Folk Songs for Schools and Camps

A deluxe, comprehensive collection of 103 school and camp favorites. Contains patriotic songs, campfire songs, hiking songs, and even fun songs for use on buses. Includes melody line, lyrics, and guitar chords.

Folk Songs for Schools and Camps

A deluxe, comprehensive collection of 103 school and camp favorites. Contains patriotic songs, campfire songs, hiking songs, and even fun songs for use on buses. Includes melody line, lyrics, and guitar chords.

Folk Songs for Schools Camps

A deluxe, comprehensive collection of 103 school and camp favorites.

Folk Songs for Schools   Camps

A deluxe, comprehensive collection of 103 school and camp favorites. Contains patriotic songs, campfire songs, hiking songs, and even fun songs for use on buses. Includes melody line, lyrics, and guitar chords. Seventeen songs are performed on the stereo recordings.

Camp Songs Folk Songs

Q Reed, Janet N. GS, school camp. Mich. Q Regan, Carolyn. CFG, GS. Mass, NJ. L, Q Richardson, Serena. Coed private. Md. C Richman, Sharon. Coed, Jewish girls. Penna. Q Rigoni, Frances Gay Withrow (1931-2010). CFG, music camp, school ...

Camp Songs  Folk Songs

Description and analysis of a folk tradition that long has been a rite of passage for children and adolescents. In depth discussion of 19 songs, brief mention of 1,400 others. 65 historic photographs.

Developing an All School Model for Elementary Integrative Music Learning

Their historical lens focused primarily on the practices of music-making at their familyrun camp, admittedly an ... on the influence of the folk revival movement on youth and college students and on the music sung at summer camps.

Developing an All School Model for Elementary Integrative Music Learning

The purpose of this study was to investigate the potential for increasing informal music-making in elementary school culture, and create a model of such music-making. Precedence for this model can be found in the literature of ethnomusicology, educational psychology and learning theory, multicultural music education, and cultural anthropology. Literature from four distinct traditions and contexts of music-making in integrative sociocultural contexts-sub-Saharan African ngoma, and Community Music as manifested in New Orleans second lines, old-time music and dance, and summer camp music-making-was parsed with a philosophical lens to determine and assess possible areas of intersection between these four participatory cultures and North American public school culture. Each of these five areas was examined through a comprehensive review of literature to define their salient characteristics. These characteristics were sorted to determine commonalities between areas, and the zones of intersection became the basis for a speculative model of integrative music learning, featuring the inclusion of musical opportunities and interludes throughout the school day, thus taking school music beyond the confines of the music room. Instruction in music classes would still continue, enhanced in this model by supplemental learning opportunities inspired by the informal learning of traditional world musics, the participatory practice of New Orleans second line parades, old-time music and dance, and summer camp music culture. This model of integrative learning is also informed by current educational best practices such as child-centered learning, peer tutoring, experiential learning, and multicultural perspectives. It acknowledges the diversity of traditions consulted, while aiming for the unity in their seemingly disparate disciplines. Five universal characteristics were uncovered in the search for areas of intersection between North American elementary school culture, child culture, ngoma music-making, and Community Music-style music-making in New Orleans, old-time music and dance, and summer camp contexts: (a) Song; (b) play; (c) informal learning, as evidenced by oral tradition, peer tutoring, self-learning; (d) kinesthetic learning; and (e) contextualized learning, as evidenced in the sociocultural uses of music and situated learning. This model strives for the enactment of school music as a vital and integral part of daily school culture.

Spinning the Child

of folk songs evolved from their status as valuable documents of a fast-disappearing oral culture to the basis of socially conscious, expressive and communal musical activity. The schools provided a nexus for folk song books, ...

Spinning the Child

Spinning the Child examines music for children on records, radio and television by assessing how ideals of entertainment, education, ‘the child’ and ‘the family’ have been communicated through folk music, the BBC’s children’s radio broadcasting, the children’s songs of Woody Guthrie, Sesame Street, The Muppet Show and Bagpuss, the contemporary children’s music industry and other case studies. The book provides the first sustained critical overview of recorded music for children, its production and dissemination. The music, lyrics and sonics of hundreds of recorded songs are analysed with reference to their specific social, historical and technological contexts. The chapters expose the attitudes, morals and desires that adults have communicated both to and about the child through the music that has been created and compiled for children. The musical representations of age, race, class and gender reveal how recordings have both reflected and shaped transformations in discourses of childhood. This book is recommended for scholars in the sociology of childhood, the sociology of music, ethnomusicology, music education, popular musicology, children’s media and related fields. Spinning the Child’s emphasis on the analysis of musical, lyrical and sonic texts in specific contexts suggests its value as both a teaching and research resource.

The North American Folk Music Revival

138 Ruth Rubin , a specialist in Yiddish song , was also prominent in the early revival , and her translations of Yiddish ... One of the crucial centres for early Jewish - Canadian folk music was a summer camp for Jewish families named ...

The North American Folk Music Revival

This work represents the first comparative study of the folk revival movement in Anglophone Canada and the United States and combines this with discussion of the way folk music intersected with, and was structured by, conceptions of national affinity and national identity. Students will find the book useful as an introduction, not only to key themes in the folk revival, but also to concepts in the study of national identity and to topics in American and Canadian cultural history. Academic specialists will encounter an alternative perspective from the more general, broad approach offered by earlier histories of the folk revival movement.

Central European Folk Music

Folk songs and different types of popular song (e.g., cabaret, broadside, and singer-songwriter repertories) make the ... ("The [Concentration] Camp Songbook: Songs, Sung, Collected and Written in the Sachsenbausen Concentration Camp ...

Central European Folk Music

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

101 Plus 5 Folk Songs for Camp

This is the first folk book specifically designed for camp use. It is perfect for the camp director who wants to do more with his camp music program, and and essential for the camp just starting.

101 Plus 5 Folk Songs for Camp

A collection of folk song favorites for camp, school, and home. Songs of every kind, for every mood: activity songs, story songs, songs for campfire singing and rainy days, songs for special programs, hiking songs, work songs, animal songs, spirituals, rounds, and songs for fun and nonsense. Includes guitar chords for each song, historical notes, and an extended introduction on the use of folk songs in a camp music program. This is the first folk book specifically designed for camp use. It is perfect for the camp director who wants to do more with his camp music program, and and essential for the camp just starting.

Camp Counseling

Leadership and Programming for the Organized Camp, Eighth Edition Joel F. Meier, Karla A. Henderson ... Many of the so-called folk songs sung at camps today are of recent origin and by a known composer and so are not true folk songs.

Camp Counseling

Through the first seven editions of this enduring text, A. Viola Mitchell shared her knowledge and skills with legions of educators, camp directors, and counselors who participated in the organized camp movement. This classic, highly regarded volume has now been thoroughly updated to provide a 21st-century view of the trends, philosophies, and practices of organized camping. The Eighth Edition retains the overarching emphasis on leadership skills and program activities and ideas, updating their treatment with the latest research on positive youth development and outcomes-based programming. New chapters discuss trends in organized camping, efforts to expand opportunities for camp participation, and strategies to increase physical activity among children and youth. Substantially revised topics include modern behavior management tools and techniques, leadership strategies, problem solving, group processes, and the importance of research and evaluation. Throughout, the authors infuse the discussion with a leave no trace conservation ethic that promotes ways to enjoy the outdoors in a responsible, sustainable manner. The essence of organized camping has remained the same throughout its 150-year history: democratic, group living in the outdoors supported by competent, well-trained leaders. The latest edition of Camp Counseling celebrates that essence in every chapter, illuminated by more than 120 new photographs as well as numerous illustrations and boxed exhibits. Moreover, extensive, annotated resource lists in every chapter provide countless opportunities to explore topics in greater depth.

Bob Dylan

Unable to play at the majority of professional venues, Seeger engaged in 'cultural guerrilla warfare', playing at school summer camps and college campuses. These performances engaged a new generation with the sounds of folk music.

Bob Dylan

Bob Dylan’s contribution to popular music is immeasurable. Venerated as rock’s one true genius, Dylan is considered responsible for introducing a new range of topics and new lyrical complexity into popular music. Without Bob Dylan, rock critic Dave Marsh once claimed, there would be no popular music as we understand it today. As such an exalted figure, Dylan has been the subject of countless books and intricate scholarship considering various dimensions of both the man and his music. This book places new emphasis on Dylan as a rock star. Whatever else Dylan is, he is a star – iconic, charismatic, legendary, enigmatic. No one else in popular music has maintained such star status for so long a period of time. Showing how theories of stardom can help us understand both Bob Dylan and the history of rock music, Lee Marshall provides new insight into how Dylan’s songs acquire meaning and affects his relationship with his fans, his critics and the recording industry. Marshall discusses Dylan’s emergence as a star in the folk revival (the “spokesman for a generation”) and the formative role that Dylan plays in creating a new type of music – rock – and a new type of star. Bringing the book right up to date, he also sheds new light on how Dylan’s later career has been shaped by his earlier star image and how Dylan repeatedly tried to throw off the limitations and responsibilities of his stardom. The book concludes by considering the revival of Dylan over the past ten years and how Dylan’s stardom has developed in a way that contains, but is not overshadowed by, his achievements in the 1960s.