Getting the buggers in tune:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London
Continuum
2008
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes index. Includes web resources |
| Beschreibung: | XI, 180 S. Ill. 22 cm |
| ISBN: | 9780826494399 0826494390 |
Internformat
MARC
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| 100 | 1 | |a McCormack, Ian |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Getting the buggers in tune |c Ian McCormack and Jeanette Healey |
| 264 | 1 | |a London |b Continuum |c 2008 | |
| 300 | |a XI, 180 S. |b Ill. |c 22 cm | ||
| 336 | |b txt |2 rdacontent | ||
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| 500 | |a Includes index. | ||
| 500 | |a Includes web resources | ||
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Acknowledgements
xi
Introduction
1
Chapter
1:
The Importance of Music
4
in a National Curriculum.
How do we justify music?
8
The music manifesto
10
Chapter
2:
Primary and
16
Secondary Education
Educational stages
17
The curriculum
17
Schemes of work
19
Assessment
21
ICT
23
Peripatetic music
28
Primary school issues
29
Secondary school issues
35
The transfer from primary to secondary
39
Chapter
3:
Beyond Key Stage
3 41
GCSE
42
Assessment objectives
42
Contents
Specification content
43
Areas of study
43
Key skills
44
Syllabus choices
44
Uptake and attitudes
45
Review of the GCSE music syllabuses and
47
progression to A level
A level music
48
Assessment objectives
48
Music specification content
49
Key skills
51
A level music technology
51
Music technology areas of study
51
Vocational courses
52
Chapter
4:
The Importance of Music
54
and the Creative Process
Motivating pupils
Why is music so important?
Learning and brain activity
Right- and left-brain theory
The wider benefits 6
Benefits for transfer programmes
Chapter
5:
Music Across the Curriculum
бъ
Areas that benefit from cross-curricular approaches
65
Music and language
65
Music and English
65
Time, place and culture
66
Music and history
66
Music and geography
67
Music and modern foreign languages
67
Music and PSHE
67
Music and mathematics 67
vi
Contents
Music and science
68
Music and IT
68
Wider communication and other transferable skills
69
Case studies from successful cross-curricular projects
69
Primary case study: Improving communication skills
70
Secondary case study: An attitude-changing performance
72
Chapter
6:
Inclusion
76
Gifted and talented
77
Learning difficulties
80
Listening and applying knowledge and understanding
82
Controlling sounds through singing and playing
- 83
performing skills
Creating and developing musical ideas
-
composing skills
83
Responding and reviewing
-
appraising skills
84
Soundbeam®
85
Assessment using P-scales
87
Overseas arrivals
89
Respect for all
90
Extra-curricular inclusion
91
Chapter
7:
Music Across the Whole School
92
Music and behaviour
93
Structuring a music lesson
94
Classroom management for music
95
Using instruments 96
Using computers
97
Noise
97
Choice of music
97
Sample lesson plan
98
Research and case studies 10°
Music self-esteem and achievement
101
The listening programme
102
Primary/secondary transfer
vii
Contents
Music
and
E AL
pupils
104
Connecting -with parents
105
Involving dads
106
Chapter
8:
Appreciating the Art Form
107
108
Listening
Experiencing live performances iU7
Performing 109
What s the point if you re not musical? 110
Theory 110
η
1
Composition
Chapter
9:
Examples of Good Practice
1
із
Choosing the examples
Chorlton High School Community Arts College, 114
Manchester
119
Shropshire County Council music service L
The music for teachers website
*
A music coordinator
*
Speech level singing ^
What can we learn from these examples? ^
Chapter
10:
Getting Qualified/ 14°
Getting a Job
A career in music *4*
Living in the real world 142
Is there really a future in music? 143
How do we help? 143
Having a plan l44
Qualifications
*4^
Schools and colleges throughout the UK l46
Parallel systems *4^
vin
Contents
University courses
147
Music examinations through private organizations
148
Careers in music
149
Practical steps for getting a job in music
149
So where are the jobs?
152
Chapter
11:
Staging a Performance
153
The upside
154
The downside
154
The role of senior management
154
Choosing the project
155
Staging your production
157
Getting started
160
Chapter
12:
What the Buggers Said
164
About their teachers
165
About their environment
165
About music
166
About themselves
166
Appendices
168
Some jobs in the world of music and what they entail
169
Checklist for those with musical ambitions
176
Advice for advisors
176
Useful websites 177
Index
178
|
| adam_txt |
Contents
Acknowledgements
xi
Introduction
1
Chapter
1:
The Importance of Music
4
in a National Curriculum.
How do we justify music?
8
The music manifesto
10
Chapter
2:
Primary and
16
Secondary Education
Educational stages
17
The curriculum
17
Schemes of work
19
Assessment
21
ICT
23
Peripatetic music
28
Primary school issues
29
Secondary school issues
35
The transfer from primary to secondary
39
Chapter
3:
Beyond Key Stage
3 41
GCSE
42
Assessment objectives
42
Contents
Specification content
43
Areas of study
43
Key skills
44
Syllabus choices
44
Uptake and attitudes
45
Review of the GCSE music syllabuses and
47
progression to A level
A level music
48
Assessment objectives
48
Music specification content
49
Key skills
51
A level music technology
51
Music technology areas of study
51
Vocational courses
52
Chapter
4:
The Importance of Music
54
and the Creative Process
Motivating pupils
Why is music so important?
Learning and brain activity
Right- and left-brain theory
The wider benefits 6
Benefits for transfer programmes
Chapter
5:
Music Across the Curriculum
бъ
Areas that benefit from cross-curricular approaches
65
Music and language
65
Music and English
65
Time, place and culture
66
Music and history
66
Music and geography
67
Music and modern foreign languages
67
Music and PSHE
67
Music and mathematics 67
vi
Contents
Music and science
68
Music and IT
68
Wider communication and other transferable skills
69
Case studies from successful cross-curricular projects
69
Primary case study: Improving communication skills
70
Secondary case study: An attitude-changing performance
72
Chapter
6:
Inclusion
76
Gifted and talented
77
Learning difficulties
80
Listening and applying knowledge and understanding
82
Controlling sounds through singing and playing
- 83
performing skills
Creating and developing musical ideas
-
composing skills
83
Responding and reviewing
-
appraising skills
84
Soundbeam®
85
Assessment using P-scales
87
Overseas arrivals
89
Respect for all
90
Extra-curricular inclusion
91
Chapter
7:
Music Across the Whole School
92
Music and behaviour
93
Structuring a music lesson
94
Classroom management for music
95
Using instruments 96
Using computers
97
Noise
97
Choice of music
97
Sample lesson plan
98
Research and case studies 10°
Music self-esteem and achievement
101
The listening programme
102
Primary/secondary transfer
vii
Contents
Music
and
E AL
pupils
104
Connecting -with parents
105
Involving dads
106
Chapter
8:
Appreciating the Art Form
107
108
Listening
Experiencing live performances iU7
Performing 109
What's the point if you're not musical? 110
Theory 110
η
1
Composition
Chapter
9:
Examples of Good Practice
1
із
Choosing the examples
Chorlton High School Community Arts College, 114
Manchester
119
Shropshire County Council music service L
The 'music for teachers' website
*
A music coordinator
*
Speech level singing ^
What can we learn from these examples? ^
Chapter
10:
Getting Qualified/ 14°
Getting a Job
A career in music *4*
Living in the real world 142
Is there really a future in music? 143
How do we help? 143
Having a plan l44
Qualifications
*4^
Schools and colleges throughout the UK l46
Parallel systems *4^
vin
Contents
University courses
147
Music examinations through private organizations
148
Careers in music
149
Practical steps for getting a job in music
149
So where are the jobs?
152
Chapter
11:
Staging a Performance
153
The upside
154
The downside
154
The role of senior management
154
Choosing the project
155
Staging your production
157
Getting started
160
Chapter
12:
What the Buggers Said
164
About their teachers
165
About their environment
165
About music
166
About themselves
166
Appendices
168
Some jobs in the world of music and what they entail
169
Checklist for those with musical ambitions
176
Advice for advisors
176
Useful websites 177
Index
178 |
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| spelling | McCormack, Ian Verfasser aut Getting the buggers in tune Ian McCormack and Jeanette Healey London Continuum 2008 XI, 180 S. Ill. 22 cm txt rdacontent n rdamedia nc rdacarrier Includes index. Includes web resources Musik Music Instruction and study Great Britain Musikerziehung (DE-588)4040843-7 gnd rswk-swf Großbritannien Großbritannien (DE-588)4022153-2 gnd rswk-swf Großbritannien (DE-588)4022153-2 g Musikerziehung (DE-588)4040843-7 s DE-604 Healey, Jeanette Verfasser aut Digitalisierung BSBMuenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016752404&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | McCormack, Ian Healey, Jeanette Getting the buggers in tune Musik Music Instruction and study Great Britain Musikerziehung (DE-588)4040843-7 gnd |
| subject_GND | (DE-588)4040843-7 (DE-588)4022153-2 |
| title | Getting the buggers in tune |
| title_auth | Getting the buggers in tune |
| title_exact_search | Getting the buggers in tune |
| title_exact_search_txtP | Getting the buggers in tune |
| title_full | Getting the buggers in tune Ian McCormack and Jeanette Healey |
| title_fullStr | Getting the buggers in tune Ian McCormack and Jeanette Healey |
| title_full_unstemmed | Getting the buggers in tune Ian McCormack and Jeanette Healey |
| title_short | Getting the buggers in tune |
| title_sort | getting the buggers in tune |
| topic | Musik Music Instruction and study Great Britain Musikerziehung (DE-588)4040843-7 gnd |
| topic_facet | Musik Music Instruction and study Great Britain Musikerziehung Großbritannien |
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