The musical classroom backgrounds, models, and skills for elementary teaching

382 Appendix D

Kodály Approach

Choksy, L. (1999a). The Kodály Method I: Comprehensive Music Education, 3rd ed. Upper Saddle
River, NJ: Prentice Hall.

·· (1999b). The Kodály Method II: Folksong to Masterwork. Upper Saddle River, NJ: Prentice
Hall.

Forrai, K. (1998). Music in Preschool, revised ed. New York: Boosey & Hawkes.
Houlahan, M., and P. Tacka. (2008). Kodály Today: A Cognitive Approach to Elementary Music Edu-

cation. New York: Oxford University Press.
Landis, B., and P. Carder. (1990). The Eclectic Curriculum in American Music Education: Contri-

butions of Dalcroze, Kodály, and Orff. 2nd ed., Polly Carder, ed. Reston, VA: Music Educators
National Conference.
Szonyi, E. (1974 1979). Musical Reading and Writing. New York: Boosey & Hawkes.
International Kodály Society·www.ikshu
Kodály Center at Holy Names College·www.kodaly.hnu.edu
Organization of American Kodály Educators (OAKE)·www.oake.org

Orff Schulwerk Approach

Frazee, J. (2007). Orff Schulwerk Today. New York: Schott.
Gall, G. and P. Weller. (2014). Ring, Dance, Play: First Experiences with Choirchimes® and Orff

Schulwerk. Chicago: GIA.
Goodkin, D. (2002). Play, Sing and Dance: An Introduction to Orff-Schulwerk. London: Schott.
Keetman, G. (1974). Elementaria: First Acquaintance with Orff-Schulwerk, translated by M. Murray.

London: Schott.
Landis, B. and P. Carder. (1990). The Eclectic Curriculum in American Music Education: Contri-

butions of Dalcroze, Kodály, and Orff. 2nd ed., Polly Carder, ed. Reston, VA: Music Educators
National Conference.
Orff, C. and G. Keetman. (1973). Music for Children. English adaptation by D. Hall and A. Walter. 5
vols. Mainz: B. Schotts Söhne.
Steen, A. (1992). Exploring Orff. New York: Schott.
Warner, B. (1991). Orff Schulwerk: Applications for the Classroom. Englewood Cliffs, NJ:
Prentice-Hall.
American Orff Schulwerk Association (AOSA)·www.aosa.org

Music Learning Theory

Gordon, E.E. (2012). Learning Sequences in Music: Skill, Content, and Patterns: A Music Learning
Theory. Chicago: GIA Publications, Inc.

Gordon, E.E. (2001). Preparatory Audiation, Audiation, and Music Learning Theory. Chicago: GIA
Publications, Inc.

Jump Right In: The General Music Series (K-4). (2004 2009). Music Play: The Early Childhood
Music Curriculum. (2004). Music Play 2 (2018). Chicago: GIA Publications, Inc.

Gordon Institute for Music Learning (GIML)·www.giml.org

INTERNET RESOURCES

Artwork

www.all-posters.com
www.art.com

Resources for Elementary Teachers 383

www.barewalls.com
www.images.google.com

Lesson Plans

http://africa.mrdonn.org/lessonplans.html
www.americanhistory.si.edu/smithsonian-jazz
http://artsedge.kennedy-cneter.org/educators.aspx
www.edhelper.com
http://lessonplanet.com
www.lessonplanspage.com
www.lessonplanz.com
https://mathsciencemusic.org
www.nea.org/lessons
www2.scholastic.com/browse/lessonplans.jsp
www.teachervision.com
www.sibelius.com/products/starclass/index.html

Music cultures and genres

https://naturalhistory.si.edu.africanvoices. African music
www.classical.net. Classical musical periods, composers, and websites
www.folkways.si.edu. 35,000 tracks available for download, organized into genres such as bluegrass,

world music, and jazz.
www.americanhistory.si.edu/smithsonian-jazz. Online jazz curriculum („GroovinÊto Jazz) with lesson

plans.
https://www.pbs.org/empires/japan/enteredo.html. Interactive Japanese instruments, pictures, etc.
www.worldmusiccentral.org. Information and links to music from around the world.

MUSIC SOFTWARE SECTION IV

AlfredÊs Essentials of Music Theory—www.alfred.com/emt
Mac/Win, CD-ROM
A series introducing music fundamentals through concise lessons, exercises for imme-
diate reinforcement, ear training CDs or software and reviews, to test knowledge and
understanding.

Garageband—www.Garageband.com
Mac
An easy-to-use sequencing program that comes with hundreds of digital audio loops of
everything from jazz walking bass to authentic world instruments. Everything can be
viewed in notation or graphic view.

Hyperstudio·www.rogerwagner.com
Mac/Win
A multimedia writing tool that allows students to communicate and deliver ideas on
disc, CD-ROM, or over the Internet. It offers the possibility to bring together text,
sound, graphics, and video.

384 Appendix D

Music Ace·www.harmonicvision.com
Mac/Win, CD-ROM
A software program that contains twenty-four comprehensive lessons, games, and a
Music Doodle Pad. Unique features include: tracking of student progress, extensive
teacher and student paper-based materials, and the Music Doodle Pad that allows stu-
dents to compose and record their own music using a variety of instrument sounds, or
listen to and modify popular music selections from the „jukebox‰ section of the Music
Doodle Pad.

Music Ace 2·www.harmonicvision.com
Mac/Win, CD-ROM
A continuation and more advanced version of Music Ace with twenty- four compre-
hensive lessons covering music fundamentals, plus twenty-four games to practice
music skills and reinforce lesson concepts.

Music Ace Deluxe·www.harmonicvision.com
Mac/Win, CD-ROM
A combination of Music Ace and Music Ace 2.

Sibelius Starclass·www.sibelius.com
Mac/Win, CD-ROM
Music lesson plans (180) for the elementary level enhanced with hundreds of sound
clips, printable pictures, and a 99-track CD.

MUSIC SUPPLIERS

These companies offer classroom music and professional books, songbooks, record-
ings, classroom, rhythm and Orff-Schulwerk instruments, small winds, and audiovi-
sual materials. Only items specific to a particular supplier are noted in the listings that
follow.
Alfred Publishing Co., Inc., www.alfred.com. Music publishing.
Dancing Dots, www.dancingdots.com. Materials and equipment for vision-impaired
musicians.
GIA Publications, Inc., www.giamusic.com
Hohner Music, us.playhohner.com. (Hohner Kids and Green Tones). Instruments for
toddlers and preschoolers.
John’s Music Center, www.johnsmusic.com. Multicultural instruments and drums.
KORG Education, http://education.Korg.com. Music technology, keyboards.
Macie Publishing Co., www.maciepublishing.com. Recorder books.
Malmark, Inc.—Bellcraftsmen, www.malmark.com. Handbells, choir chimes, and
ringing accessories.
MMB Music, Inc. www.mmbmusic.com. Studio 49 Orff Instruments.
Music in Motion, www.musicmotion.com
Music Is Elementary, www.musiciselem.com
Music K-8, msuick8.com. Products in world music.

Resources for Elementary Teachers 385 SECTION IV

Musik Innovations, www.musikinn.com. Includes handbells, choir chimes, and
ToneChimes.
Oscar Schmidt International, www.oscarschmidt.com. Autoharps and other instruments.
Peripole-Bergerault, Inc., www.peripolebergerault.com. Handbells, Bergerault
Orff-Schulwerk instruments, prekindergarten instruments, and other instruments.
Rhythm Band Instruments, Inc., www.rhythmband.com. Classroom instruments
of all types.
Schulmerich Carillons, Carillon Hill, www.schulmerichbells.com. English hand-
bells (only).
SONOR, sonor.com/instruments. Orff Instruments.
Suzuki Corporation Musical Instrument Corporation, www.suzukimusic.com.
QChords, ToneChimes, rhythm instruments, barred and other instruments.
Sweet Pipes, www. sweetpipes.com. Recorders, recorder books, Sonor Orff instruments,
and handbells.
West Music, www.westmusic.com. Multicultural materials and instruments; Orff-
Schulwerk instruments; electronic instruments and music software; music therapy
resources.
Yamaha Corporation of America, www.yamaha.com.

SUPPORT ASSOCIATIONS AND ORGANIZATIONS

American Association on Intellectual and Developmental Disabilities (AAIDD),
www.aaidd.org
American Council of the Blind, www.acb.org
American Music Therapy Association, www.musictherapy.org
American Orff-Schulwerk Association (AOSA), www.aosa.org
American Society for Deaf Children, www.deafchildren.org
Americans with Disabilities Act (ADA) and Information Technology (IT) Infor-
mation Center, www.adainfo.org
ArtsEdge, www.artsedge.kennedy-center.org
Association for Childhood Education International (ACEI), www.acei.org
Attention-Deficit Hyperactivity Disorder (ADHD), www.nimh.nih.gov.
Autism Society of America, www.autism-society.org
Council for Exceptional Children, www.cec.sped.org
Dalcroze Society of America, www.dalcrozeusa.org
Early Childhood Music and Movement Association (ECMMA), www.ecmma.org
Early Childhood News (The Professional Resource for Teachers and Parents),
www.earlychildhoodnews.com
The Getty Center, www.getty.edu
Gordon Institute for Music Learning, giml.org
International Society for Music Education (ISME), www.isme.org
Learning Disabilities and ADHD, www.ldonline.org

386 Appendix D

The National Association for Music Education, www.nafme.org
NAMM Foundation, nammfoundation.org
National Association for the Education of Young Children (NAEYC), www.naeyc.org
National Center for Learning Disabilities, www.ncld.org
National Dissemination Center for Children with Disabilities, www.nichy.org
Organization of American Kodály Educators (OAKE), www.oake.org
VSA Arts (The International Organization on arts and disability), education.
kennedy-center.org/education/VSA/

APPENDIX E SECTION IV

Resources for Children

STORYBOOKS ABOUT SONGS

All the Pretty Little Horses. (L. Sapport, illustr.). (1999). Houghton Mifflin: Clarion Book.
America the Beautiful. (K. Bates). (2010). Aladdin.
A-Tisket, A-Tasket. (E. Fitzgerald). (2003). Philomel.
Bingo. (H. Wilhelm). (2005). Scholastic.
Cumbayah. (F. Cooper, Illustr.). (1998). HarperCollins.
Down by the Bay. (Raffi). (1988). Crown Books.
The Eensy Weensy Spider. (M.A. Hoberman). (2002). Megan Tingley Books.
The Farmer in the Dell. (A. Walner). (1998.) Holiday House, Inc.
Five Little Pumpkins. (D. Yaccarino). (2003). HarperFestival.
Hush, Little Baby. (S. Long). (2002). Chronicle Books.
Elvis PresleyÊs Love Me Tender. (E. Presley, T. Browning, illustr.). (2003). HarperColllins.
If YouÊre Happy and You Know It. (Raffi). (2007). KnopfBooks for Young Readers.
Miss Mary Mack. (M.A. Hoberman). (2003). Little, Brown, and Company.
My Country ÊTis of Thee. (S.F. Smith). (2004). Cartwheel Books.
My Favorite Things. (R. Rodgers, and R. Graef, illustr.). (2001). HarperCollins.
This Land is Your Land. (W. Guthrie). (2002). Little Brown Young Readers.
This Old Man. (P. Adams). (2000). ChildÊs Play International.
The Tailor and the Mouse. (Adapted by J. Feierabend). (2012). GIA Publications.
YouÊre a Grand Old Flag. (G.M. Cohan). (2008). Atheneum.

JAZZ: BOOKS FOR CHILDREN

Andrews, T. (2015). Trombone Shorty. Harry N. Abrams. PreK to grade 3.
Burleigh, R. (2001). Looking for Bird in the Big City. Silver Whistle Harcourt, Inc. About the first

meeting of Miles Davis and Charlie „Bird‰ Parker. PreK to grade 3.
Davis, D. (2001). Jazz Cats. Pelican Books. Grades 1 4.
Fitzgerald, E., V. Alexander, and O. Eitan. (2003). A Tisket, A Tasket. Philomel Books, Baby to K.
Golio, G. (2015). Bird & Diz. Candlewick Press. PreK to grade 3.
Gollub, M. (2000). The Jazz Fly. Tortuga Press. (Includes CD.) PreK to grade 3.
Hurwitz, A. B. (2006). Ella Elephant Scats Like That (Baby Loves Jazz Series). Price Stern Sloan.

Book with CD. PreK to grade 1.

387

388 Appendix E

Ingalls, A. and M. Macdonald. (2010). The Little Piano Girl: The Story of Mary Lou Williams, Jazz
Legend. Houghton Mifflin. Grades 1 4.

Isadora, R. (1979). BenÊs Trumpet. Green Willow Books. PreK to grade 3.
Isadora, R. (2002). Bring on that Beat. G. P. PutnamÊs Sons. PreK to grade 3.
Lester, J. (2001). The Blues Singers: Ten Who Rocked the World. Hyperion Books for Children. PreK

to grade 3.
London, J. (1993). Hip Cat. Chronicle Books. Book and video. K to grade 4.
London, J., and H. Cole, illustr. (2000). Who Bop? HarperCollins. PreK to grade 3.
Monceaux, M. (1994). Jazz: My Music, My People. Knopf. Stories about 19 women jazz musicians.

Grades 4 6.
NickyÊs Jazz for Kids. (2003). Dominick music. Jazz songs for youngsters (and adults !). CD

available.
Orgill, R. (2002). If Only I Had a Horn: Young Louis Armstrong. Sandpiper. Grades 2 5.
Orgill, R. (2010). Skit-Scat Raggedy Cat: Ella Fitzgerald. Candlewick. K Grade 4.
Parker, R.A. (2008). Piano Starts Here: The Young Art Tatum. Schwartz & Wade. PreK grade 3.
Pinkney, A.D. and B. Pinkney, illustr. (2001). Duke Ellington: The Piano Prince and His Orchestra.

Hyperion Books for Children. Grades 1 ;5.
Pinkney, A.D., and B. Pinkney. (2007). Ella Fitzgerald: The Tale of a Vocal Virtuosa. Hyperion Books

for Children. PreK to grade 3.
Raschka, C. (1997). Charlie Parker Played Be Bop. Orchard Books. PreK to grade 3.
Raschka, C. (2002). John ColtraneÊs Giant Steps. Atheneum Books for Young Readers. PreK to

grade 2.
Raschka, C. (1997). Mysterious Thelonious. Orchard Books. K to grade 5.
Shaik, F. (1998). The Jazz of Our Street. Dial Books. PreK to grade 3.
Weathereord, C.B. (2008). Before John was a Jazz Giant: A Song of John Coltrane. Henry Holt &

Co. K to grade 3.
Weinstein, M.H. (2013). Play, Louis, Play! The True Story of a Boy and His Horn. Bloomsbury.

Grades 2 5.
Weiss, G.D. and B. Thiele, A. Bryan, illustr. (1995). What a Wonderful World. Atheneum. (CD of

song not included.) PreK to grade 3.
Winter, J. (2002). Once Upon a Time in Chicago: The Story of Benny Goodman. Hyperion Books for

Children. PreK to grade 2.

CLASSICAL MUSIC: BOOKS FOR CHILDREN

Allman, B. (1997). Her Piano Song: A Story About Clara Schumann. Carolrhoda Books, Inc.
Ages 8+

Cowan, C. and K. Hawkes, illustr. (1998). My Friend the Piano. Lothrop, Lee, & Shepard.
Ages 5 8.

Curtis, G. and E.B. Lewis, illustr. (2001). The Bat Boy and His Violin. Aladdin. Ages 4 8.
Englander, R. (1994). Opera: WhatÊs All the Screaming About? Walker and Co. Ages 10 and up.
Garriel, B.S., and J.OÊBrien. (2004). I know a Shy Fellow Who Swallowed a Cello. Scholastic. Ages

5 7.
Guy, S., and D. Lacy. (1998). The Music Box: The Story of Christofori. Brunswick Publishing Co.

Ages 4 8.
Isadora, R. (1997). Young Mozart. Viking. Ages 4 8.

Resources for Children 389 SECTION IV

Kamen, G. (1996). Hidden Music. Atheneum. Biography of Fanny Mendelssohn. Ages 8+
Kendall, C.W. (1993). Stories of Women Composers for Young Musicians. Shar Products Co.
Ketcham, S., S. Ketcham, and T. Bush, illustr. (1999). BachÊs Big Adventure. Orchard Books. Ages

4 8.
Kuskin, K. (1986). The Philharmonic Gets Dressed. HarperTrophy. Ages 4 8.
Moss, L. (2000). Zin! Zin! Zin! A Violin. Aladdin Picture Books. Ages 4 8.
Nichol, B. and S. Cameron, illustr. (1999). Beethoven Lives Upstairs. Orchard Books. Ages 7 12.
Papillon, K. (2015). Crumpet and the Trumpet. Inspirations. Ages 4 8.
Rachin, A. (1992). Bach (Famous Children Scries). Barrons Juveniles. Also in the series are

Beethoven, Chopin, Mozart, and Tchaikovsky. Ages 5 8.
Rusch, E., S. Johnson, and L. Fancher. (2011). For the Love of Music: The Remarkable Story of

Maria Anna Mozart. Tricycle Press. Ages 5 8.
Sloan, C. (2015). Welcome to the Symphony. Workman Pub. Co. Ages 4 8.
Weil, l. (1991). Wolferl: The First Six Years in the Life of Wolfgang Amadeus Mozart, 1756 1762.

Holiday House. Ages 5 8.
Winter, J. (1999). Sebastian: A Book About Bach. Browndecr Press. Ages 4 8.
Winter, J. (2006). The 39 Apartments of Ludwig van Beethoven. Schwartz & Wade Books.

Ages 4 9.

INTERACTIVE WEBSITES

Canadian National Arts Center·www.artsalive.ca/en/mus
Information about instruments of the orchestra (including „virtually‰ handling each), and composers.

Includes downloadable activities, games and quizzes.
Cincinnati Public Radio·www.classicforkids.com
Music and stories of great classical composers. Includes activity sheets, games, time machine, and

music dictionary.
Dallas Symphony Orchestra·www.dsokids.com
Resources for students and teachers seeking general knowledge of music (instruments, musicians,

and theory), composing music and playing musical games.
Go Classical for Kids·www.classicalkusc.org/kids/
An interactive resource with activities and games for students in opera, chamber music, and more.
Morton Subotnick’s CreatingMusic·www.creatingmusic.com
Creative music environment for children to compose music, play music puzzles and games, and play

with musical instruments.
New York Philharmonic Orchestra—www.nyphilkids.org
An interactive resource for gathering general knowledge of music (instruments, musicians, compos-

ers), composing music, and playing musical games.
San Francisco Symphony·www.sfskids.org
Engaging photos and audio of orchestral instruments, „The Music Lab‰ (experimenting with the ele-

ments of music), information on concert series for youth and families, a radio that plays excerpts
from major orchestral works, and an e-postcard option.
Smithsonian: Jazz·Americanhistory.si.edu/Smithsonian-jazz
Jazz lessons for Jazz Appreciation Month, select „Learn it,‰ „Jazz Class,‰ then „GroovinÊ to Jazz.‰

390 Appendix E

MUSIC SOFTWARE

Programs Ages Platforms Suggested websites

Art and Music Games Ages 5+ Win, CD-ROM www.artmusicgames.com
Alice in Vivaldi’s Four
Seasons Ages 4+ Win, CD-ROM
Mozart’s Magic Flute Ages 4+ Mac/Win, CD-ROM
Tchaikovsky’s Nutcracker Ages 8+
Discover Bach

Beethoven Lives Upstairs Ages 9+ Win, DVD-ROM www.musicmotion.com

Groovy Music: Mac/Win, CD-ROM www.musicfirst.com
“Shapes”
“Jungle” Ages 5+
“City” Ages 7+
Ages 9+

Hyperstudio Ages 9+ Mac/Win www.rogerwagner.com

Juilliard Music Adventure Ages 9+ Mac/Win, CD-ROM www.Amazon.com

MiDisaurus Ages 4+ Mac/Win, DVD-ROM www.town4kids.com

Morton Subotnick’s Creating Ages 5+ Mac/Win, CD-ROM www.creatingmusic.com
Music Ages 5+ Mac/Win, CD-ROM
Ages 8+ Mac/Win, CD-ROM
Hearing Music Ages 8+ Mac/Win, CD-ROM
Making Music Ages 4+ Mac/Win, CD-ROM
Making More Music Ages 7+ Mac/Win, CD-ROM
Playing Music
World of Music: Beginner
World of Music
Intermediate

Music Ace Ages 8+ Mac/Win, CD-ROM www.harmonicvision.com
Music Ace 2
Music Ace Maestro

Piano Mouse’s Musical Circus Ages 4+ Mac/Win, CD-ROM www.pianomouse.com

Sesame Street Music Maker Ages 3+ Win, CD-ROM www.muppet.wikia.com/
wiki/music_maker

SimTunes Ages 8+ Win, CD-ROM www.cdaccess.com

Singing Coach Kidz Ages 6+ Win, CD-ROM www.Amazon.com

Super Duper Music Looper Ages 6+ Win, CD-ROM www.
sonycreativesoftware.com

Thinkin’ Things® Ages 6+ Mac/Win, CD-ROM www.amazon.com
Collection 1 Ages 4+
Collection 2

Glossary

AB A musical form consisting of audiate The ability to think music of air is the sound-producing agent,
two sections, A and B, that contrast in the mind with understanding. including trumpets, horns, trom-
with each other (binary form). bones, and tubas. (Also see wind
bar or bar line A vertical line instruments.) A characteristic
ABA A musical form consisting through the staff to indicate a shared feature is their cup-shaped
of three sections, A, B, and A. Two boundary for a measure of music. mouthpiece.
are the same, and the middle one is
different (ternary form). bass clef The symbol $ which cadence A point of arrival that
determines that the fourth line of the punctuates a musical phrase and
accent A stress or emphasis given staff is F below Middle C. section; the ending.
to certain tones. An accent sign is >.
beam A line connecting stems of call and response form A song
accidental A sign introduced notes in rhythmic groups; flags are form, much like a musical conversa-
before a note of a composition that used for single notes. tion, in which a solo part is answered
changes the pitch for one measure by a chorus, or two groups exchange
only: K (sharp), H (flat), J (natural), X beat The underlying pulse present in question and answer style.
(double sharp), Ð (double flat). in most music; the rhythmic unit to
which one responds in marching or calypso A kind of music devel-
accompaniment Music that goes dancing. oped in the West Indies, char-
with or provides harmonic or rhyth- acterized by its rhythms and
mic support for another musical part beat groupings See meter and commentary on contemporary events
(usually a melody). downbeat. and personalities.

acoustic A term often used to bluegrass A style of country canon A composition in which
distinguish instruments from their music, often played on stringed all parts have the same melody
electronic counterparts, e.g., piano. instruments, with influences of tra- throughout but start at different
ditional Appalachian music, blues, times. A round is a type of canon.
aerophone An instrument in and jazz.
which the sound-producing agent chant A term with several mean-
is a vibrating column of air, such as blues Music created by Southern ings. The rhythmic recitation of
flute and trumpet. African Americans in the late 1800s rhymes or poems without a sung
that influenced the development of melody is the definition used in
anacrusis („ana-CREW-sis‰) See jazz. Special characteristics include this text.
upbeat. flatted 3rd and 7th scale tones, the
arrangement The adaptation use of groups of 12 measures or chord A combination of three or
of a composition for performance „bars‰; 7th chords; syncopation; more pitches a third apart, sounded
in a medium for which it was not and improvisation. simultaneously.
conceived.
boogie-woogie A jazz piano style chordophone A musical instru-
articulation The characteristic (fast blues) in which the left hand ment that produces its sound by
way in which musical tones are con- repeats a fast-moving bass while setting up vibrations in a stretched
nected, separated, or accented, e.g., the right hand improvises a melody string, such as violin, ukulele,
legato (smooth, connected tones) and part. Many boogie-woogie pieces and harp.
staccato (short, detached tones). follow the 12-bar blues format.
chord progression A series of
artistic literacy The knowledge bordun An accompaniment cre- chords sounding in succession.
and understanding required to par- ated by sounding one or more tones
ticipate authentically in the arts. (usually two tones, five notes apart) chord root The pitch on which
continuously throughout a composi- a chord is constructed; the most
artistic processes The process in tion; tones can be performed simul- important pitch in the chord.
which artists engage·creating, per- taneously or alternating.
forming, and responding·leading chord tones The individual pitches
to artistic literacy. brass instruments Instruments within a chord.
made of brass in which a column
atonal Music in which no tonic, chromatic scale A 12-tone scale
or home tone is apparent. consisting entirely of half steps.

391

392 Glossary dissonance A relative term used form The overall structural orga-
to describe the disagreeable effect nization of a music composition and
classical music A term for art of certain tones sounded simultane- the interrelationships of musical
music of Western European civili- ously. Intervals of 2nds and 7ths are events within the overall structure.
zation, usually created by a trained considered to be dissonant.
composer. fugue A composition in which
dominant The fifth pitch of the voices or parts follow or „chase‰
clef A symbol placed on a staff to scale; a chord constructed on the each other; a theme is presented
designate a precise pitch that iden- fifth pitch of the scale. and then is imitated by two or more
tifies the other pitches in the score. parts.
downbeat The first beat of a
coda A short section added to the measure (beat grouping), usually genre A category of music char-
end of a piece; a musical way of accented. acterized by a distinctive style,
saying „the end.‰ form, and/or content (e.g., jazz,
drone See bordun. march, and country).
compound meter A grouping of
beats (meter) in which the beat is duple meter A grouping of beats glissando A very rapid sliding
divided into three equal parts. into two (@, !). passage up or down the white or
black keys.
concept An understanding that dynamics The degree and range
remains in the mind following a of loudness of musical sounds. haiku A form of nature poetry
learning experience. that originated in Japan, ideally con-
electronic music Music made sisting of 17 syllables composed in
consonance A relative term used by creating, altering, and imitating a 5-7-5 arrangement.
to describe the pleasant, agreeable sounds electronically.
effect of certain tones sounded half step An interval comprising
simultaneously. Intervals of 3rds, electrophone An instrument that two adjacent pitches, as D to DK.
6ths, and octaves are generally con- produces vibrations that must be
sidered to be consonant. passed through a loudspeaker before hand signs See Curwen Glover
they are heard, as in electric guitar hand signs.
contour The shape of a melody or keyboard.
created by the way its pitches repeat, harmonic minor scale A minor
and move up and down in steps and enharmonic tones Tones sound- scale in which the pattern of whole
skips. ing the same pitch but written dif- steps and half steps is whole-half-
ferently, as EL and DK. whole-whole-half-whole & half-half.
countermelody A melody that
sounds simultaneously with another ethnomusicology The study of harmony The simultaneous sound-
melody. all the music of people in a specified ing of two or more pitches.
area, frequently in a cultural context.
create To conceive and develop heterophonic A musical texture
new musical ideas through impro- expressive qualities Those quali- in which slightly different versions
vising, composing, or arranging. ties (dynamics, tempo, articulation, of the same melody are sounded
timbre) that, combined with other together.
culture The values/beliefs of a musical elements, give a composi-
group of people, from a specific tion its unique musical identity. historical periods A period of years
place or time, expressed through during which music that was created
their traditions, social structure, falsetto A method of singing used and/or performed shared common
religion, art, and food. by male singers, particularly tenors, characteristics, such as the follow-
to reach tones above the normal ing periods of classical/Western art
Curwen/Glover hand signs Hand range of their voices. music: Medieval (ca. 500 ca. 1420),
positions for each degree of the Baroque (ca. 1600 ca. 1750), Clas-
scale: do, re, mi, and so on. See fine („fee-nay‰) Italian term sic (ca. 1750 ca. 1820), Romantic
Appendix A. meaning „the end.‰ (ca. 1820 ca. 1900), and Contem-
porary (ca. 1900 ).
descant A second melody less flat A symbol that indicates that
important than and usually sung the written pitch is to be lowered a home tone See tonic.
above the principal melody. half step: L.
homophonic A musical texture
diatonic A seven-tone scale, con- folk song A song having no known in which all parts move in the same
sisting of five whole steps and two composer, usually transmitted orally, rhythm but use different pitches, as
half steps, utilizing every pitch and reflecting the musical consen- in hymns; also, a melody supported
name. Major and minor scales are sus of a cultural group. by chords.
diatonic scales.

iconic notation The represen- legato („leh-GAH-toe‰) Tones Glossary 393
tation of sound using, e.g., lines, moving in a connected, smooth
drawings, and pictures. manner (opposite of staccato). between the second and third tones.
idiophone From the Greek, idios, lyrics The words of a song. There are three forms of minor scales:
self, and phonos, sound. An instru- major interval An interval a half natural, harmonic, and melodic.
ment in which the sound-producing step larger than the corresponding minor triad A three-note chord
agent is a solid material capable of minor interval. that includes a minor 3rd (three half
producing sound by setting up vibra- major scale A scale in which the steps) and a major 3rd (four half
tions in the substance of the instru- pattern of whole steps and half steps steps).
ment, such as wood or metal. The is whole-whole-half-whole-whole- monophonic A musical texture
many idiophones include gongs, whole-half. consisting of a single, unaccompa-
chimes, xylophones, and sticks. major triad A three-note chord nied melodic line.
imitation The restatement of a with a major 3rd (four half steps) motive A brief rhythmic/melodic
theme in different voices (parts). and a minor 3rd (three half steps). figure or pattern that recurs through-
improvisation Music extempora- measure A group of beats delin- out a composition as a unifying
neously performed, often within a eated by bar lines; informally called element.
framework determined by the musi- a „bar.‰ music concept An understand-
cal style. melodic contour See contour. ing or generalized idea about music
interlude A brief section of music melodic rhythm Durations of that is formed after making connec-
inserted between stanzas of a song pitches used in a melody. tions and determining relationships
or sections of a larger work. melodic sequence See sequence. among ideas.
interval The distance between melody A linear succession of music literacy The knowledge
two tones, named by counting all sounds (pitches) and silences mov- and understanding required to par-
pitch names involved: ing through time. ticipate authentically in the disci-
membranophone An instrument pline of music by independently
introduction A brief section of in which the sound is produced by carrying out the artistic processes
music that precedes the main body vibrations in a stretched membrane of creating, performing, and
of a composition. (skin); mainly drums. responding.
inversions Rearrangement of the meter The grouping of beats in natural A sign that cancels a
pitches of a chord; for example, music. sharp or flat: J. A note that is neither
C-E-G becomes G-C-E. meter signature Two numerals that sharp nor flat, such as C, D, E, F, G,
jazz A style that originated with show the number of beats grouped in A, or B on the piano keyboard.
African Americans in the early a measure and the basic beat: octave Two pitches that are eight
twentieth century, characterized notes apart and share the same letter
by improvisation and syncopated 4 = four beats in a measure name (C-C).
rhythms. 4 = quarter note (Q) is basic beat
key The scale and tonality of a organology The science of musi-
composition. middle C The C midway between cal instruments and their classi-
key signature The sharps or flats the treble and bass clefs; approx- fication; includes the history of
at the beginning of the staff after the imately midway on the piano instruments, instruments used
clef sign, indicating in which key keyboard. in different cultures, technical
or on what scale the composition is aspects of how instruments pro-
written. minor interval An interval a half duce sound, and music instrument
ledger lines („LEH-jer‰) Short step smaller than the corresponding classification.
lines above or below the five-line major interval. ostinato („ah-stih-NAH-toe‰)
staff, on which higher or lower minor scale A scale in which one A continuous repetition of a melodic
pitches may be indicated. characteristic feature is a half step or rhythmic pattern.

394 Glossary syncopated („ragged‰) melody seventh chord A four-note chord
against an oompah bass. built in 3rds.
partner songs Two or more dif-
ferent melodies that share a similar refrain Phrases recurring at the sharp A symbol (K) that raises the
meter and chord sequence and can end of each verse of a song; some- pitch a half step.
be sung simultaneously when they times called the „chorus.‰
are in the same key and tempo. shifting meter The changing of
respond To understand and evalu- beat groupings in music, as from
patschen or patsch („PAH-chn‰) ate how music conveys meaning. groups of twos to groups of threes.
A thigh slap.
resonator bars Individuallypitched skip A melodic interval exceeding
pattern See motive. metal bars fastened to hollow reso- a 2nd or whole step.
nator blocks.
pentatonic scale A five-tone sol-fa Syllables using a movable
scale often identified with the pat- rest The notation for silence. do, in which do is the tonic in a
tern of the black keys of the piano. major key and la is the tonic in a
Many other five-tone arrangements rhythm All the durations of minor key.
are possible. sounds and silences that occur in
music. sonata An extended composition
percussion instruments Generic in several movements for one to two
term for instruments that are rhythm of the melody See instruments.
sounded by shaking or striking one melodic rhythm.
object with another. Percussion staccato Detached, short sounds
instruments include those of defi- rhythm pattern Any grouping, often indicated by a dot over or
nite pitch (kettledrum, glockenspiel, generally brief, of long and short under a note (opposite of legato).
xylophone, chimes) and those of sounds and silences.
indefinite pitch (drums, triangle, staff Five parallel lines used in
cymbals). In classifying world- rondo A musical form consist- traditional music notation.
music instruments, percussion is ing of a recurring section with two
commonly divided into two types, or more contrasting sections, as steady beat See beat.
membranophones and idiophones ABACA.
(see separate entries). steel drums Instruments that
root The tone on which a chord is originated in the West Indies and
perform To realize musical ideas built. A chord using C as its root is are constructed from oil drums. The
and work through interpretation and labeled a C chord. drums, or „pans,‰ come in four basic
presentation. sizes, each differing in the number of
round A melody performed by pitches: the „ping-pong‰ (soprano),
phrase A musical segment with two or more groups entering at alto pan, guitar pan (tenor), and bass
a clear beginning and ending, com- stated and different times. pan.
parable to a simple sentence or a
clause in speech. scale A pattern of consecutive step An interval of a 2nd, such as
pitches arranged in ascending or A to B.
pitch The identification of a tone descending order. Scales are iden-
with respect to highness or lowness. tified by their specific arrangement stringed instruments Instru-
of whole steps and half steps. See ments in which the stretched string
polyphonic A musical texture chromatic scale, major scale, is the sound-producing agent. (The
created when two or more melodies minor scale, pentatonic scale, and sound is initiated by a bow, fingers,
sound simultaneously. whole-tone scale. or sticks.) Instruments in this large
group include violin and harp. (Also
polytonal Music that employs score A composite of all the writ- see chordophone, the scientific
two or more tonalities (or keys) ten notational parts of a composition. name for stringed instruments.)
simultaneously.
section A distinct portion of a style A label for a type of music
quadruple meter A grouping of composition; one of a number of with distinguishing characteristics
beats into four ($ Á K). parts that together make a compo- often associated with its histori-
sition. A section consists of several cal period, cultural context, and/or
range The highest and lowest phrases. genre.
pitches of a melody, or of an instru-
ment or voice. sequence The repetition of a subdominant The fourth pitch of
melodic pattern on a higher or lower the scale; a chord constructed on the
ragtime A type of early twentieth- degree of the scale. fourth pitch of the scale.
century American popular music,
usually for piano, that features a

suite A group of musical pieces tonal music Music that is cen- Glossary 395
related to one idea. tered on a particular tonal center or
symphony An extended com- tonic. first downbeat of a musical phrase is
position for orchestra in several called an anacrusis.
tone A sound of definite pitch. verse A group of lines, often four
movements. Tones also have duration, intensity, in number; also called a stanza.
syncopation Placement of accents and timbre. vibrato A wavering of the pitch to
on normally weak beats or weak warm the tone.
tone row An ordering of the 12 vocal register The different parts
parts of beats; this shifting of tones of the chromatic scale as of the range of a voice that are char-
the tonal and structural basis of a acterized by their place of produc-
accents creates the effect of the composition. tion and sound quality, for example,
head register, chest register.
rhythm of the melody not coincid- tonic The central tone of the key whole step An interval made up
and the first note of the scale; usu- of two consecutive half steps; as
ing with the beat. ally the last note of a composition. C to D.
tempo The rate of speed of the whole-tone scale A scale of six
music. tonic sol-fa Syllables using a different tones, each a whole step
tessitura The range of the major- movable do, in which do is the tonic apart.
ity of pitches in a voice part, not in a major key and la is the tonic in wind instruments Generic name
a minor key. for instruments in which an enclosed
including an occasional high or low column of air is the sound-producing
transposition Changing a piece agent. Includes brass instruments
note. of music from one key (scale/tonal- and woodwind instruments (see
texture The distinguishing char- ity) to another. separate entries). Also see aero-
acter of the music resulting from phone, the scientific name for this
treble clef The symbol : , which category.
the ways in which the vertical (har- determines that the second line of woodwind instruments Instru-
the staff is G above Middle C. ments in which a column of air is
monic) and horizontal (melodic) the sound-producing agent, such as
triad A three-note chord with clarinets, oboes, and flutes. (Also
elements are combined. pitches a 3rd apart. see wind instruments.) Commonly
theme and variations A com- called the „woodwind family,‰
position in which each section is triple meter A grouping of beats though not all modern instruments
into threes (# ) L). are made of wood. Their timbre
a modified version of the original depends mainly on the shape of the
12-tone row See tone row. bore (cylinder), and the mouthpiece:
musical theme. mouth-hole (flute), single reed (clar-
timbre („TAM-br‰) The tone unison Sung or played on the inet), or double reed (oboe).
color or tone quality of sound that same pitch.

distinguishes one sound source, upbeat An unaccented beat, often
the last beat of a beat grouping or
instrument, or voice from another. measure. In conducting, the upbeat
time Commonly used in place of is indicated by an upward motion
more precise terms, namely, meter, of the hand. An upbeat before the

rhythm, tempo, duration.
time signature See meter
signature.
tonal center See tonic.

tonality The relationship of tones
in a scale to the tonic.



Subject Index

AB, and ABA. See Form Curwen Glover hand signs, drawings of. See in elementary music programs, 34
Accidentals. See Appendix A Appendix A songs to accompany, list of,
Affective domain, 6
Articulation, 13 Dalcroze eurhythmics. See Chapter 5 375
Artistic literacy, See Chapter 1 Dance. See Singing Games
Artistic processes, See Chapter 1 Developmental characteristics of children, Haiku poems. See Appendix C
ASL Signs, See signing in model experience, 200
Assessing music learning. See Chapter 7 104 105
Assistive technology (AT), 77 Disabilities. See Chapter 6 Handbells and chime bars, 35
Associations and Organizations, Support. Drone, in model experience, 171 suppliers of. See Appendix D, „Music
Dynamics, 13 Suppliers‰
See Appendix D Dynamic terms and signs. See Appendix A
Autoharp®, Chromaharp®, and QChord®, Hand signs, Curwen. See Appendix A
Early childhood music. See Prekindergarten Harmony. See Chapter 2 chords. See
31, See Appendix B child and music
Songs to accompany, list of, 360 361 Appendix A
Eclectic approach. See Chapter 5 bordun, in model experience, 171
Baritone ukulele. See ukulele Elementary music materials. See in model experiences, 146, 171, 208
Barred instruments, 30 homophonic, 18
Blues, in model experience, 222 Appendix D ostinato, in model experience, 171
Books for Children, See Appendix E Elementary school music. See Chapter 1 polyphonic, 18
Bordun, See drone Elements of music, See Chapter 2 round, 18
Brass instruments. See Instruments, seventh chords. See Appendix A
Scope and Sequence Chart of Music triads. See Appendix A
orchestral Concepts, 103 Historical periods, 50
Holidays, in model experiences
Calendar of Selected Ethnic Celebrations. English language learners, 79 Chinese New Year, 187
See Chapter 4 Eurhythmics. See Dalcroze eurhythmics Martin Luther King Day, 156
Evaluation. See Planning and assessing
Call and response. See Form IDEA, 76
Chants, Proverbs, and Poems. See music learning Inclusive Classroom, 76
Expressive qualities. See Chapter 2 Instruments, Classroom, See Chapter 3
Appendix C
Chords. See Appendix A articulation, in model experience, 158 Autoharp®, Chromaharp®,
dynamics, in model experience, 118 QChord,®, 31, See Appendix B
Guitar/baritone ukulele charts,
Appendix B terms and signs. See Appendix A barred or mallet instruments, 30
tempo, in model experience, 122 guidelines for choosing and using
See also Harmony
Chromaharp®. See Autoharp® terms. See Appendix A instruments, 28
Chromatic scale. See Appendix A timbre, in model experiences, 144, 168, guitar and ukulele in the classroom, 34,
Circle of fifths. See Appendix A
Classical music, See Chapter 4 177, 200, 216 See Appendix B
handbells and chime bars, 35
historical periods, 50 Fingerplays, See Appendix C keyboards in the classroom, 33
Western Art Music Timeline, 50 Form. See Chapter 2 recorders in the classroom, 30, See
Classification System for Instruments of the
AB, in model experience, 124 Appendix B
World, 52 ABA, in model experience, 202 rhythm instruments, 29
in model experience, 216 call and response, in model experience, virtual instruments, 35
Clefs, treble and bass. See Appendix A Instruments, orchestral
Cognitive domain, 6 156, 210 in model experience, 177
Composing. See Creating, composing music phrase, in model experience, 160, 187, photographs of families, 179
Comprehensive musicianship. See Chapter 5 seating plan of orchestra, 180
Computers. See Technology, music 196, 222 Instruments of world music, in model
Concepts, Music, Levels I III, 103 rag, in model experience, 230
Conducting, in model experiences, 174, rondo, in model experience, 204 experiences, 144, 168, 216
sections, in model experiences, 124, 202, Integrating music, the arts, and other
175
Conducting patterns. See Appendix A 204, 226 subjects. See Chapter 6
Cooperative learning. See Chapter 6 twelve-bar blues, in model experience, Interactive websites. See Appendix E
Creating, composing music. See Chapter 3 Intervals. See Appendix A
Creating music, See Chapter 3 222
steps, skips, 16
guidelines, 43 Games (music). See Singing Games and
Creating Model Experiences Projects, 151, Dances Jazz, See Chapter 4
books for children. See Appendix E
190, 237 Gifted and talented, 79 in model experiences, 122, 222, 226, 230
Gordon, Edwin. See Chapter 5
Grand staff. See Appendix A
Guitar, 34, Appendix B

chord charts, Appendix B

397

398 Subject Index Music education supplies. See Appendix D, Sign language, in model experience, 134,
„Music Suppliers‰ 172, 261, 318
jazz styles and performers, 54
resources, 55 Music Learning Theory. See Chapter 5 Signing with songs, 261, 270, 281, 287, 294,
Music-making activities. See Chapter 3 318, 323
Keyboards, 33 Music software for children. See Appendix E
See also Technology, music Music technology. See Technology, music Singing, See Chapter 3
childrenÊs voices, 22
Key signatures. See Appendix A National Core Music Standards. See Chapter 1 checklist for selecting age-appropriate
Kodály Approach. See Chapter 5 Nursery rhymes. See Appendix C songs, 26
developmental stages in singing, 23
Curwen Glover hand signs. See Orchestral instruments. See Instruments, introducing a song, 26
Appendix A orchestral leading a song, tips, 27
storybooks about songs, See
materials for the elementary classroom. Orff Schulwerk approach. See Chapter 5 Appendix E
See Appendix D materials for the elementary classroom.
See Appendix D Singing Games and Dances, 39
rhythm syllables. See Appendix A photograph of instruments, 61 Sol-fa syllables. See Appendix A
sol-fa syllables with order of presentation, Soprano Recorder. See Recorder,
Ostinato, in model experiences, 171
63 soprano
Partner songs, 24 Staff, 16, 17. See Appendix A
Ledger lines. See Appendix A Peer-assisted learning (PAL), 79 Standards in Music. See National Core
Lesson planning. See Planning and assessing Percussion instruments. See Instruments,
Music Standards, Chapter 1
music learning classroom; Instruments, orchestral Step bells, illustration of, 31
Listening, See Chapter 3 Phrase. See Form Steel drums, 209
Pitch notation. See Appendix A
guidelines, 36 Planning and assessing music learning. See drawing of, 208
planning steps, 37 in model experience, 208
visual aids, 37 Chapter 7 Storybooks about songs. See Appendix E
what to do before, during, and after Stringed instruments. See Instruments,
Major key signatures. See Appendix A
Major scales. See Appendix A (See also presenting a model experience, classroom; Instruments, orchestral
108 109 Styles of music. See Chapter 4
Melody) Playing instruments. See Instruments, Syllables
Mariachi, 169 classroom
Poems. See Appendix C pitch. See Appendix A
in model experiences, 168 Popular music. See Chapter 4 rhythm. See Appendix A
Melody. See Chapter 2 Prekindergarten child and music. See See also Kodály Approach
Chapter 6
chromatic scale. See Appendix A singing, 84 Teaching Tips, 109
direction, 16 playing instruments, 85 Technology, music. See Chapter 6
moving to music, 85
in model experiences, 136, 140, 212 listening to music, 86 keyboards, electronic, 33
high and low, 15 creating music, 86 Musical Instrument Digital Interface
understanding music, 87
in model experiences, 134, 162 Presenting a model experience, 108 109 (MIDI), 69
major and minor scales, chart. See Psychomotor domain, 6 Tempo, 12
Tempo terms and signs. See Appendix A
Appendix A QChord®, 31, See Appendix B Textbooks for elementary music classrooms.
pentatonic scale. See Appendix A
repeated pitches, in model experience, Ragtime, in model experience, 226 See Appendix D
Reading and notating music, See Chapter 3 Texture, 18
142, 212 Theory of music learning, Edwin Gordon.
scale, 17 guidelines, 46
iconic notation, 45 See Chapter 5
in model experience, 181 Recorder, soprano, 30, Appendix B Jump Right In! The General Music Series.
skips and steps, 16 fingering chart, Appendix B
in the elementary classroom, 30 See Appendix D
in model experiences, 164, 181, Reggio-Emilia approach, 88 Timbre, 13
194 Resonator bars, illustration of, 31 Time signatures. See Meter signatures
Resources for children, Appendix E Triads. See Harmony
Meter. See Appendix A Resources for Elementary Teachers,
conducting patterns. See Appendix A Ukulele, baritone, See Appendix B
duple, in model experience, 173 Appendix D chord chart, Appendix B
triple, in model experience, 175 Rhythm. See Chapter 2 songs to accompany, list of,
fives, in model experience, 230 Rhythm instruments, 29 375
Rhythm notation. See Appendix A
Meter signatures. See Appendix A Rhythm syllables. See Appendix A Universal Design for Learning (UDL), 80
Minor key signatures. See Appendix A Rondo. See Form
Minor scales. See Appendix A Round, defined, 18 Voice, child. See Singing, Chapter 3
Montessori schools, 88
Monthly Planners, 238 241 Scales. See Melody Waldorf schools, 88
Movement, See Chapter 3 Scope and Sequence Chart of Music Western Art Music, See Chapter 4

guidelines, 40 Concepts, 103 Timeline, 50
types, 39 Women in music. See Chapter 4
Multicultural Music, See Chapter 4
classification system for instruments of in model experiences, 222, 226, 232
Woodwind instruments. See Instruments,
the world, 52
resources, 53 orchestral
See World music and cultures in model Worksheets, Student, 170, 179, 215, 218,

experiences, 228 229, 235
selected ethnic celebrations, 54
Music concepts, See Chapter 2
music concept map, 13
Scope and Sequence Chart of Music

Concepts, 103

Subject Index 399

World music. See Chapter 4 India, 210 Nigeria, 144
World music and cultures in model Indonesia, 216 Tunisia, 216
Jamaica, 208 Uganda, 144
experiences Mexican American, 148, 168 Vietnam, 216
African American, 142, 171 Morocco, 185 world map, 218
Chinese American, 187 Native American, 210, 212 Zimbabwe, 210
Hawaii, 196



Music Index

Each song title is followed by its key, origin, Chinese Dance (Tchaikovsky), LS H
and page number. Each listening selection model experience 19, 162 Ha, Ha, This-a-Way, F (USA), 270
(LS) is followed by its composer or origin Haiku sound piece
and page number. Music titles in boldface Cielito Lindo (excerpts) (Mexico), LS
are recorded and linked on the companion model experience 22, 168 model experience 32, 200
website. Hanukkah, C (Hebrew), 271
Circle Right, G pentatonic (USA), 256 Hanukkah Song, Dm (Hebrew), 272
A Clap Your Hands, F (USA), 256 Hawaiian Rainbows, F (USA), 273
A Paris, 366 Classical Quintet Ngu Tuyet (excerpt)
A Ram Sam Sam, F (Morocco), 245 model experience 31, 196
(Vietnam), LS Head-Shoulders, Baby, F (African
model experience 28, 185 model experience 38, 216
A Tisket, A Tasket, C pentatonic (USA), 245 Corn Grinding Song (USA: Navajo), LS American), 274
Al citrón, G pentatonic (Latin America), 246 model experience 37, 212 model experience 12, 142
Hello, There! C, 275
instrumental ensemble, 246 D HeÊs Got the Whole World, D (African
Ala DaÊlona, Dm (Arabic), 246 Dayenu, C (Hebrew), 257
Amazing Grace, G (USA), 247 Devil’s Dance (Stravinsky), LS American), 275
America, C, 248 Hey, Ho, Nobody Home, Dm (England),
America the Beautiful, A (Ward), 249 model experience 17, 158
Archduke Trio (excerpt) (Beethoven), LS Do as IÊm Doing, C (USA), 257 276
Don Gato, Dm (Mexico), 258 instrumental ensemble, 276
model experience 43, 232 Down by the Bay, G (USA), 259 Hey, Lidee, C (USA), 277
Arirang, G pentatonic (Korea), 250 Down Came a Lady, 366 Hickory, Dickory, Dock, C (Eliot), 277
Au clair de la lune, 363 Down in the Valley, G (USA), 260 Ho Jamalo (excerpt) (India), LS
Aviary, The (Saint-Saëns), LS Dragon Song, The, C pentatonic (China), model experience 36, 210
Hop, Old Squirrel, G (USA), 365
model experience 9, 134 261 Hop Up, My Ladies, C (USA), 278
model experience 29, 187 Hot Cross Buns, 279, 363
B Duerme Pronto, D (Hispanic), 262 instrumental Ensemble, 279
Ballet of the Unhatched Chicks Hush Little Baby, F (USA), 280
E
(Mussorgsky), LS Ebeneezer Sneezer, C (Olson), 262 I
model experience 7, 126 I Love the Mountains, F (USA), 280
Barcarolle (excerpt), (Offenbach), LS model experience 27, 181 If YouÊre Happy, F, 281
model experience 17, 158 Eena, Deena, C pentatonic (England), In and Out, C (USA), 281
Barong Dance (excerpt) (Bali), LS, ItÊs Raining! C pentatonic (Mexico), 282
model experience 38, 216 263
Bata Drums (excerpt) (Nigeria), LS Eency, Weency Spider, F (USA), 263 J
model experience 13, 144 Elephant, The (Saint-Saëns), LS Jesu, Joy of Man’s Desiring (excerpt), G
Battle Hymn of the Republic, G (Steffe),
model experience 9, 134 (Bach), LS model experience 25,
251 Erie Canal, F (USA), 264 175
Bingo, G (USA), 252 Jim-Along, Josie, C (USA), 283
Bobby Shaftoe, C pentatonic, 252 F Jingle Bells (refrain), G (Pierpont), 284
Boogie-Woogie Walk, (Spencer), LS Fais DoDo, F (France), 265 Joe Turner Blues, C (USA), 284
Five Angels, C (Germany), 266 John the Rabbit, Dm (USA), 285
model experience 5, 122 model experience 8, 130
Bow, Belinda, D (USA), 253 model experience 10, 136 Jolly Old Saint Nicholas, G, 286
Bye, Baby Bunting, C pentatonic, 253 Five Fat Turkeys, F (USA), 266 Juba, 366
Flower Drum Song, C (China), 267
C Four on the Floor (excerpt) (Larsen), LS K
Candles of Hanukkah, 369 Kangaroos (Saint-Saëns), LS
Canzona (excerpt) (Gabrieli), LS model experience 43, 232
Frog in the Millpond, 364 model experience 21, 166
model experience 26, 177 Frère Jacques! F (France), 268 Kum Ba Yah, C (African American),
Carillon (Bizet), LS
G 287
model experience 33, 202 Galway Piper, D (Ireland), 268 Kye Kye Kule, F (Ghana), 288
Charlie Over the Ocean, G pentatonic, 254 Get on Board, F (African American), 269
Chatter with the Angels, F pentatonic Go a Tin, (Taiwan), 269 L
Golden Gate Chant (USA), 114 La Piñata, C (Mexico), 289
(African American), 255 Let us Chase the Squirrel, 367
instrumental ensemble, 255 model experience 1, 114
model experience 23, 171 Go Tell Aunt Rhody, 368
Good Morning Song, F, 270
Grandma Grunts, 364

401

402 Music Index Piffle Rag (Yelvington), LS This is Halloween, Gm (Wood), 323
model experience 41, 226 This Little Light of Mine, G (African
Lightly Row, 368
London Bridge, D, 290 Pipe Dance Song, F (USA: Sauk Fox), American), 324
Lone Star Trail, F (USA), 291 308 This Old Man, C, 324
Long-Legged Sailor, F, 292 Three Sailors, G, 325
Looby Loo, C, 293 Punchinella, G (African American), 309 Tideo, C pentatonic (USA), 326

model experience 6, 124 R instrumental ensemble, 326
Los Pollitos, C (Latin America), 294 Rain, Rain, 368 Tinga Layo, D (West Indies), 327
Lost Your Head Blues (USA) Riding in the Buggy, C (USA), 310 Toccata (excerpt) (Chávez), LS

model experience 40, 222 model experience 2, 116 model experience 26, 177
Love Somebody, C (USA), 294 Rig-a-Jig-Jig, C (England), 310 Trout Quintet (excerpt) (Schubert), LS
Lovely Evening, C (Germany), 295
Lucy Locket, 368 S model experience 26, 177
Sakura (Japan), 311
M Salamanca Market, C (Goetze), 311 U
Mai Wakaringano (excerpt) Sally, Go ’Round the Sun, C (USA), Up on the Housetop, D (Hanby), 328
Üsküdar, Em (Turkey), 329
(Zimbabwe), LS 312
model experience 36, 210 instrumental ensemble, 121 V
Make New Friends, E‫ݟ‬, 295 model experience 4, 120 Viennese Musical Clock (Kodály), LS
Mango Walk, F (Jamaica), 296 Sandy Land, F (USA), 312
model experience 35, 208 Sarasponda, C (Netherlands), 313 model experience 34, 204
Mary Had a little Lamb, 367 ScotlandÊs Burning, F, 313 Viva la Musica, G, 329
Matarile, D, (Mexico), 297 Serenade for Wind Instruments (excerpt)
model experience 15, 148 W
Michael Finnegan, F, 298 (Mozart), LS Wabash Cannon Ball, G (USA), 330 331
Michael, Row the Boat Ashore, C (African model experience 26, 177
Shalom, Chaverim, Dm (Israel), 314 model experience 39, 220
American), 298 Shoo, Fly, D (USA), 315 Wake Me! F pentatonic (USA), 331
Miss Mary Mack, F (African American), 299 model experience 18, 160
MosÊ, MosÊ!, C (USA: Hopi), 299 Silent Night, A (Gruber), 316 model experience 14, 146
Munomuno (excerpt) (Mulondo, Uganda), Simple Gifts, F, (USA), 317 Wedding Music (excerpt) (Tunisia), LS
Sing About Martin! F (Weissman), 318
LS model experience 16, 156 model experience 38, 216
model experience 13, 144 Sing, Sing Together, G (England), 319 We Gather Together, C (Netherlands),
My Dreydl, C (Goldfarb), 300 Skip to My Lou, D (USA), 319
St. PaulÊs Steeple, C (England), 320 332
O Starlight, Starbright, 369 WeÊre All Together Again, F (England),
Obwisana, C (Ghana), 301 Stars and Stripes Forever, The (excerpt)
Ode to Joy, 369 333
Oh, Susanna, F (Foster), 302 (Sousa), LS We Shall Overcome, C (USA), 333
Old Brass Wagon, G (USA), 303 model experience 24, 173 We Wish You a Merry Christmas, G
Old Texas, E (USA), 304 Star-Spangled Banner, The, AL, (Smith/
Oliver Twist, C pentatonic (England), 305 (England), 334
Orange Blossom Special (Rouse), LS Key), 321 When the Saints Go Marching In, C (African
Stomp Dance (excerpt) (USA: Cherokee),
model experience 39, 220 American), 335
Over My Head, D (African American), 305 LS WhoÊs that Yonder, 364
Over the River and Through the Wood, C model experience 36, 210 Willowbee, C pentatonic (USA), 336
Suo Gan, 363
(USA), 306 Swing a Lady, C, 320 instrumental ensemble, 336
model experience 20, 164
P T Wishy Washy Wee, C (USA), 337
Parade (Ibert), LS Take Five (excerpt) (Desmond), LS model experience 11, 140

model experience 3, 118 model experience 42, 230 Y
Pease Porridge Hot, C pentatonic, 307 Take Time in Life, F (Liberia), 322 Yankee Doodle, F (USA), 338
Pele (USA), 307 Teddy Bear, C pentatonic (USA), 322 Yankee Doodle Boy, G (Cohan), 339
Pianists (Saint-Saëns), LS The Old Oak Tree, 367 YouÊre a Grand Old Flag, F (Cohan),

model experience 30, 194 340

Z
Zum Gali Gali, Dm (Israel), 341