oscillation,producedsynthesizerstrated.form for and various andpitch differenceits instrumentschanged different byin israteoscil-wave demon- of The film then proceeds to a MUSICAmerican EXPERIENCES culture. SERIES. vices,sound. Inc. P.4.ms Instructional Media Ser- 16mm. Color, utes.Discoveringlators.filtering ofJazz. sound. Traces the history of jazz from its Gr. 5-6. It demonstrates envelope and 1969. 21 1/2 min- portionGr.Bachformers 4-6. Is ofBeautiful. featured the film. in a trio sonataAnimation and used for biographical 1971. Student per- 15 minutes. AfricanAmericarootsinstruments,processions, in toinstruments, nineteenth the thefieldpresent. blues, centuryhollersDixieland vocal blackcopied callfuneral byand Includes andanlustratedstyletion interestingon inimitationthe F" Moogon played a comparison synthesizer.musicalis discussedon the score. ofharpsichord and"Inven- ii. - Bach- formsbe-bop,response of cooljazz.imitated jazz, bygospel, instruments, and later swing, 3 LittleinLobos15 minutes.composing Trainand discusses of "The the LittleCaipira. his inspirationTrainGives of thea brief biography of Villa- Gr. 4-6. 1970. NewColor,stratestreating Sounds sound. that oldin Music.sounds.today's Presents new sounds ane new ways Churchill Films. world of musicThe1968. film is demon- 22 minutes. Gr. 4-6. of Caipira."animatedshowntion;can instruments playingintermediate section themes used portrays age fromin children the it.the composi- journey are Demonstrates South Ameri- An ofrich struments.tronictape,forms. in synthesizer,varietiessounds, and of preparednewlysound inventedand Included are chance music, piano, elec- invention in- Music,Educationalutes. the Expressive Films. Language.ofDesigned the little to stimulatetrain. interest in Color, sound. Gr. 1-6. 16mm. Sutherland 11 min- StatesPatrioticsound. History. Music: The film relates the story Dana Productions. 21 minutes.Its Influencepatriotic on United anthems a4d Gr. 4-6. Color,behind the musicmusicalThiscodelearning isforanimated notationcapable melody,to read film ofserves rhythm,music expressingdemonstrates asby andashowing graphicharmony. many how how UnitedhowHymnSpangledDoodle,"seven they ofStates.most affectedthe Banner,""Hail popular Republic," Columbia," the "America," "The Star These are: history of the"Dixie," and "Yankee "The Battle minutes.Musicmoods.structional to Learn Media About Services, People. Inc. Color, sound. 16mm. Aims In- 1970. Gr. 11 Color,Percussion"America, sound. theSounds. Beautiful." Churchill Films. 1968. 16 minutes. instruments Gr. 4-6. classroom)ethnic4-6.Included backgrounds inare the a Cherokeefilm provide (set Indianthein The atheme. music dancebirthdays of children from various ansionfilmgenerallyinvented In..ian lybroadens including heardpercussiontabla, the in glassJavanese conceptionWestern instruments. music,In additi4,i to percussion harp, and newly instruments, of percus- Childrenthe music.visitingperformanceperformedintroduction Japanese by ontwo toa youngkotoChineseartist, andIndian andandsamisen Mexicanaboys, brief by a mentingare shown with exploring ways to produce new sounds and experi- sounds. 4 utes.Toot, Whistle, Plunk and Boom. Color, sound. 16mm. Walt Disney 10 min- What16mm. Is Music? Audiovisual Services, NEA. 20 minutes. Color, sound. Gr. 1-6. musicalfamilies.string,16mm instruments, woodwind, brass, grouping and thempercussionShows into the origin and developmentFilms. of Gr. 1-6. Whatusesexplore Isa 5roadRhythm? the rangebasic ofelements musical of Film, stylesmusic. accompanied to by a teacher's guide, 1966. 11 minutes. Color, Travelutes.West to Film the Library.Mountains. A beautifully filmed portrayal of the Color, sound. Gr.16mm. 4-6. 1965. Canadian 28 min- meter.accents,Gr.sound. 2-4. and sets of beats whichDefines produce rhythm in terms of beats, tempo, Suggests16mm. that the basis of all Bailey-Film Associates. developmentIvescounterparttimes.in thewho Unitednarrates of of Alberta, States.the and opening singsproviding ofsongs the aofWest the Good social studies correlation. Features Burl oflines,rhythmaround a horse, curves,isinus--our repeatedpatternand waterandheartbeat, ofshapes.sound. dripping.colors, the repeated galloping Rhythm is Partiallyall There is WhatColor,think Is Music?sound.about the scope of music.A film which challenges children to Churchill Films.1972. 16 minutes. Gr.It 4-6. EXPLORINGanimated. THE USE OF EDUCATIONALAND TELEVISIONVIDEO-TAPES IN MUSIC outdemonstratesnaissancesong,that of produceslivingAustralian brass the andit. idea andtheaboriginal organthatkind musicofmusic, music, culture grows Indian Re- Included are a blues AgencyFilmsandthe theDallas werefrom Dallas madetheIndependent videoforSymphony the tapes Texas SchoolOrchestra. and Education Title Districtcopies III ESEA project produced by rarypercussioncontemporarysitar, music. an ancientensemble electronic Chinese playing music, folk contempo- andsong, a Texasdescribedwereofcenter thegiven schools ineducation below, tothe each fromState. are serviceeducationthe available media centers. servicedivision only to These 16mm films, 5 Orchestral Films Allstudyfilms the and musiclends understanding useditself in uniquelythe oforchestral how to com- the andbassflute,instrumentstrombone, aestheticviolin. viola, violin, areoboe,impact featured. Frenchbassoon, of the horn, varioustrumpet, and The tone color, rance, Musical Themelody,poserstone Wonderland color--inuse rhythm, the toolsof theirharmony, Music. of compositions. music- design, - and 30 min- Instrumental Single-Concept Filmstionsforms anddiscussed rondo. are theme and varia- latestioninstrumentsutes. on simple identical singlysong-form themes. and in orchestralcombina-This film shows composers' use of Color, sound. Gr. K-3. It re- priateElevenstudents,Independentists, forsingle-conceptproduced beginningand School artist-teacher by selected Districtinstrumental- films appro-Dallasstaff, mem- musiccrackerexamplessongs to from theSuite" are musicsame drawn by textbooks.formTschaikowsky. from found "The inNut- Musical ucationtoposechestra,bers support of service these theare the Dallas available 16mm,centers.teacher Symphonycolor infrom nurturingfilms theOr- ed- The pur- is Orchestra.Thesound. Wind Instruments in Our SymphonyUsing musical examples from Gr. 4-6. 30 minutes. Color, theytheconsiderationsequentialskills; musicianshipacquire they lessonsnecessary areof of somenot studentsbut intendedtechnicalimportant rather as ato be story'sPicturescolorthis"Scheherazade" filmof theme. theused demonstrates wind are by instruments.significantRimsky-Korsakoff, the tone to the VIOLINguidesaspectsconcept areof film. technique.available for each single- Teacher OurbyColor,Symphony Friends--TheAlberta sound. Orchestra. Ginastera Instruments as the musicalinUsing a "Variaciones Concertantes" Gr. 4-6. 30:30 minutes. FilmRoundto changeNo. motion 3.2. strings. is the most natural way 11:0510 minutes. minutes. Concept: Concept: andarevehicle, sound:highlighted the following through instrumentsboth sight cello, harp, clarinet, 6 Expression in string playing is Filmtone.thelargely bowNo. to 4.accomplished change dynamics by the of usethe of 10:07 minutes. Con- Filmcomposition.equallycept. No. 22.sensitive in every style of The percussionist must be 10:10 minutes. Con- cept:Filmrhythmic No. 5.pulse. Bow articulationstrokes create is thethe 10:35 minutes. Con- ATRUMPET Filmminimumis necessaryNo. 30.pressure to obtainsystem control,of playing 10 minutes. Concept: ofBASSapplication various VIOLIN types for ofmusical bowing. purposes FilmCELLOStrengtheningflexibility, No. 37. and the maximum fingers endurance. of the left 10 minutes. Concept: FLUTEviolincept:Film No. as 8. a solo instrument. Understanding the bass 13:20 minutes. Con- FilmStudystudy.hand No. isetudes 39.an important can be applied part of to cello im- 10 minutes. Concept: accuracycept:Filmernsstream No. the across14.of quality, the theflute intensity,mouthpiece tone. andgov- The direction of the air 14:15 minutes. Con- proveficiency. musical understanding and pro- musicalproducecept:FilmPERCUSSION No. soundsan21. infinite and expressions. variety of Percussion instruments 9:55 minutes. Con- 7 JAM HANDY CORRELATED FILMSTRIPS AND RE- BOWMAR CORRELATED FILMSTRIPS ANDFolkINGS. RECORD- Songs of the Arab World. Bowmar Publishing Corporation. FILMSTRIPS Part MUSICCORDINGS. STORIES. composersrecordings. to write some The Jam Handy Organization. Stories6 color filmstrips,which inspired of our best Gr.filmstrips,51 5-6.frames; Part teacher's II, 41 guide,frames. andIncluded long- in the package are two The filmstrip, con- Color. PicturedPeterloved and music. withthe Wolf.delightful humor. Gr. K-6. 29 frames. playingincountriesstandingnativetaining the record.livesinstruments, a ofandvariety theof of the culturethe of people. providespartfolk of music the under- Arabplaysand fullyTheversionHansel Nutcracker. visualizedand as Gretel.in Humperdinck's Christmas story. opera. 31 frames. 31 frames. Color- Same Meetframes;strips;frames. the Instruments.brassstrings and and percussion, woodwinds, Package41 50 includes record, set of Gr. 2-6. 2 color film- PeerTheGrieg'sescapades Gynt.Firebird. music. which give background to 31 frames. 31 frames. Includes The ofinformation)studentsstudy the instrumentsprints (miniature andfor two usewith coloredfilmstrips.by background individual pictures The TheRussiansentedlegend Sorcerer's folkloreinof Stravinsky'sa fabulous Apprentice. which creatureis music. repre- in 29 usingeachfamiliarSlidesynchronizedinstruments instrument selectionsI--a melody; short recordingand without fromSlidediscussiona performance the contains:II--presentsdiscussion, classics. of theof a Dukas'freshnessframes.strips. music, in isthese presented colored with film- The story, described in 8 INSTRUMENTS OF THE SYMPHONY ORCHESTRA.6 color filmstrips. Art work shows ofhistory,The theOrchestra. modern development, symphony andorchestra. growth 29 frames. The musiciansments.thetheirinstrument development placement demonstrating is heldof in various theand orchestra.howplayed, instru- each and Color photographs show GREAT COMPOSERS AND THEIR MUSIC.color filmstrips with synchronized The life stories of 6 Gr.cello,DevelopmentString 4-6. Instruments.bass viol,of the and violin, the harp. viola, 29 frames. ofrecordcoloredrecordings.six histhe composers best-knowncomposer'scontainsart work. arethe music.life portrayednarrated with examples storyin One side of each The re- andTheWoodwindclGrinet, single-reedstory Instruments.of and the variouswoodwinds. flute, otheroboe, double- 34 frames. Johannversefamousexcerpts sideSebastian works. fromof each the Bach. recordcomposer's contains most Gr. 4-6. 36 frames. bone,Brasssentliesttrumpet, Instruments.form.and known the originstubaFrench from tohorn, their the pre- ear-trom- 29 frames. The FranzGeorgeWolfgang Joseph Frederic Amadeus Haydn. Handel. Mozart. 36 frames. 40 frames.36 frames. glockenspiel,xylophone,Melodiousthe26 frames. piano Percussion marimba,and and its celesta. forerunners.chimes, Instruments. The evolution of the Also FranzLudwig Peter van Schubert.Beethoven. 3635 frames. 9 Andress, Barbara L., EducatorsChildhood. National Conference,RESOURCE 1973. BOOKS FOR TEACHERS Washington, D. C.: ed. Music in Early Music Gary, Charles L., ed. Musictualin1967. the Approach. EducatorsElementary National School: Washington, D. C.: The Study of Music Conference, A Concep- Aronoff,Beer, Alice Frances S., Webber.and Hoffman, andChildrenMary Winston, E. Inc., 1969. New York: Holt, RinehartMusic and Young Gelineau,Haynes, R.Margaret Phyllis. Smith, Company,Music. 1970. New York: McGraw-HillExperiences Book andin Coolidge, Bergethon, Bjonar, and Boardman,Teachingpany,ristown, Eunice. 1973. Music--What, N. J.t How, Why. Silver Burdett Com- Mor- Land, Lcis Rhea, and andRichardHunt Kings. Publishing A. Company, Owls,Dubuque, Pussy Iowa: Cats, Vaughn, Mary Ann. 1972. Kendall/ Cabbages, Contemporary Music Project. School.MusicalRinehart Growth tnd Winston,in the Elementary Inc., 1970. 2nd ed. New York: Experiments Holt, Landis, Beth, and Carder, MusicHarcourtListening, in Today's Brace Performing. Jovanovich,Classroom: Polly. New York: Inc., 1973. Creating, The Doll, Edna, and Nelson, Mary J.ference,D.in C.:Musical 1966. Creativity. Music Educators National Con- Washington, Rhythms MusicKodaly,Education:Eclectic1972. Educators and Curriculum Orff. National in American Contributions of Dalcroze, Washington, D. C.: Conference, Music Elementary Science Study. BurdettToday.Instrument Company, Recipe 1965. Book. Morristown, N. J.: The MusicalNew York: Silver Malm, William P. Pacific,Hall,Englewood Inc., the Cliffs, Near1966. East N. J.:and Music Cultures of the Prentice-Asia. Faulhaber, Martha, and Hawkinson,Make.McGraw-HillRhythms, John. Music, Book Company,and Instruments 1971. to Chicago: Marsh, Mary Val. Music.1970. New York: Explore and Discover Macmillan Company, Company, 1970. Albert Whitman and 10 Monsour, Sally, et al. pany,Calif.:and Dance Inc., for 1966. Children. Wadsworth Publishing Com- Rhythm in Music Belmont, Richards,Schafer, MaryMurray Helen. R. SanClassroom. Francisco: Toronto: Fearon Publishers,The Composer 1964. in the Threshold to Music. BMI Canada, 1965. Nash, Grace. Chicago: Kitching Educational,Music with Children. 1967. Canada, 1967. . Ear Cleaning. Toronto: BMI Nettl, Bruno EnglewoodMusic of theCliffs, Western N. J.:Continents. . Folk and Traditional Prentice- BMI Canada, 1969. . The New Soundscape. Torcnto: Nichols, Elizabeth. SilverHall,Source Inc., Burdett Book. 1965. Company, 1970. Morristown, N. J.: Orff Instrument Sunderman,Southern, Eileen. Lloyd Frederick. W.Americans: Norton and Company, Inc., 1971. A History. The Music of Black New York: New Dimen- W. Nye, Robert and Vernice. woodElementaryInc., Cliffs, 1970. School. N. J.: 3rd ed. Prentice-Hall, Music in the Engle- Williams, Peter. ments.N. sionsJ.: in Music Education. London:Scarecrow Press, Inc., 1972. Mak.ng Musical Instru-Mills and Boon Ltd., Mutchen, Paynter,Reeder, John,Barbara, and andAston, Standifer, Peter.Cambridgeand JamesSilence. A.University Press, 1970. Cambridge, England: Sound 1972. ject,Conference,ton,rialsSource D.1972.for BookC.: Music ofContemporary Afro-AmericanEducators. Music Mate- Pro- Music Educators National Washing- 11 Bishop, Claire Huchet. Johann Sebastian Adams,Ammer, Ruth. Christine. Lee and Shephard, 1970. CHILDREN'S BOOKS FOR LIBRARY Fidelia. Harpers Dictionary of New York: Gr. 1-4. Lothrop, Britten, Benjamin, and Holst,Bach: WonderfulImogene.Ill.: World of Music. Garrard,Music Giant. 1972. illus. Gr. 4-6. illus. Champaign, New Antey, John W. NewRow,Music. York: 1972. illus. John Day Company,Gr. 4-6. 1965.Sing and Learn. New York: Harper and illus. Browne, C. A. 4-6.lads.York: NewDoubleday, York: 1468. Story of Our National Bal- Crowell, 1960. Gr. 4-6. Gr. Appleby, William, and Fowler, Gr.Frederick.Theillus. K-1 Sleeping and special Beauty education. and the Firebird. New York: Walck, 1965. Gr. Bulla, Clyde Robert. Operas.1959. Gr. 4-6. illus. New York: Stories of Favorite, Crowell, Ballantine, Bill. 4-6.Franklinto the Instrument. Watts, Inc., 1971. Flute: illus. Introduction New York:Gr. 4-6. Chappell, Warren. Operas.1968. Gr. 4-6. Stories of illus.Gilbert and Sullivan The Nutcracker.New York: Crowell, illus. . The Piano: An Introduction New York: . Knopf, 1958. Gr. K-4. Berger, Melvin. FranklinYarn:to the Instrument.Watts, Inc., 1971. Lothrop, Lee and Shephard Co., Flute Book. illus. illus. New York:Gr. 4-6. New Collier, James L. Music.York: Knopf, 1961.Sleepingillus. Beauty. NewJug York: Bands and Handmade Gr. 2-5. illus. Grosset and New 1973. Gr. 3-6. The Story of Dunlap, 1973. . Which Musical Instrument Shall Gr. 5-6. Biemiller,Bizet, Georges. Ruth. Doubleday,Katherine Dunham.1969. Carmen. Dance: Gr. 5-8.photos. illus. New York: New Commins, Dorothy Berliner. 1969.SymphonyI Play? Orchestra. Gr. 4-6. illus. New York: illus. All About the Norton, Westmin- Gr.York: 5-9. Franklin Watts, Inc., 1969. 12 ster, Md.: Random House, 1961. Gr. 4-6. Dean, Leigh. Gian Carlo Menotti's Help, Glass, Paul. Songs and Stories of the DeLeeuw, Adele. icanMcGraw-Hill,nelp, Ballerina. the Globolinks! 1970. Maria Tallchief: illus. Gr. 3-6. illus. New York: Champaign, Amer- Goffstein, M. B. NorthGrossettillus. American and Dunlap,Indians. 1968. New York: A Little Schubert. Harper and Row, New York: Gr. 4-6. Dietz, Betty Warner. Japan,1964.Ill.: Korea. Garrard,Gr. 3-6. 1971. New York: Folk Songs of China, Gr. 4-6. John Day Co., Green, Carla. HarveyOrchestra.1972. House, 1967. Gr. 4-6. Irvington-on-Hudson,Let's Learn About the Gr. 3-6. Y.: Gr.illus. 4-6. . NewMusical York: Instruments of Africa. John Day Co., 1969. Harris,Grieg, E. Leon. H. N. J.: Silver Burdett, 1971. Peer Gynt.The Russian Ballet School. Morristown, Gr. 2-4. Dukas, Paul. Burdett,illus. 1971. Morristown, N. J.: Sorcerer's Apprentice. Gr. 1-5. Silver Hausman, Ruth L. Gr.photos. 3-6. New York:Rutland, Vt.: Hawaii: Atheneum, 1970. Music in ItsCharles E. Erdoes,Duncan, Lois.Richard. Gr.Boston: 4-6. Little, Brown and Co., 1971.A Gift of Magic. Musicians Around the illus. Hawkinson, John and Falhaber. MusicTuttleHistory. andCo., Instruments 1968. to Make. Gr. 4-6. Gr. 2-6. Rhythms, illus. Estoril, Jean. salaIEt.Hill,World. 1971. illus. illus. WeGr. Danced3-6. in Bloomsbury New York:Chicago: Follett,McGraw- Hill, Elizabeth Starr. Chicago:RinehartBells. and Winston, 1970. illus. Whitman, 1970. New York: A Book to Begin on Holt, Gr. 2-5. Gautier, Theophile. York:Adapt.1970. by Violette Verdy. McGraw-Hill,Gr. 4-6. 1970. Gilelle or the Wilis. Gr.illus. 5-8. New Hill, Thomas A. Gr.York:tion 5-up. _o the Instrument. Franklin Watts, Inc., 1973. The Guitar: photos. An Introduc- New 13 Houston, John. Gr.Reading, 1-4. Mass.: The Bright Yellow Rope. Add...son-Wesley, 1973. . A Room Full of Animals. Read- Xing, Martha C. Third Chair Drummer. Hurd, Michael. TheGr.ing, K-3.Great Mass.: Composer Series. VaughnAddison-Wesley, Williams. 1973. New York: photos. Kraske, Robert. Gr.illus.Stories 4-6. of Patriotic Songs. New York: America the Beautiful: Washburn, 1970. illus. Hutchinson, Carleen Maley. McCannDrownCrowell, the and 1970. Sound? Geoghegan, 1972. Gr. 5-6. New York: Who Will Gr.Coward, 2-3. Kupferberg, Herbert. TheChampaign,Gr. Instruments 3-6. Ill.: of the Orchestra and Garrard, 1972.A Rainbow of Sound: Johnson,Jacobs, David. James W. York: Harper and Row, 1970. Beethoven. Lift Every Voice and illus. Gr. 5-up. New Kyle, Elizabeth. TheTheirCharles Story Music. Scribner'sof Edvard andSons, Nina 1973. Grieg. illus. Song of the Waterfall: New York: Gr. 4-6. Johnson, Sharon. 1970.Sing.illus. Gr.illus. 4-6.Minneapolis: Let'sNew York: Learn About Music. Denison, 1973. Hawthorne, Landeck, Beatrice. FolkNew1970. York: Songs of America. Gr. 4-6. Holt, Rinehart and Winston, Echoes of Africa in New York: Kabalevsky, D. B. SilverComedians.Gr. 2-4. Burdett, 1971. illus. Joey the Clown: Morristown, N. J.: Gr. 1-5. The Morrow,McKay, 1969.1969. Wake Up and Sing. Gr. 5-6.Gr. K-2. New York: Kaufmann, Helen L., and Simon,Gr.grounds.Five Henry. 4-6. Famous Operas and Their Back- New York: Doubleday, 1973. Layton,Lyons, Robert.John Henry. Gr.photos. 4-6. New York: Sibelius and His World. Stories of Our American Viking, 1970. Kettlekamp, Larry. Bells.1960. Gr. 3-6. illus. New York:Drums, Rattles, and Morrow, Manasek, Ludek. FranklinVanguard,Patriotic Watts,1958.Songs. 1971. The Firebird. Gr. 4-6. illus. Gr. 1-4. New York: New York: Morrow, 1964. . Horns. Gr. 4-6. illus. New York: 14 Montgomery,Miyoshi, Sekiya. Elizabeth Rider. Ellington:Franklin Watts, 1971. King of Jazz. Singing David. Gr. K-3. Champaign,Duke New York: Richardson,Raposo, Joe. Allen L. Tooters, Gr.NewTweeters, K-2.York: SimonSesame and Street Schuster, Song Book.1971. Morris, Berenice. FranklinTheIll.: Beginning Watts, Years. 1972. Garrard, 1972. American Popular Music: illus. Gr. 4-6. New York: BookGr.GrossetStrings, for3-6. all andand Young Dunlap,Beaters: Readers. Inc., 1964. An Instrument New York: Panter,Palmer, Carol.Geoffrey. New York: Warne, 1967. Beany and His New Record- Music Tells the Tale. Gr. 5-6. Robinson, Berenice. Gr.NewMusic: 5-6.York: The Growing Years, 1800-1900.Franklin Watts, Inc., 1972. American Popular Posell, Elsa Z. Press,er.illus. 1972. illus. New York: New York:ThisGr. 1-3. is an Orchestra. Houghton-Mifflin, Four Winds Rockwell,Rossini, Anne.Gioachino. 1971.Songs in Spanish. Gr. 1-6. El Toro Pinto and Other William Tell.New York: Macmillan, illus. Price, Christine. Sons,illus.1973. 1973. Gr. 4-6.New York: Gr. 4-6. Talking Drums of Africa. Charles Se:ribner's Rublowsky, John. Morristown,York:1971. N. J.: Macmillan,Gr. 4-6. 1967. Music in Ameri7a. Silver Burdett, Gr. New Prieto, Mariana. ren.Spanish1973. Games and Folk Songs for Child- New York:Gr. 2-5. Play It in Spanish:John Day Company, Inc., Sanders,Saint-Saens, Ruby Camille.Wilson. Animals.Silver Burdett, 1971. illus. Morristown, N. J.: CarnivalJazr. Ambassador: of the Gr. 1-4. Quackenbush,Prokofiev, Sergei. Robert. Morristown,1972. N. J.: Gr. 1-5. Peter and the Wolf.Go Tell AuntSilver Rhody. Burdett, Shaw, Ray. Cliffs,Children'sLouis Armstrong. N. J.:Press, 1973. The Nutcracker. Prentice-Hall, 1970.illus. Gr. 4-6.EnglewoodChicago: Philadelphia:1972. Gr. K-4. J. B. Lippincott Company, 15 Gr. 2-4. Spier, Peter. Gr.illus. 1-6. New York: Star Spangled Banner. Doubleday, 1973. Warren, Fred. Hall,Englewood 1970. Cliffs, N. J.: Music of Africa.Gr. 5-6. Prentice- illus. Tallon,Stambler, Robert. Irwin. Fourof Country Winds Press,Music. 1971. The Thing Goldenin Dolores' Guitars: illus. Gr. 5-6. New York: Story Weber,Weil, CarlLisl. Maria von. Dance.Silver Burdett, 1971. illus. Things That Go Bang! Morristown, N. J.: Invitation to the Gr. 1-6. A First Tschaikovsky, Peter. Morristown,Merrill,Piano. 1970. N. J.: illus. Gr.Indianapolis: 4-6. Swan Lake.Silver Burdett, Bobbs-illus. Westcott, Wendell. NewLookillus. York: at Percussion Instruments. New York: McGraw Hill, 1969. Bells and Their Music.Putman, 1970. Gr. 2-4. illus. Terry, Walter. Reinhold,History.1971. 1970. Gr. 1-5. New York: Ballet: Gr. 4-6. Vau NostrandA Pictorial White, Florence. Japan.Gx.1960. 5-6. Gr. K-6.New York: Children's Songs from Marks Music Corp., Verdi,Tobias, Giuseppe.Tobi. New York: Crowell, 1972.Marian Anderson. Aida. illus. Gr. 4-6. Newillus. Winn, Marie. 1966.Songs. Gr. K-6.New York: Fireside Book of Children's Simon and Schuster, Wagner, Richard. York:1969.illus. Gr.Franklin 4-6. Watts,New York: 1970. Flying Dutchman. Franklin Watts, Gr. 4-6. Yolen, Jane. Beasts.1972. Gr. K-6. New York: Fireside Book of Birds and Simon and Schuster, 16 AmericanPUBLISHERS Book OF Company, STATE-ADOPTED 8301 Ambassador TEXTBOOKSRow, Dallas 75247 M. Hohner Inc., Andrews Road, Hicksville,LongCLASSROOM Island, NY INSTRUMENT COMPANIES 11802 GinnFollett and EducationalCompany, 9888 Corp., Monroe 4640 HinesDrive, Harry Blvd., Dallas 75235 TheRhythm World Band of Inc.,Peripole P. O.Inc., Box 126,Worth Fort 76101 Lewis Town Holt, Rinehart and Winston, Inc.,AmbassadorDallas 8301 Row, Dallas 75229 75247 NJRoad, P. O. BoxEDUCATIONAL 146, Browns RECORD COMPANIES08015 Mills, SilverPrentice-Hall, Burdett Company,Inc., 4640 8301 Harry AmbassadorRow,Blvd., Hines Dallas Dallas 75247 7235 CapitolBowmar Publishing Records Distributing Corp., P. 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