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Music and the Child Music and the Child Natalie Sarrazin Open SUNY Textbooks 2016 © 2016 Natalie Sarrazin ISBN: 978-1-942341-20-8 Unless otherwise noted, this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. You are free to: • Share — copy and redistribute the material in any medium or format • Adapt — remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: • Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. • NonCommercial — You may not use the material for commercial purposes. • ShareAlike — If you remix, transform, or build upon the material, you must dis- tribute your contributions under the same license as the original. This publication was made possible by a SUNY Innovative Instruction Technology Grant (IITG). IITG is a competitive grants program open to SUNY faculty and support staff across all disciplines. IITG encourages development of innovations that meet the Power of SUNY’s transformative vision. Published by Open SUNY Textbooks, Milne Library (IITG PI) State University of New York at Geneseo, Geneseo, NY 14454 About the Book Children are inherently musical. They respond to music and learn through music. Music expresses children’s identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should con- tinuously search for ways to tap into children’s natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I’m working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts? This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children’s lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically. About the Author Natalie Sarrazin, PhD, is Associate Professor of Music at the College at Brockport, SUNY. She holds a PhD in ethnomusicology from the University of Maryland, College Park and a master’s degree from Peabody Conservatory at Johns Hopkins University in music education. Natalie is the author of books and articles on both Hindi film music and music education. She teaches in the Department of Theatre and Music Studies and Arts for Children programs at the College at Brockport, and is a former co-director of the Hunter Institute on Young Children. Reviewer’s Notes Natalie Sarrazin’s Music and the Child is a well-written, thoughtful, comprehensive, up-to-date textbook. The author’s audience is primarily general classroom teachers, who will want to include music into their general curriculum. Assuming that the reader has had a life-long interaction with music in the world, Sarrazin does not take for granted that the reader is well-versed in musical concept, symbolic notation, song literature, and elementary instrumental and vocal pedagogy. Her early chapters are an examination of all of these areas, and while all the information is very valuable, may choose to spend less time focusing on one or more areas in which s/he might have some knowledge of. It is important to note that although the readers may not be music educators, Sarrazin does not dumb down any of her material. Throughout the entire text, consciously or not, the author conveys a respect for the reader’s intelligence, as well as for the subject matter. The activities are excellent. The reviewer enjoyed doing many of the activities himself, watching the videos, and singing the songs. The links are easy to access, and highly suited for the text. The bibliographies are current and include some of the seminal research in the field of music education, learning theories, assessment, ethnomusicology, and inclusion. I strongly recommend this textbook. Vernon Huff is Assistant Professor of Choral Music Education at The State University of New York at Fredonia, where he teaches courses in elementary and secondary choral methods, choral literature, and conducts the Women's Choir and University Chorus. With ten years of public school teaching at the elementary and secondary levels, he has taught in California, Ohio, and South Carolina. In 2007, he earned National Board certification in Choral Music, Early Adolescence through Young Adulthood. He earned a DMA in choral conducting at Arizona State University and a MM degree in choral conducting from The Ohio State University. His baccalaureate degree is in choral music education from Furman University. About Open SUNY Textbooks Open SUNY Textbooks is an open access textbook publishing initiative established by State University of New York libraries and supported by SUNY Innovative Instruction Technology Grants. This initiative publishes high-quality, cost-effective course resources by engaging faculty as authors and peer-reviewers, and libraries as publishing service and infrastructure. The pilot launched in 2012, providing an editorial framework and service to authors, students and faculty, and establishing a community of practice among libraries. Participating libraries in the 2012-2013 pilot include SUNY Geneseo, College at Brockport, College of Environmental Science and Forestry, SUNY Fredonia, Upstate Medical University, and University at Buffalo, with support from other SUNY libraries and SUNY Press. The 2013-2014 pilot will add more titles in 2015. More information can be found at http://textbooks.opensuny.org. Contents Chapter 1 Perspectives and Approaches 1 Chapter 2 Music: Fundamentals and Educational Roots in the U.S. 17 Chapter 3 Assessment and Learning Goals 44 Chapter 4 Approaches to Music Education 56 Chapter 5 Children Singing and Children’s Songs 89 Chapter 6 Creative Activity and Lesson Planning 110 Chapter 7 Music and the Brain 133 Chapter 8 Music in Early Childhood Development 145 Chapter 9 Music and the Older Child 170 Chapter 10 Children’s Musical Play: Musicality and Creativity 209 Chapter 11 Music and Inclusion 227 Chapter 12 Music Integration 250 Chapter 13 Musical Multiculturalism and Diversity 273 Songs Aeolian Lullaby 71 Ah, Poor Bird (with descant) 197 Ah, Poor Bird (with harmony) 196 All the Pretty Little Horses 150 Amazing Grace 37 A Ram Sam Sam 176 A Ram Sam Sam (Speech with one ostinato) 177 A Ram Sam Sam (Speech with vocal ostinato) 178 A Ram Sam Sam (With one ostinato) 179 A Ram Sam Sam (With three ostinati) 181 A Ram Sam Sam (With three sung ostinati) 183 A Ram Sam Sam (With two ostinati) 180 A Tisket, A Tasket 99 Au Clair de la Lune 156 B-I-N-G-O 217, 235 Body Percussion Examples 64 Bounce High 160 Bow Belinda 191 Bow Belinda and This Old Man 192 Bow Belinda, This Old Man, Shoo Fly, Sandy Land 193 Bubble Gum Vocal Warm-up 93 Bumpity Bump 147 Bye Baby Bunting 150 Christofo Columbo (Christopher Columbus) 267 C Major mode, 4/4 time, medium tempo 287 Cock a Doodle Do 149 Deedle Deedle Dumpling 175 Did You Ever See a Lassie? 162 Doctor Knickerbocker 199 Dona Nobis Pacem 187 Do You Know the Muffin Man? 161 Draw Me a Bucket of Water 197 Eensy Weensy Spider 148 Erie Canal 127 Everybody’s Welcome 233 Examples of 2/4 Rhythms 27 Examples of 3/4 Rhythms 29 Examples of 4/4 Rhythms 28 Examples of 6/8 Rhythms 30 Frère Jacques 107, 186 Galumph Went the Little Green Frog One Day 237 Goober Peas 263 Good Morning 233 Go to Sleep 162 Great Big House 69 Head and Shoulders (Key of B flat) 235 Head and Shoulders (Key of F) 160 Here We Go Zudio 7, 200 Hey Ho, Nobody Home 188 Hi There, Hello There 232 Home on the Range 105 Hot Cross Buns 154 Hush Little Baby, Don’t Say a Word 107, 151 I Bought Me a Cat 204 If You’re Happy and You Know It 106 If You’re Happy and You Know It (Keys of E flat Major, C Major, F Major) 172 If You’re Ready for Music 163, 254 I Have Lost my Closet Key 156 I’m a Nut 236 I’ve Been to Haarlem 201 Jack and Jill 66 Jelly in a Bowl 238 Johnny Has Gone for a Soldier 269 Kodály Exercise Examples 76 Li’l Liza Jane 122 Little Sally Water 155 London Bridge is Falling Down 216 Love Somebody 77 Major Pentatonic (C) 33 Major Scale (C Major) 32 Mary Had a Little Lamb 8, 105 Michael Row the Boat Ashore 101 Minor Pentatonic (A) 33 Minor Scale (A Minor) 33 Miss Mary Mack 218 My Bonnie Lies Over the Ocean 95 My Mother Your Mother 281 No Bears Out Tonight 158 Norwegian Wood (excerpt) 72 Notes of the Bass Staff 24 Notes of the Treble Staff 24 Oats, Peas, Beans and Barley Grow 117 Oats, Peas, Beans and Barley Grow (with additional verses) 119 Obiswana 284 Oh, How Lovely 187 Oh! Susanna 100, 199 Okaa, Bokaa 289 Okā Bokā Tīn Tarokā 291 Old Brass Wagon 201 One Bottle of Pop 189 One, One, One, Two, One Vocal Warm-up 93 One Two Three 65 On Top of Old Smoky 78 Open Shut Them 164 Rain, Rain Go Away 100, 154 Ride a Cock Horse to Banbury Cross 67 Ridin’ in a Buggy
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