Inquiry is becoming more and more an area of interest in education. This book attempts to explain why music inquiry makes sense, what pieces are required to do music inquiry effectively (the knowledge, skills and dispositions) and then provides how to teach music inquiry in a series of day-by-day lesson plans.

Produktinformation

Utgivningsdatum:2017-11-08
Mått:152 x 230 x 10 mm
Vikt:227 g
Format:Häftad
Språk:Engelska
Antal sidor:156
Förlag:Bloomsbury Publishing Plc
ISBN:9781475839722

Utforska kategorier

Musikböcker inom Kultur
Referensverk och tvärvetenskap inom Samhälle och politik
Pedagogisk psykologi inom Psykologi och pedagogik

Mer om författaren

Mickey Kolis is the author of six books and a veteran public school teacher; he is currently a university professor. Making learning relevant is his highest professional aspiration.Sarah Olson grew up in Appleton, Wisconsin and attended the University of Wisconsin- Eau Claire. She currently teaches choir at Delong Middle School and serves as the school’s behavior interventionist. Benjamin H. Kolis is an actor and theater devisor in Minneapolis, Minnesota.

Recensioner i media

Brainball (ME) is more than a game—it reimagines the music classroom experience. Kolis, Kolis and Olson draw connections between athletics and music, where teachers (coaches) facilitate experiences that awaken a thirst for learning from all students, instead of a select few. Packed with resources and sample lesson plans, this book will change the way you teach. If it doesn’t, then you’re not playing the game. Are you ready?

Innehållsförteckning

ForewordAcknowledgementsIntroductionSection 1: Brainball (Music Edition) - Why Music MatterChapter 1: Brainball (Music Edition) – The Point of the Game is LearningChapter 2: The Big Ideas: Product, Process, and Community aligned with PurposeChapter 3: Brainball (ME) Beliefs (Dispositions)Chapter 4: Brainball (ME) Key Knowledge CategoriesChapter 5: Brainball (ME) SkillsSection 2: Preparing to Coach the GameChapter 6: Tip 1: Keep the End-in-MindChapter 7: Tip 2: Play the GameChapter 8: Tip 3: Competitions as EvaluationsChapter 9: Tip 4: Sequences matterChapter 10: Tip 5: Explicit CommunicationsSection 3: Day-to-Day Lesson Plans: Brainball IlluminatedLesson 1: ObservationsLesson 2: ObservationsLesson 3: ObservationsLesson 4: ObservationsLesson 5: Curiosity Lesson 6: Gathering InformationLesson 7: Gathering InformationLesson 8: Action Plan – Criteria DayLesson 9: Skills and ApplicationLesson 10: Skills and ApplicationLesson 11: Skills and ApplicationLesson 12: WorkdayLesson 13: WorkdayLesson 14: PresentationsLesson 15: PresentationsLesson 16: Final ReflectionsConclusionAppendicesAppendix A: S.C.A.M.P.E.R.Appendix B: Making the Most of ObservationsAppendix C: Stand Up- Hand Up- Pair Up Morning MeetingAppendix D: Student Outcome Engagement IdeasAppendix E: Classroom RolesAppendix F: My Brain is Already FullAppendix G: Student “Teach To...”Appendix: H: Blank PagesAppendix I: Composition ProjectAppendix J: How are central concepts used in composition?