Knowledge of music is not necessary to implement the ideas from this book in the classroom. The easy-to-use, well-organized teaching ideas and the well-formatted lessons make the experience pleasing to the teacher as well as the children.

"Of the three elements of music -- rhythm, melody, and harmony -- rhythm has received the least attention from the theorists, yet it is indisputably the basic element without which there is no musical art." Such is the first sentence of this book on use of the body to express musical rhythm. Elsa Findlay is eminently qualified to write on this subject, having been a student of Emile-Jaques Dalcroze, the master himself, also from her own experience in a variety of teaching situations. These included schools of dance and theater, colleges and universities, and The Cleveland Institute of Music, one of the first to offer a BMus degree with a major in eurhythmics. Each chapter concentrates on a different phase of rhythm: tempo, dynamics, duration, metrical patterns, speech and rhythm patterns, phrase and form, pitch and melody, and creative expression. Activities for each phase are outlined in detail and illustrated by charming drawings and photos. Appendices furnish further suggestions for exercises, games, action songs, and suitable music.

These activities help elementary students build foundational music skills in a fun, interactive way! The activities o:er a wide range of interactive, exploratory, and creative experiences for elementary students, helping them develop a deep appreciation for music.

This fresh, inspirational approach shows how to frame the art of dance within the context of life and how to gain the tools to appreciate, discuss and write about dance as a fine art. It also helps develop creative thinking and self-expression.

To learn well, children need to move! A few minutes of playful moving, laughing, chanting, or singing promote more—and more productive—learning. The energizers in this book are easy to teach and learn. You can use them: Anywhere: Inside or outside the classroom, with children circled up, at their desks or tables, or waiting in line energizers work everywhere! Anytime: Between long instructional blocks, as Morning Meeting activities, when children need to calm down, and when they need to perk up energizers work throughout the school day! With any grade level, K-6: For quick selection, the energizers in this book are labeled by grade level but we've included variations and suggestions to help you adapt them to fit your group.

In early childhood, the most important period of learning and human development, young children often achieve developmental milestones in a short time. Learning from Young Children: Research in Early Childhood Music presents research on the importance of fostering musical growth during this period. These studies discuss: · applying brain research to young children's musical growth · music in the home and child-care contexts · musical characteristics of the young child · language acquisition as a lens on music learning · music as a foundation for communication · parental conceptions of the role of music in early childhood · music as a pathway for building community · using music to elicit vocalizations in children with special needs With research designs ranging from statistical, mixed methods, survey, content analysis, and case study, to philosophical inquiry, this book will help practitioners base their practice in research and offers a wide range of information for scholars and researchers studying early childhood music learning and development.

Professional Piano Teaching offers a practical guide to the art of piano teaching. Volume 1, now available as an updated second edition, is an excellent introduction to the profession of teaching piano. This revised second edition has been expanded to include chapters on teaching adult students and teaching popular, sacred, and other familiar music. Designed to serve as a basic text for a first-semester or lower-division piano pedagogy course, it provides an overview of learning principles and a thorough approach to essential aspects of teaching elementary-level students. Special features include discussions on how to teach, not just what to teach; numerous musical examples; chapter summaries; and suggested projects for new and experienced teachers. Topics: * The Art of Professional Piano Teaching * Principles of Learning * Beginning Methods * Teaching Beginners and Elementary Students * Teaching Rhythm and Reading * Teaching Technique and Musical Sound Development * Elementary Performance and Study Repertoire * Developing Musicality in Elementary Students * Group Teaching * Teaching Preschoolers * Teaching Adults * Teaching Popular, Sacred, and Other Familiar Music * The Business of Piano Teaching * Evaluation of Teaching

One of the most exciting theories to emerge from cognitive science research over the past few decades has been Douglas Hofstadter's notion of “strange loops,” from Gödel, Escher, Bach (1979). Hofstadter is also an active literary translator who has written about translation, perhaps most notably in his 1997 book Le Ton Beau de Marot, where he draws on his cognitive science research. And yet he has never considered the possibility that translation might itself be a strange loop. In this book Douglas Robinson puts Hofstadter's strange-loops theory into dialogue with a series of definitive theories of translation, in the process showing just how cognitively and affectively complex an activity translation actually is.