Literaturnachweis - Detailanzeige
Autor/in | Wagoner, Cynthia L. |
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Titel | Integrating Literacy within the Performance Classroom |
Quelle | In: Music Educators Journal, 106 (2020) 4, S.24-29 (6 Seiten)
PDF als Volltext |
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) 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). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |