What is Music Literacy? attempts to redefine music literacy with a more expansive meaning than is commonly in use, and to articulate the potential impact of these ideas on music teaching practice. The notion of music literacy has involved the ability to read and write music scores. However, this understanding does not extend theory to identify all music texts, nor to offer a thorough treatment of what impact an expanded notion of music literacy might have on music instruction in the classroom and in ensembles. This book provides a formal, expansive redefinition of music literacy. The author offers practical ideas for attending more effectively to music literacy in classroom instruction. The book highlights common elements in the music classroom: the music score, the conductor, surrounding ensemble members, the musical model, the musical instrument, and presentations/recordings. It also describes four orientations that correspond to the National Core Music Standards (2014) and that characterize humans’ interactions with music: creator, performer, responder, and connector. What is Music Literacy? uses these orientations, along with a focus on authentic music texts and literacies, to present literacy-based guidelines for music education along with numerous vignettes that describe actual literacy instructional events.

Suitable for exam boards: Edexcel, AQA, OCR, WJEC. The AS Music Literacy Workbook is designed to develop students’ notational skills to the level necessary to succeed in their AS studies and beyond. With an emphasis on learning by doing, this workbook explains the notation of a wide variety of instrumental techniques and includes a whole chapter devoted to score reading, with numerous exercises encouraging students to cross-reference their knowledge. Author Rebecca Berkley is a freelance writer, musician and music education consultant. After starting her career as a music teacher in secondary schools, she became a lecturer in music education at the University of Southampton and the Institute of Education, University of London. Her PhD thesis focused on how GCSE students learn to compose, and how best to teach them.

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.

Information Literacy in Music: An Instructor’s Companion is a practical guide to information literacy instruction for busy librarians and music faculty. This book contains examples of course-integrated assignments designed to help postsecondary music students develop foundational skills in information literacy. These assignments have been solicited from experienced librarians and faculty across the United States, and they represent a broad spectrum of approaches to music research, from historical to applied studies. Be inspired by new and creative solutions to students’ information literacy challenges and by the many examples of successful collaborations between librarians and music faculty.

Today's teachers need to prepare students for a world that places increasingly higher literacy demands on its citizens. In this timely book, the authors explore content-area literacy and instruction in English, music, science, mathematics, social studies, visual arts, technology, and theatre. Each of the chapters has been written by teacher educators who are experts in their discipline. Their key recommendations reflect the aims and instructional frameworks unique to content-area learning. This resource focuses on how literacy specialists and content-area educators can combine their talents to teach all readers and writers in the middle and secondary school classroom. The text features vignettes from classroom practice with visuals to demonstrate, for example, how we read a painting or hear the discourse of a song.

In Line by Line, author Stephanie L. Standerfer harnesses years of pedagogical expertise in a practical guide to promote music learning by experience rather than imitation and memorization. Using well-known songs and a variety of instrumental accompaniments for all skill levels, lesson plans encourage students to first learn music conceptually by internalizing the sound and feeling before learning musical symbols. The lesson plans are tailored for five to seven spiraled class periods and take every student into consideration by suggesting ways to address specific student needs for those who need more time to process.

Because literacy is not just the English teacher’s job Think literacy is just for English teachers? Not anymore. Nor should it be when you consider that each discipline has its own unique values and means of expression. These days, it’s up to all teachers to communicate what it means to be literate in their disciplines. Here, finally, is a book ambitious enough to tackle the topic across all major subject areas. Engage in this cross-disciplinary conversation with seasoned teachers and university researchers, and learn how to develop curriculum and instruction that are responsive to students’ needs across English/language arts, science, social studies, mathematics, visual space, and music and drama. Peter Smagorinsky and his colleagues provide an insider’s lens on both the states of their fields and their specific literacy demands, including: Reviews of current issues and state-of-the-art research informing literacy education Scenario-based activities for reflection and discussion, typifying the dilemmas and challenges faced by practicing teachers. Considerations of the textual forms and conventions required in each discipline Specific policy recommendations Read this book on your own for immediate suggestions on how to improve literacy instruction within your course of study. Better yet, share it with colleagues and participate in a larger conversation about how your literacy expectations influence the ways students read and produce texts in other disciplines.