QUESTIONS-TEACHING GENERAL MUSIC (APPROACHES, ISSUES, AND VIEWPOINTS)(10 SCECHS)
Read the book and answer the questions.  Completion of Questions must be completed by the due date-books/questions not completed by this date cannot be carried over to another time period. All SCECH information will be submitted after the due date.
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INTRODUCTION: TEACHING GENERAL MUSIC-When a teacher blindly utilizes a given approach, without thoughtfully considering its role in the curriculum and its potential-it is referred by Regelski (2002) __________(fill in the answer below)
This book brings together leading scholars and practitioners in general music education to create a panoramic view of general music pedagogy and ____(fill in blank below)
CH. 1-UNTANGLING GENERAL MUSIC EDUCATION-General music education, or just general music,_____(fill in answer below)
Write a definition of a what a “general music teacher” is _____(fill in answer below)
As found on page 9, write about the focus of each of these approaches: Dalcroze, Music Learning Theory, Orff and Kodaly (answer below)
What are the four standard artistic processes created by the National Coalition for Core Arts: (list below)
Chapter 2: List and describe the key points of the Orff Schulwerk approach.
List some limitations and challenges found in Orff
List some Schulwerk implications for the broader educational context
Chapter 3: List and describe key points for Teaching Music With a Social Constructivist Vision Of Learning
Chapter Four: List and describe key points for Kodaly-Inspired Teaching
Chapter 5: There are two questions for this chapter. Question 1: List and describe key points for World Music Pedagogy (Where Music Meets Culture in Classroom Practice)
Chapter 5: List and discuss the Five Phases for Teaching Music Globally
Chapter Six: List and describe key points for Learning With Digital Media and Technology in Hybrid Music Classrooms
Chapter 7: List and describe key points for The Dalcroze Approach (Experiencing and Knowing Music Through Embodied Exploration)
Chapter 8: List and describe key points for Adopting an Interdisciplinary Approach to General Music
Chapter 9: List and describe key points for Music Learning Theory (A Theoretical Framework in Action)
Chapter 10: List and describe key points for Informal Learning in General Music Education
Chapter 11: List and describe key points for Thinking About And Responding To Culture In General Music
Chapter 12: List and describe key points for Shifting Landscapes in the 21st Century (Adaptability and Flexibility in General Music Teaching)
Chapter 13: List and describe key points for Teaching the Unmusical Ways We Teach Children Music
Chapter 14: List and describe key points for Applying the Principles of Universal Design for Learning in General Music
Chapter 15: List and describe key points for Teaching General Music in the Digital Age
Chapter 16: List and describe key points for Reading Methods
Conclusion - All children should have a well-grounded music education.
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Music taught in the classroom does not need to be authentic or relate to the student’s lives.
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Teacher education provides a model for how an approach can be utilized, rather than a recipe for an educator to follow verbatim.
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The opportunities for music educators to see both the strengths and limitations of approaches to teaching general music will help them create the student-centered, musically sound, contextually authentic learning situations as suggested by the authors of this book.
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Email Denise Wilkinson that you have completed the questions at wilkidenisedoremi@gmail.com and then submit your form!
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