Music is our universal language, the language of our imaginations, of musicians and dancers, composers and performers, orchestras and operas. Music is the rhythmic language of the dancing 5-year-old using her body to recreate the graceful movements of a swimming dolphin. Music is the lullaby of a father singing to his infant while communicating tenderness and love. The language of music is revealed through the dancers who choose not to be restrained by convention as they represent their understanding of space, time, and form in ways that are personally satisfying and pleasing. Music is the language of children adding original lyrics and new melodies to a familiar song.
This new edition presents a comprehensive and up-to-date survey of professional research while continuing to provide links between theory and practice. It encourages teachers and caregivers to attend to the importance of research and contemporary thought regarding music education. At the same time, the narrative frames theoretical ideas in meaningful ways for the adult who has chosen teaching as a profession.
The songs, ideas, suggestions, and musical concepts are time tested. Parents, teachers, student teachers, caregivers, and students have aided in compiling and assessing the contents of this edition. Musical concepts and activities appropriate for each age level have been included to accompany some of the songs and rhythms. I do not believe, however, that music experiences provided for young children must always be used to teach them something. Children's awareness and understanding of the concepts and skills presented should grow out of natural encounters with the musical selections and activities. At each age level, enjoyment of the music should be paramount, and teachers are encouraged to use music in creative ways. I hope that as you discover the materials, you will enjoy the musical activities whether in your home or in the larger community where children gather. Become an advocate for music in the lives of young children. Even though you may feel you lack experience, just begin! Young children are not critics of your expertise with music; they enjoy, participate, and thrive as you do the same.
Throughout the book, the word teacher is used to describe the adult who is charged with the care and well-being of children. This includes the preservice college student enrolled in a teacher education program, the student teacher embarking on a teaching career, practicing teachers, master teachers, college professors, and other professionals who are dedicated to enriching the lives of children.
NEW TO THIS EDITION
Many changes and major revisions to this fifth edition provide a comprehensive look at music, children and teachers, and how music can expand our understanding of the teaching and learning process.
Music in a Cultural Context
Music is suited to address the wonderful diversity of children in today's schools. Music provides teachers with a multicultural context for seeing diversity from viewpoints different from their own and provides some of the tools needed to meet the different learning modalities of children. A new focus on viewing music through a multicultural context is included in this fifth edition. New sections entitled "Music from Around the World" highlight music's great potential as a resource for musical expression and an awareness of the diversity of music.
Multiple Intelligences Theory
Howard Gardner's eight intelligences provide a framework for approaching multiple intelligence theory and the implications this theory has for music education. His theory recognizes eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. In this edition, the coverage of these intelligences includes an in-depth focus on musical, bodily-kinesthetic, and logical-mathematical intelligences because our own success as adults in these areas may have been helped or hindered by experiences during our early childhood years.
National Standards for Music Education
Sections on the National Standards for Music Education, written by the National Association for Music Educators, provide in-depth coverage on why we must look to these standards as challenges for bringing music back into the mainstream of essential subject areas. This content also addresses how we, as teachers and teacher educators, are in a unique position to do just that.
More than ever before, research studies and theoretical contributions provide a comprehensive view of why music is an integral component of education for all learners, especially children. To accurately reflect this growth, current and relevant research is included in this edition to provide the foundation for continued study of music. Also cited are practical articles and references to which teachers can refer for additional information.
Developmentally Appropriate Practice
The term developmentally appropriate practice (DAP), as reported by the National Association for the Education of Young Children, focuses on the ways in which teachers implement the curriculum, the organization of the classroom environment, the materials and equipment, and the children's interactions with the teacher and with one another. This edition presents new information on DAP as it relates to music education for young children.
The powerful words of philosophers, musicians, and dancers at the beginning and end of each chapter promote new ways of thinking about music. Some quotations are presented to provoke serious thought, while others use humor to convey a musical message. All provide inspiration to teachers for including music education in the lives of young children.
SPECIAL CONTENT COVERAGE
Sections on developmentally appropriate practice present concrete experiences and ways to use music that are appropriate to the developmental levels of children. Several sections discuss how to provide music experiences for all the children in your classroom jn an inclusive environment. These sections focus on the need for sensitivity when caring for and sharing music with young children with special needs.
You will also enjoy additional special content coverage on opera, classical music, and folk music. A bonus to this edition is the inclusion of new content about Ella Jenkins and the invaluable contributions she has made to music education for young children. Think of her as the music educator who changed the course of music education in this country and abroad.
Each chapter also includes coverage of global music to introduce you and your children to the richness of music from around the world. In light of the increasing awareness of and changing populations of our world today, I hope you will pay special attention to the references to "the tourist approach to diversity." It may well extend your views.
ORGANIZATION AND STRUCTURE
Chapter 1 of the text presents an overview of the central themes and ideas about music that are woven throughout the book. Chapters 2 through 6 focus on specific age levels and children's growth and development in music and music understanding. Chapter 7 emphasizes music in an integrated curriculum, with suggestions and songs suitable for other content areas, including language arts, science, mathematics, and social studies. Expanded material on "Stories That Sing" and using music to promote language development have been added to Chapter 7. It is here that those who work with young children can realize the opportunities for using music through the day. Chapter 8 considers the professional responsibilities of teachers and how we must remember the importance of music in all aspects of our lives.