Teacher Education, continued from page 26
visions.” Journal of Music Teacher Education, 20(2), 89-98. doi: 10.1177/1057083710377722 Brown, D. L., & Schafft, K. A. (2011). Rural People and Communities in the 21st Century. Cambridge, UK: Polity Press. Burkett, E. I. (2011). A case study of issues concerning professional development for rural instrumental music teachers. Journal of Music Teacher Education, 21(1), 51-64. doi: 10.1177/1057083710393152 Corbett, M. (2010). Backing the right horse: Teacher education, sociocultural analysis and literacy in rural education. Teaching and Teacher Education, 26, 82-86. doi: 10.1016/j.tate.2009.08.001
Epply, K., Shannon, P., & Gilbert, L. K. (2011). “Did you like living in a trailer? Why or why not?”: Discourse and the third space in a rural pen pal exchange. Teaching and Teacher Education, 27, 289-297. doi:10.1016/j.tate.2010.08.011
Hunt, C. (2009). Perspectives on rural and urban music teaching: Developing contextual awareness in music education. Journal of Music Teacher Education, 18(2), 34-47. doi: 10.1177/ 1057083708327613
Isbell, D. (2005). Music education in rural areas: A few keys to success. Music Educators Journal, 92(2), 30-34.
Ratcliffe, M., Burd, C., Holder, K., & Fields, A (2016, December). Defining rural at the U. S. Census Bureau: American community survey and geography brief. Retrieved from
https://www.census.gov/geo/reference/urban-rural.html
Sieger, C. (2017, June). Establishing communities of musical practice in rural Locales. Spoken paper session presented at the International Symposium on the Sociology of Music Education, London, England, UK.
Sieger, C., & Dalrymple, H. (2017, Sept). Perceptions of music teaching, socialization, and efficacy in rural school settings. Poster session presented at the Society for Music Teacher Education Symposium on Music Teacher Education, Minneapolis, MN. Spring, J. (2013). Perspectives of a rural music educators: A narrative journey through ‘sense of place.’ The Rural Educator, 34(3), 27-27. United States Census Bureau (n.d.). Geography: urban and rural.
https://www.census.gov/
Dr. Crystal Sieger joined the University of Wyoming faculty in 2014. Prior to UW, Dr. Sieger taught at Case Western Reserve University; she also previously taught elementary and middle school band and orchestra. At the University of Wyoming, Dr. Sieger works closely with pre-service music teachers as they transition into the professional world. Dr. Sieger also currently serves as the horn instructor for Crane Youth Music, a summer camp for middle and high school students at the Crane School of Music at SUNY- Potsdam, where she also performs regularly with the Orchestra of Northern New York and the Potsdam Brass Quintet.
Curriculum Units for the 2014 Music Responding Standards Created through the Teaching with Primary Sources program of the Library of Congress
Focused on helping educators connect to the Library of Congress’s digitized archives, and helping teachers learn how to incorporate primary sources into the classroom, NAfME has created curriculum units connected to the Library’s vast resources in music, including audio, video, still images, and sheet music files.
• Band: middle and high school • Orchestra: middle and high school • Chorus: middle and high school • General Music: elementary
GENERAL MUSIC RESPONDING UNIT, GRADE 2 RESPONDING TO MUSIC THROUGH MOVEMENT
A Curriculum Project of
the National Association for Music Education (NAfME) and the Library of Congress of the United States (LOC)
Teaching with Primary Sources
Download the newest curriculum units at
bit.ly/LOCcurriculum.
nafme.org | 1-800-336-3768
Fall 2018 |
www.wyomea.org 27
Chorus Responding Unit, Accomplished Level A Curriculum Project of
the National Association for Music Education (NAfME) and the Library of Congress of the United States (LOC)
Teaching with Primary Sources
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