Music Outside the Lines

Ideas for Composing in K-12 Music Classrooms Maud Hickey ... 6/8 March Composition • Materials: rhythm sticks; manuscript paper—with only one staff line and 4 measures demarcated; pencil. • Procedure: 1. Compose a 4-measure rhythm in ...

Music Outside the Lines

Music Outside the Lines is an informative and practical resource for all who are invested in making music composition an integral part of curriculum. Author Maud Hickey offers both a well-grounded justification for teaching music composition and also a compendium of useful instructional ideas and classroom activities. Hickey begins with a rationale for teachers to begin composition activities in their own classrooms, with a thoughtful argument that demonstrates that all music teachers possess the skills and training needed to take children along the path toward composing satisfying musical compositions even if they themselves have never taken formal composition lessons. She also addresses some of the stickier issues that affect teaching music composition in schools such as assessment, notation, and technology. Most importantly, she introduces a curricular model for teaching composition, a model which provides an array of composition activities to try in both the music classrooms and studio. These activities encourage musical and creative growth through music composition; while they are organized in logical units corresponding to well-known teaching modules, they also offer jumping off points for music teachers to exercise their own creative thinking and create music composition activities that are customized to their classes and needs. As a whole, Music Outside the Lines both successfully reasons that music composition should be at the core of school music curriculum and also provides inservice and preservice educators with an essential resource and compendium of practical tips and plans for fulfilling this goal.

Art Outside the Lines

It is therefore critical that scholarly investigations into East German musical life look beyond the apparent uniformity of party, state, and professional organisations to examine the diversity of individual opinions and actions.

Art Outside the Lines

This collection of essays, written by leading scholars in the fields of East German art, film, literature, music, and museum studies, seeks to renegotiate the artistic legacy of the German Democratic Republic. Combining a range of theoretical and practical perspectives, the volume challenges the narrow frameworks of totalitarianism and Ostalgie that have dominated discussions of art produced in the GDR. It explores the diversity of art produced in the state and contests the long-held perception that socialist realism and artistic innovation were mutually exclusive. Crucially, the collection puts art itself to the fore; GDR art is considered not simply as a political by-product, as is so often the case, but as an entity of innovation and aesthetic value in its own right.

Playing Outside the Lines

PEJA, ANJA, and STAŠA begin to hum along with it, swaying drunkenly to the music, leaning on each other for support. JELENA leads ATTILA away from the gravesite into the space vacated by the friends. They slow-dance to the music, ...

Playing Outside the Lines

Playing Outside the Lines: Collected Plays 1 is a compilation of theatre plays created by intercultural theatre artist Michael Devine. Produced in different countries, Devine created each of the ten plays working as an outsider far from his own community and its conventions, making use of local languages, themes, and stories from each culture. The goal of each play is not merely to hold a mirror up to nature but also to create a bridge between cultures. This is a fascinating collection that pushes the boundaries of what plays can be and is sure to challenge the expectations of readers and audience members alike.

Educational Change and the Secondary School Music Curriculum in Aotearoa New Zealand

Hickey, M 2012, Music outside the lines: ideas for composing in K-12 classrooms, Oxford University Press, Oxford. Hipkins, R 2010, The evolving NCEA: findings from the NZCER National Survey of Secondary Schools 2009, Wellington, ...

Educational Change and the Secondary School Music Curriculum in Aotearoa New Zealand

Educational Change and the Secondary School Music Curriculum in Aotearoa New Zealand provides a fascinating case study in educational change. The music curriculum has been greatly affected by deep cultural and economic forces such as the growth of popular music's importance in young people's lives, by demands for inclusive and multicultural education, and not least by advances in technology that promise to invigorate all aspects of teaching and learning. This book brings together the work of a number of leading music education scholars and teachers from Aotearoa/New Zealand to both explore these issues and to share case studies of practice: both the positive changes and the unintended consequences. Each chapter focuses on a current issue in music education and the final chapter contains responses from a number of practitioners to the issues raised by the authors, drawing together the practical and theoretical dimensions of the book.

The Journey from Music Student to Teacher

Music Outside the Lines: Ideas for Composing in K-12 Music Classrooms http://musicoutsidethelines.com This website/blog will serve as an extension to Molly Weaver's recently published book that offers both practical and research-based ...

The Journey from Music Student to Teacher

From Music Student to Teacher: A Professional Approach helps prospective music educators begin their transition from music student to professional music teacher. The text uniquely works to build upon the individual’s personal experience to enhance their approach to the profession. The authors help students first recognize their personal perspectives of the profession, and uncover the assumptions they have concerning learning and teaching. They are then prepared to make mindful informed decisions about their professional education. The topics and activities are deliberately organized to help the reader think as a professional rather than a student. Divided into three parts: (a) discovery of self, (b) discovery of teaching, and (c) discovery of learners; The three parts address the primary stages of teacher development. Within each part readers are connected to the theoretical foundations of the text and the process of becoming an insider to the profession.From Music Student to Teacher: A Professional Approach incorporates online resources and tools that are already familiar to students in their world of networking through social media Features include: Social networking activities to aid self-reflection and discussion ‘Connecting to the Profession’ sections that provide resources which help to bridge the gap between theory and practice. Discussion and glossary that provide a solid base in professional terminology An integrated companion website, including videos of teaching practice and further activities for self-reflection, plus instructor material. Michael A. Raiber is Professor of Music Education at Oklahoma City University David J. Teachout is Associate Professor and Department Head of Music Education at the University of North Carolina Greensboro.

Teaching General Music

In the book Music Outside the Lines, Maud Hickey (2012) includes many ideas for composition projects that tap into students' personal emotions, important life events, and inspirations. The information revealed in these projects have ...

Teaching General Music

General music is informed by a variety of teaching approaches and methods. These pedagogical frameworks guide teachers in planning and implementing instruction. Established approaches to teaching general music must be understood, critically examined, and possibly re-imagined for their potential in school and community music education programs. Teaching General Music brings together the top scholars and practitioners in general music education to create a panoramic view of general music pedagogy and to provide critical lenses through which to view these frameworks. The collection includes an examination of the most prevalent approaches to teaching general music, including Dalcroze, Informal Learning, Interdisciplinary, Kodály, Music Learning Theory, Orff Schulwerk, Social Constructivism, and World Music Pedagogy. In addition, it provides critical analyses of general music and teaching systems, in light of the ways children around the world experience music in their lives. Rather than promoting or advocating for any single approach to teaching music, this book presents the various approaches in conversation with one another. Highlighting the perceived and documented benefits, limits, challenges, and potentials of each, Teaching General Music offers myriad lenses through which to re-read, re-think, and re-practice these approaches.

Music Outside the Lines

Music Outside the Lines is an informative and practical resource for all who are invested in making music composition an integral part of curriculum.

Music Outside the Lines

Music Outside the Lines is an informative and practical resource for all who are invested in making music composition an integral part of curriculum. Author Maud Hickey addresses the practical needs of music educators by offering both a well-grounded justification for teaching music composition and also a compendium of useful instructional ideas and classroom activities. Hickey begins with a rationale for teachers to begin composition activities in their own classrooms, with a thoughtful argument that demonstrates that all music teachers possess the skills and training needed to take children along the path toward composing satisfying musical compositions even if they themselves have never taken formal composition lessons. She also addresses some of the stickier issues that plague teaching music composition in schools such as assessment, notation, and technology. Most importantly, she introduces a curricular model for teaching composition, a model which provides an array of composition activities to try in the music classrooms and studios. These activities encourage musical and creative growth through music composition; while they are organized in logical units corresponding to existing teaching modules, they also offer jumping off points for music teachers to exercise their own creative thinking and create music composition activities that are customized to their classes and needs. As a whole, Music Outside the Lines both successfully reasons that music composition should be at the core of school music curriculum and also provides inservice and pre-service educators with an essential resource and compendium of practical tips and plans for fulfilling this goal.

This Too is Music

See notation, invented; notation, standard Music Outside the Lines (Hickey), 17, 110–111 music playground conflict in, 32 criticism of, 28 design of, 16,34 fun in, 27–28 grading in, 218, 248–250 as learning environment, 33–34, ...

This Too is Music

This Too is Music guides and motivates teachers to foster playful and motivating classroom conditions that enable elementary students to thrive as musicians in every way-as singers, improvisers, critical listeners, storytellers, dancers, performers, and composers. Told through anecdotes and illustrated with musical examples, the book explores how all of these aspects of music making are intertwined, quelling any doubts teachers may have regarding their abilities to create an environment where children can improvise, dance, compose, and notate their musical offerings. While the book acknowledges the importance of traditional approaches to teaching notation and performance, the emphasis is on the student's point of view, illustrating how young musicians can learn when their musical ideas are honored and celebrated. Various teaching ideas are presented-some exploratory in nature, others involving direct instruction. Regardless of their nature, all of the activities arise from research on children's musical development in general and their development of notational systems in particular. The ideas and activities have been tested in multiple elementary-classroom environments and pre-service settings. The activities center on music through movement, song, various types of performances, improvisation, and composition and notational development. These activities, which encompass both small-scale classroom lessons and large-scale productions, engage children across subjects, including language, drama, and mathematics. Activities encompass both small-scale classroom lessons and large-scale productions. The book underscores the timeless quality of this pedagogy; even in our digital age, this musical environment appeals to children. The work invites readers to adapt the ideas to their own teaching settings, showing both pre-service and established teachers that they can teach music creatively to build community and to inspire all who enter there.

The Children s Music Studio

Music outside the lines: Ideas for composing in K-12 music classrooms. New York, NY: Oxford University Press, USA. Hickey, M., and Webster, P. (2001). Creative thinking in music. Music Educators Journal, 88(1), 19–23.

The Children s Music Studio

The Children's Music Studio provides music teachers, parents and early childhood educators a wealth of materials and a clear roadmap for applying Reggio Emilia principles and practices to preschool and early childhood music education. Drawing on Professor Hanna's extensive experience researching and teaching in Reggio-inspired music classrooms, this pioneering book provides a comprehensive and in-depth manual for designing music ateliers-hands-on studios that capture the imagination and creativity of children. Informed by the cutting edge research on music learning, this practical guide includes detailed studio plans, examples of Reggio-inspired music studio explorations and documentation of children's work in music studios. In this book you will: - Discover how children can naturally learn music through the studio approach - See detailed examples and documentation of project-based studio learning - Understand how music learning increases overall artistic and academic literacy across the curriculum - Learn how to develop customized projects for your classroom that will teach children to think and communicate fluently through music and sound Early childhood and elementary music teachers will find this book especially useful as it provides innovative ideas for Reggio-inspired music teaching and learning techniques that can be integrated into the existing curriculum.

The Routledge Companion to Creativities in Music Education

Musical creativities in practice. ... Journal of Research in Music Education, 60(3), 324–338. www.jstor.org/stable/41653840 Crawford, L. A. (2016). ... Music outside the lines: Ideas for composing in K-12 music classrooms.

The Routledge Companion to Creativities in Music Education

Viewing the plurality of creativity in music as being of paramount importance to the field of music education, The Routledge Companion to Creativities in Music Education provides a wide-ranging survey of practice and research perspectives. Bringing together philosophical and applied foundations, this volume draws together an array of international contributors, including leading and emerging scholars, to illuminate the multiple forms creativity can take in the music classroom, and how new insights from research can inform pedagogical approaches. In over 50 chapters, it addresses theory, practice, research, change initiatives, community, and broadening perspectives. A vital resource for music education researchers, practitioners, and students, this volume helps advance the discourse on creativities in music education.

B Sides Undercurrents and Overtones Peripheries to Popular in Music 1960 to the Present

Outside. the. lines: hans. Fenger. and. the. langley. Schools. Music. Project. Scram Magazine: ...hearing the kids sing “we are your friends” is very spooky. hans Fenger: it is. Because they are aliens...You know, kids are natural ...

B Sides  Undercurrents and Overtones  Peripheries to Popular in Music  1960 to the Present

There are undercurrents and peripheral taste preferences that are a defining part of our individual and collective cultural experience. Music is no exception. George Plasketes adapts the iconic "A-side/B-side" dichotomy from the 45 r.p.m. for use as a unique conceptual, critical, historical, and cultural framework for exploring and threading together a variety of popular music and media texts. The profiles and perspectives focus on the peripheries; on texts which might be considered "B-sides"”overlooked, underappreciated, and unsung cases, creators, patterns and productions that have unassumingly, but significantly, marked popular culture, music and media during the past 40 years. The underappreciated yet enduring contributions of a variety of creative individuals in music, television and film are a centerpiece of this volume: actress Doris Day's son, Terry Melcher, a 1960s music producer whose imprint is on the surf, country blues, garage pop and most importantly the folk rock genre; Hans Fenger's kid chorus cover project, a musical variation of "outsider art" that became representative of the tribute wave that began in the 1990s and continues today; versatile guitarist virtuoso Ry Cooder's extensive film soundtrack work; World Music "missionary efforts" of American artists beyond Paul Simon's Graceland, including Neil Diamond's precursor with Tap Root Manuscript in the 1970s and the exotic adventures of Henry Kaiser and David Lindley in Madagascar and Norway”to name just a few examples. These B-sides represent undercurrents, but they resonate as overtones in the mainstream of music and culture, many as historical hinges. Collectively, these B-sides are an A-side antidote of outskirt observations, individual snapshots of artists, artifacts and rituals, genres and generations, producers and musical productions in television, film and video. They constitute an important connect-the-dots cultural chronicle with a multi-layered context”social, legal, historic, economic, technological, generational, aesthetic”for interpreting the interrelations between creators and institutions, the music market place, the production of culture and important connections between the peripheral and the popular.

Sourcebook for Research in Music Third Edition

... 199 Music of the World War II Era, 221 Music of West Africa, 134 Music Outside the Lines: Ideas for Composing in K–12 Music Classrooms, 175 Music Perception: An Interdisciplinary Journal, 93–94 “Music Performance, Motor Structure, ...

Sourcebook for Research in Music  Third Edition

Since it was first published in 1993, the Sourcebook for Research in Music has become an invaluable resource in musical scholarship. The balance between depth of content and brevity of format makes it ideal for use as a textbook for students, a reference work for faculty and professional musicians, and as an aid for librarians. The introductory chapter includes a comprehensive list of bibliographical terms with definitions; bibliographic terms in German, French, and Italian; and the plan of the Library of Congress and the Dewey Decimal music classification systems. Integrating helpful commentary to instruct the reader on the scope and usefulness of specific items, this updated and expanded edition accounts for the rapid growth in new editions of standard works, in fields such as ethnomusicology, performance practice, women in music, popular music, education, business, and music technology. These enhancements to its already extensive bibliographies ensures that the Sourcebook will continue to be an indispensable reference for years to come.

Musical Prodigies

The complete problem solver. Philadelphia, PA: Franklin Institute. Heilman, K.M., Nadeau, S.E., & Beversdorf, D.Q. (2003). Creative innovation: Possible brain mechanisms. Neurocase, 9, 369–79. Hickey, M. (2012). Music outside the lines.

Musical Prodigies

Child prodigies have been observed in a range of disciplines - particularly music, mathematics, chess, and art. The question of what makes a prodigy has long been controversial. Some have dismissed the notion of giftedness, arguing that most famous prodigies had strong parental, cultural, and environmental influences that helped them develop their extraordinary abilities. One recent theory suggested that anyone could achieve outstanding success in whatever endeavour they wanted with a minimum of 10,000 hours of practice. Nevertheless, many studies of prodigies have suggested that there might be strong underlying cognitive differences, regarding their use of short-term versus long-term memory, spatial memory, imagery, and language. Whatever the arguments - for those interested in child development - prodigies remain a fascinating subject of study when considering questions about creativity, intelligence, development, and the impact of nature versus nurture. This books breaks new ground in presenting the first scientific exploration on the topic of musical prodigies. It brings together research from a range of disciplines, including psychology, neurobiology, and genetics, to provide a thorough exploration of prodigious talent. In addition, the book includes fascinating case studies of prodigies and also looks at their long-term development into adulthood - many child prodigies have had problems making the transition into adolescence and adulthood. Musical prodigies will be required reading for anyone interested in child development, music, and the arts

Creating Music

Bulletin of the Council for Research in Music Education, 128, 25–36. ... In M. Hickey (Ed.), Why and how to teach music composition (pp. 69–90). ... Music outside the lines: Ideas for composing in K-12 music classrooms.

Creating Music

Children create music in individually unique ways, but also using common processes. Each creating process component stated in the United States’ National Music Standards (imagine, plan and make, evaluate and refine, and present; NCCAS, 2014) is explored in this text using children’s creations from China, India, Ireland, Mexico, and the United States as examples.

Music Learning Today

Digital Pedagogy for Creating, Performing, and Responding to Music William I. Bauer ... Strategies adopted during collaborative online music composition. ... Music outside the lines: Ideas for composing in the K-12 music classrooms.

Music Learning Today

""At the beginning of Chapter 1, I quote author Arthur C. Clarke, who wrote "Any sufficiently advanced technology is indistinguishable from magic" (1984, p. 36). To me, technology has always been somewhat magical. Growing up I liked both magic tricks and electronic gadgets. When I was very young I remember being picked out of the audience by a magician to help him with a trick, thrilled with the seemingly mystical act that he accomplished with my assistance. I loved seeing magicians live or on TV, and I borrowed magic books from the local public library to learn tricks that I tried out on my family. As I became older and obtained various technological devices, they too fascinated me with the somewhat magical (to me) things they were able to do. Two items, in particular, stand out in my memory. I acquired an analog audio tape recorder that I used to play duets with myself by recording one part and then playing it back while performing the other part live. This made practicing my euphonium so much more fun and likely increased my practice time as I worked to record the perfect "take" of each line of the various duets I had in my books! I was also excited to receive a CB radio one Christmas, which allowed me to stay in close contact, at all times of the day and night, with my best friend who had received the same gift. It augmented my social network, such as it existed in those days. In addition, it was amazing to be able to use the radio to listen to and learn from the conversations picked out of the air of people from all over. Technology had magical qualities and I loved how it allowed me to do things that were otherwise not possible, as well as things that made life more interesting and enjoyable. I still feel the same way today. ""--

Music Teacher as Music Producer

Can improvisation be 'taught'?: A call for free improvisation in our schools. International Journal of Music Education, 27(4), 285–99. Hickey, M. (2012). Music outside the lines: Ideas for composing in K- 12 music classrooms.

Music Teacher as Music Producer

"Now is the most exciting time in the history of music to be a music teacher. Band, choir, and orchestra are ubiquitous. Music education has much to be thankful for. However, we should not be comfortable with the successes of our past, we must look ahead to what is just over the hill on our collective horizon. The rise of digital audio work environments and the proliferation of computer-based composition tools has made it relatively easy to record, mix, and master professional quality music on very small and portable devices. What used to be relegated only to music professionals can now be mastered by all musicians and teachers of music. That opens the door to possibilities that have not yet been given full consideration by our profession. Over half of what music teachers should be doing from now on is helping students make their own music like art teachers help students paint their own paintings and sketch their own drawings. Music education could look and feel quite a lot more like art class than it ever has in the past. We could make the creation of new musical products the focal point of our efforts in school music-classrooms centered on musical creativities"--

General Music

Dance, music, theatre, visual arts: What every young American should know and be able to do in the arts: National standards for arts education. ... Music outside the lines: Ideas for composing in K– 12 music classrooms.

General Music

General Music: Dimensions of Practice is a practical guide for music teachers and teaching artists who strive to teach music holistically. The book begins by framing general music as a holistic music education that is comprehensive, meaningful, and relevant to diverse learners in school and community settings. It is followed by chapters that are organized into one of four dimensions of music practice: performing, connecting, creating, and responding. Chapter authors share creative and innovative teaching ideas, for both elementary and secondary school students, that focus on a wide range of topics, including: songwriting, composing, improvising, singing, moving, playing, listening, analyzing, contextualizing, and connecting. Each chapter provides (a) a rationale for a given area of music study, establishing its importance and relevance; (b) a research or theoretical background, to inform and guide practice; and (c) a pedagogical model or framework illustrated through lesson ideas, curriculum units, or vignettes. The ideas in this book seek to inspire and guide teachers as they build comprehensive music programs that are informed by students and communities.

The Oxford Handbook of Music Psychology

Musical imaginations: Multidisciplinary perspectives on creativity, performance, and perception (pp. 369–384). ... Music outside the lines: Ideas for composing in K-12 Music Classrooms. New York: Oxford University Press.

The Oxford Handbook of Music Psychology

"[This edition] updates the original landmark text and provides a comprehensive review of the latest developments in this fast-growing area of research. Covering both experimental and theoretical perspectives, each of the 11 sections is edited by an internationally recognised authority in the area"--Jacket.

The Oxford Handbook of Assessment Policy and Practice in Music Education

Musical creativities in real world practice. ... An application of Amabile's consensual assessment technique for rating the creativity of children's musical ... Music outside the lines: Ideas for composing in K–12 music classrooms.

The Oxford Handbook of Assessment Policy and Practice in Music Education

In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.

The Oxford Handbook of Social Justice in Music Education

In addition to serving as lead editor for the book Exploring Social Justice: How Music Education Might Matter ... in several music education research journals and recently published a book titled Music Outside the Lines: Ideas for ...

The Oxford Handbook of Social Justice in Music Education

Music education has historically had a tense relationship with social justice. One the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the other hand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice worldwide. The first section of the handbook conceptualizes social justice while framing its pursuit within broader contexts and concerns. Authors in the succeeding sections of the handbook fill out what social justice entails for music teaching and learning in the home, school, university, and wider community as they grapple with cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that will inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice. Consisting of 42 chapters by authors from across the globe, the handbook will be of interest to anyone who wishes to better understand what social justice is and why its pursuit in and through music education matters.