This page contains a Flash digital edition of a book.
create a digital photo story to present infor- mation on a topic can compose their own background music for these presentations. Web 2.0 tools such as Microsoft’s Photos- tory or Voicethread (www.voicethread.com), easily guide students through the process of uploading pictures and music to create a fi- nal product.


10. Composition to practice and develop skills with standard notation


The performance standards for music


frequently mandate the use of standard no- tation in the music education environment. Iconic/graphic notation is an intermediate step, but literacy with standard music no- tation is the goal. Music teachers can use composition in the general music classroom to improve this skill. A number of tools for developing skill in standard notation ex- ist. Aside from worksheets and manuscript paper, computerized notation, web based instructional tools, manipulatives, and in- structional aids such as Ready to Read Music by Jay Althouse, help students to use stan- dard notation in the compositional process. There are many benefits to using com- position as a teaching tool for understand- ing. Music creation is arguably the highest order of thinking. It requires synthesis and evaluation of materials. The approaches listed above are mutually beneficial. For example, using a poem as a compositional prompt may also be an expression of emo- tion and a way to practice using standard notation. Perhaps the most important thing to remember about composition in the classroom is: provide a structure, but don’t be too strict regarding the process. As Carl Orff reminds us, “Let the children be their own composers.”


Music creation is arguably the highest order of thinking. It requires synthesis and evaluation of materials... Perhaps the most important thing to remember is to provide a structure, but don’t be too strict about the process.


TEMPO


References


Kaschub, M., & Smith, J. (2009). Minds on music: Composition for creative and critical thinking. Lanham, Md.: Rowman & Littlefield Education.


Sloboda, J. A. (2000). Generative processes in music: the psychology of performance, improvisation, and composition. Oxford: Oxford University Press.


Kratus, J., & Wilcox, E. (1994). How do children compose? Teaching Music, 2(3), 38. Retrieved from EBSCOhost


Hindemith, P. (1961). A composer’s world, horizons and limitations. Garden City: Doubleday.


Bradley Green is on the faculty at Georgia


Southern University, where he supervises music student teachers and teaches music education and technology courses.


National Association for Music Education Announces the Creation of


Touching the Lives of 20 Million Children


Give A Note Foundation was established by the leaders of the National Association for Music Education in order to expand and increase music education opportunities for all children and help them develop skills needed for success in the 21st century.


To make a donation, please visit


www.giveanote.org 54 OCTOBER 2013


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92