Integrating Literacy within the Performance Classroom

Autor/in	Wagoner, Cynthia L.
Titel	Integrating Literacy within the Performance Classroom
Quelle	In: Music Educators Journal, 106 (2020) 4, S.24-29 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/0027432120917746
Schlagwörter	Music Education; Teaching Methods; Literacy; Music Activities; Multiple Literacies; Educational Objectives; Metacognition; Listening Skills; Problem Solving; Performance; Skill Development; Poetry; Student Projects; Visual Arts; Dance; Writing (Composition) + Suchen Sie Ihr Suchwort? Musikerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Musikalische Aktion; Educational objective; Bildungsziel; Erziehungsziel; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Achievement; Leistung; Kompetenzentwicklung; Qualifikationsentwicklung; Lyrik; Poesie; Schulprojekt; Optische Gestaltung; Tanz; Schreibübung
Abstract	Music teachers may be tasked with documenting ways in which broader literacy skills have been embedded in music teaching. As a result, musical goals might seem to take a secondary role in support of broader language-literacy skills. Enhancing music literacy should be the goal of well-designed integration. The suggestions here provide music teachers with short, targeted integration to more complex, multimodal approaches that connect assignments with music-specific outcomes. Music teachers can add broader literacy goals to their pedagogical repertoire for the large-ensemble classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01