Six lessons for integrating the blues to social-emotional learning. Such content includes: Lesson 1: Am I Blue Today?; Lesson 2: Field Hollers or Cry; Lesson 3: Spirituals as Acapella; Lesson 4: The Beginning; Lesson 5: Accompanying Instruments; Lesson 6: My Blues Song Form; and Worksheets. Besides the worksheets, the lesson plans include each lesson component.

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 continuously 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.

Simple, rhyming text reveals that "Blues Guy" visits everyone now and then, from rodeo clowns to scary bullies. Full color.

"The path the slave took to 'citizenship' is what I want to look at. And I make my analogy through the slave citizen's music -- through the music that is most closely associated with him: blues and a later, but parallel development, jazz... [If] the Negro represents, or is symbolic of, something in and about the nature of American culture, this certainly should be revealed by his characteristic music." So says Amiri Baraka in the Introduction to Blues People, his classic work on the place of jazz and blues in American social, musical, economic, and cultural history. From the music of African slaves in the United States through the music scene of the 1960's, Baraka traces the influence of what he calls "negro music" on white America -- not only in the context of music and pop culture but also in terms of the values and perspectives passed on through the music. In tracing the music, he brilliantly illuminates the influence of African Americans on American culture and history.

Assimilation v. Integration in Music Education engages with an existential question for American conservatories and orchestras: What does it mean to diversify Western classical music? Many institutions have focused solely on diversifying the demography of their participants, but without a deeper conversation about structural oppression in classical music, this approach continues to isolate and exclude students of color. Rooted in the author’s experience working with BIPOC (Black, Indigenous, and People of Color) students at a major American conservatory, this book articulates the issues facing minority students in conservatories and schools of music, going beyond recruitment to address the cultural issues that alienate students. The author argues that the issue of diversity should be approached through the lens of aesthetics, and that the performance and pedagogy of Western classical music must change if a more diverse membership is to thrive in this genre. Reflecting on the author’s experience through the lens of recent critical theory in music education, this volume presents the viewpoints of Black and Latinx music students in their own words. Addressing the impact of racialized aesthetics on the well-being of BIPOC music students, the author shows how students are alienated when attempting to assimilate into conservatory environments and envisions an alternative, integrative approach to conservatory education. Offering a deep dive into the psychological and cultural reasons for the racialization of Western classical music, and potential institutional solutions, this concise book is relevant to performers, students, and institutional leaders.

Why is music significant in life and education? What shall we teach? How? To whom? Where and when? The praxial philosophy espoused in Music Matters: A Philosophy of Music Education offers an integrated sociocultural, artistic, participatory, and ethics-based concept of the natures and values of musics, education, musicing and listening, community music, musical understanding, musical emotions, creativity, and more. Embodied-enactive concepts of action, perception, and personhood weave through the book's proposals. Practical principles for curriculum and instruction emerge from the authors' praxial themes.

Uncompromising and innovative, hardcore punk in Washington, DC, birthed a new sound and nurtured a vibrant subculture aimed at a specific segment of the city's youth. Shayna L. Maskell explores DC's hardcore scene during its short but storied peak. Led by bands like Bad Brains and Minor Threat, hardcore in the nation's capital unleashed music as angry and loud as it was fast and minimalistic. Maskell examines the music's aesthetics and the unique impact of DC's sociopolitical realities on the sound and the scene that emerged. As she shows, aspects of the music's structure merged with how bands performed it to put across distinctive representations of race, class, and gender. But those representations could be as complicated and contradictory as they were explicit. A fascinating analysis of a punk rock hotbed, Politics as Sound tells the story of how a generation created music that produced--and resisted--politics and power.