The second edition of The Music and Literacy Connection expands our understanding of the links between reading and music by examining those skills and learning processes that are directly parallel for music learning and language arts literacy in the pre-K, elementary, and secondary levels. This edition includes two new chapters: one dedicated to secondary music education and teacher evaluation, and another that offers a literature review of latest literacy research in education, neuroscience, and neuropsychology. Readers will find extensive instructional examples for music and reading teachers so that they may enrich and support each other in alignment with current initiatives for twenty-first-century curricula. Instructional examples are aligned with The National Core Music Standards and the Common Core State Standards for English Language Arts and Media Arts. Readers will find an in-depth review of the benefits of music learning in the listening, viewing, speaking and writing literacy as well as comprehensive information for children with special needs. The Music and Literacy Connection is a valuable resource for professional development, college literacy courses, and curriculum administrators.
Foreword Preface Acknowledgments Introduction Chapter 1 The Threads of the Literacy Fabric: Foundation for The Music and Literacy Connection Creating a Common Vocabulary Decoding: Learning Musical Language and about Musical Language Implications of School-Reform Issues Implications for Music Educators: The Common Core State Standards for English Language Arts and the National Core Standards for the Arts Part I: Principle 1-Children are Interactive Learners. Chapter 2 Learning Language through Musical Play The Role of Play in Learning Theories of Child Development that Support Play Functional and Practice Play The Teacher's Role in Play and Literacy Development Language Learning through Play The Role of Music in Play and Literacy Learning Language Literacy and Musical Play The Teacher's Role Exercises for Professional Development Part II: Principle 2-Music Teachers are Literacy Teachers; Classroom Literacy Teachers are Music Teachers. Chapter 3 Music in the Reading Environment: Decoding Enhancing Reading Strategies Using Music Phonological Awareness Phonemic Awareness Rhyming Phonemic Awareness and Phonic Instruction Sight Identification Graphophonemic Awareness Cueing Systems Awareness Fluency Exercises for Professional Learning Chapter 4 Reading in the Music Environment: Decoding Enhancing Music and Reading Strategies: Completing the Connection Loop Developing Specific Decoding Skills in the Music Classroom Exercises for Professional Learning Chapter 5 Music in the Reading Environment: Comprehension Acquiring Conceptual Understanding Curricular Integration Strategies Used Before Reading Questioning Strategies Teaching Conceptually Exercises for Professional Learning Chapter 6 Reading in the Music Environment: Comprehension Attention Working Memory Long Term Memory Comprehending Music Elements: Developing Conceptual Understanding of Music Inquiry the Music Classroom Modeling Building a Vocabulary Cooperative Learning Activities Some Cooperative Learning Group Techniques Reflecting on Teaching for Musical Understanding Exercises for Professional Learning Part III: Principle 3-Literacy Can Be Taught through Multiple Processes. Chapter 7 Considerations, Adaptations, Enhancements Music in the Reading Environment: Decoding Considerations Comprehension Considerations Enhancements through Media: Helpful or Hurtful for Comprehension? Reading in the Music Environment Decoding Considerations Comprehension Considerations Adaptations across Reading and Music Environments Materials Adaptations Simplification Use Iconic Representations or Graphic Cues Pacing Task Analysis and Separation Scaffolding Repetition Modeling Text Reading Enhancements Music Reading Enhancements Special Education and English Language Learners Differentiated Instruction Music Education Differentiation Ten Applications for Materials in this Chapter Exercises for Professional Learning Chapter 8 Common Connections: Skills and Concepts for Lifelong Learning Listening, Viewing and Speaking: Building Blocks for Language and Literacy Connecting Concepts with Skills: LVS Skills First? Create, Critically Think, Communicate, Collaborate Common Core Connections with Core Arts Executive Functions Arts Education: Language Arts Skills LVS Skills in Language Arts LVS Skills in the Music Classroom: Listening, Viewing, Speaking Anchor Standards: Tooling for Differentiation Exercise for Professional Learning Chapter 9 Writing in the Music Classroom Writing Genres The Six-Trait Model of Writing The Six-Trait Model of Writing for Music Composition Other Writing in Music Class: Journaling Forms of Writing Writing for Developmentally Delayed Students Language and Experiential Aspects Writing for English Speakers of Other Languages (ESOL) Teacher Roles Exercises for Professional Learning Part IV: Musical Training Provides Lifelong Benefits. Chapter 10: Literacy Connections for Secondary Students (Brian Weidner, Contributing Author) Literacy Skills at the Secondary Level Decoding Higher-Order Thinking in Music at the Secondary Level Higher-Order Thinking and Executive Functioning 21st Century Skills, Executive Functions, and Instructional Strategies Teacher Evaluations Exercises for Professional Learning Chapter 11 A Summary of Research Supporting the Benefits of Music Training Early Childhood: Play, Musical Experiences, and Musical Development Emergent Reading Development Language and Reading Acquisition Brain and Language Development Working Memory and Transfer Attention Memory, Emotion, and Learning Experiences for Professional Learning Appendixes Appendix I: Assessments of Literacy Appendix II: SMART Board Applications Appendix III: Cross-Disciplinary Literacy Examples Appendix IV: Analytic Scoring Guide for Evaluating Music Composition Bibliography
