Joanna Glover – författare

Composing is part if the mainstream music curriculum for many children yet children''s music does not receive the same attention as their art or creative writing. Children Composing 4-14 traces the ways in which composing can be organised and taught within the school music curriculum, drawing on children''s own music-making activities. This practical book looks at how teaching composing can enable hildren to progress by acquiring musical skills and understanding, whilst developing their own sense of musical purpose. One of the main concern''s of the book is the need to sustain continuity and quality in children''s composing experience as they mover through each phase of music education.Children''s Composing is considered in relation to the wider musical context in which they grow up, including cultural differences in composing roles and in perceptions of composing and composers. Projects that bring children into contact with professional composers are critically examined, and suggestions are made for ways of ensuring that composing in schools is rooted in the musical world outside. For more information, please visit the authors web site at: http://www.bathspa.ac.uk/children-composing/

Composing is part if the mainstream music curriculum for many children yet children''s music does not receive the same attention as their art or creative writing. Children Composing 4-14 traces the ways in which composing can be organised and taught within the school music curriculum, drawing on children''s own music-making activities. This practical book looks at how teaching composing can enable hildren to progress by acquiring musical skills and understanding, whilst developing their own sense of musical purpose. One of the main concern''s of the book is the need to sustain continuity and quality in children''s composing experience as they mover through each phase of music education.Children''s Composing is considered in relation to the wider musical context in which they grow up, including cultural differences in composing roles and in perceptions of composing and composers. Projects that bring children into contact with professional composers are critically examined, and suggestions are made for ways of ensuring that composing in schools is rooted in the musical world outside. For more information, please visit the authors web site at: http://www.bathspa.ac.uk/children-composing/

Music in the Early Years is for teachers working across the 3 to 8 age phase who want to make music integral to the life of the nursery and early years classroom.Music has often been taught as if it were different, something outside the mainstream curriculum, with teaching approaches quite at odds with early years work. This book takes children''s development as its basis and works towards building a music pedagogy within early years practice. A readiness to listen, observe and reflect is central to the practice which threads through the book.Based on the authors'' extensive experience and drawing on that of other teachers and researchers, lots of well-tried, practical ideas show how teachers, parents and carers can help children fulfil their music potential. Sample activities model ways of working with children and have been written in such a way that they can be substituted with other material and adapted for further use. Earlier and later stages of learning and progression are described as a basis for matching activities with children''s learning needs, as well as a companion book, Primary Music: Later Years.

Music in the Early Years is for teachers working across the 3 to 8 age phase who want to make music integral to the life of the nursery and early years classroom.Music has often been taught as if it were different, something outside the mainstream curriculum, with teaching approaches quite at odds with early years work. This book takes children''s development as its basis and works towards building a music pedagogy within early years practice. A readiness to listen, observe and reflect is central to the practice which threads through the book.Based on the authors'' extensive experience and drawing on that of other teachers and researchers, lots of well-tried, practical ideas show how teachers, parents and carers can help children fulfil their music potential. Sample activities model ways of working with children and have been written in such a way that they can be substituted with other material and adapted for further use. Earlier and later stages of learning and progression are described as a basis for matching activities with children''s learning needs, as well as a companion book, Primary Music: Later Years.