Becoming a music teacher : from student to practitioner /

Mostrar otras versiones (1)
Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Hamann, Donald L.
Otros Autores: Cooper, Shelly
Formato: Electrónico eBook
Idioma:Inglés
Publicado: New York ; Oxford : Oxford University Press, 2016.
Temas:
Music teachers > Training of.
Music > Instruction and study.
Professeurs de musique > Formation.
Musique > Étude et enseignement.
MUSIC > Genres & Styles > Classical.
MUSIC > Reference.
Music > Instruction and study
Music teachers > Training of
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Module 1. Posture ; Kodaly ; Conducting posture and rebound ; Our profession and decision-making
  • Module 2. Eye contact ; Sight-singing steps ; Conducting rebound and hand/arm independence ; School community
  • Module 3. Establishing carriage ; Rhythmic duration syllable systems ; Hand/arm independence ; Classroom word choice
  • Module 4. Facial expression ; Sight-singing ; Hand/arm conducting independence ; Ethics in teaching
  • Module 5. Receiving facial expression messages ; Body posture and singing ; Conducting independence and rebounds ; Diverse learners
  • Module 6. Facial gestures with hands ; Breathing and singing ; Conductor cueing ; Classroom modeling
  • Module 7. Visual scanning ; Vocal exploration ; Conducting crescendos and diminuendos ; Teaching adolescents
  • Module 8. Visual scanning ; Vocal exploration and the wave ; Conducting cutoff gestures ; Teaching music in early childhood
  • Module 9. Connective eye contact ; Improvisation in singing ; Conducting cutoff gestures ; Communicating with students
  • Module 10. Visual awareness and facial gestures ; Singing intervals ; Conducting the 4/4 pattern ; Goals and objectives
  • Module 11. Reading individuals ; Lip trills in vocal warm-up ; Conducting the 3/4 pattern ; Lesson planning
  • Module 12. Identifying facial gestures ; Solfege syllables ; Conducting the 2/4 pattern ; Assessment
  • Module 13. Emotions ; Resonance through humming ; Preparatory gestures in 4/4 ; Motivation
  • Module 14. Identifying expressions ; Building triads ; Preparatory gestures in 3/4 ; Learning theories
  • Module 15. Identifying expressions ; Triads using inversions ; Preparatory gestures in 2/4 ; Jean Piaget
  • Module 16. Facial and body gesture awareness ; Chord building ; Preparatory gestures in 4/4 ; Jerome Bruner
  • Module 17. Identifying facial and body expressions ; Singing ascending leaps ; Preparatory gestures in 3/4 ; Asking good questions
  • Module 18. Body expression awareness ; Singing large ascending leaps ; Preparatory gestures in 2/4 ; Teaching flexibility
  • Module 19. Upper- and lower-body gestures ; Breath support ; Preparatory gestures in 4/4 ; Emotions in the classroom
  • Module 20. Mixed or congruent messages ; Articulators in vocal production ; Preparatory gestures in 4/4 ; Teacher emotions
  • Module 21. Wind instrument body gestures ; Raising the soft palate ; Conducting preparatory gestures ; Learning communities
  • Module 22. Body gestures ; Soft palate ; Independence while conducting ; Advocacy statements
  • Module 23. Body gestures playing bowed string instruments ; Relaxed vocal tone ; Independence in conducting 3/4 ; Applying knowledge in the classroom
  • Module 24. Body gestures playing bowed string instruments ; Outlining tonic ; Independence in conducting 2/4 ; Public-speaking skills
  • Module 25. Body gestures in a full orchestra setting ; Singing in la-based minor ; Cueing on the downbeat ; Improving public speaking
  • Module 26. Continued body gesture awareness ; La-based minor ; Cueing on beat two ; Music performance anxiety
  • Module 27. Proximity and gestures ; Breath management ; Cueing on beat three ; Avoiding performance injury
  • Module 28. Gesture identification ; Hydration ; Cueing on beat four ; Classroom management
  • Module 29. Identifying and initiating gestures ; Building triads in la-based minor ; Cueing on the downbeat in 3/4 ; Positive management techniques
  • Module 30. Facial and physical gestures ; Voice-leading patterns ; Cueing on beat two in 3/4 ; Implementing classroom management
  • Module 31. Nonverbal music directives ; Diction ; Cueing on beat three in 3/4 ; Adult learners
  • Module 32. Speechless lessons ; Pure vowels ; Cueing on the downbeat in 2/4 ; Analogies and metaphors
  • Module 33. Speech comprehension and projection ; Warming up on pure vowels ; Cueing on beat two in 2/4 ; Traits of an effective teacher
  • Module 34. Speech comprehension ; Mental imagery ; Indicating crescendos and diminuendos in 4/4 ; Examining effective teacher traits
  • Module 35. Pauses in speech ; Vocal health ; Indicating crescendos and diminuendos in 3/4 ; Importance of personal resilience
  • Module 36. Varying speaking tempi ; Body warm-up sequence ; Indicating crescendos and diminuendos in 2/4 ; Legal issues in the classroom
  • Module 37. Vocal emotion ; Diaphragmatic action ; Cutoff gesture in 4/4 ; Legal issues II
  • Module 38. Vocal inflection ; Diaphragmatic action ; Cutoff gesture in 4/4 ; Collegiality
  • Module 39. Combining verbal and nonverbal elements ; Moving toward artistry ; Cutoff gesture in 4/4 ; Formulating a philosophy of music
  • Module 40. Verbal and nonverbal elements in a speech ; Defining artistry ; Cutoff gestures in various meters ; A successful music education career.

Ejemplares similares