Dedicated to the elementary classroom teacher.
http://imet.csus.edu/imet2/stanfillj/ musicview@AccessBee.com
"Learning improves in school environments where there are comprehensive music programs. Music increases the ability of young people to do math. It increases the ability of young people to read. And, most important of all, it's a lot of fun." - President Bill Clinton, P.S. 96, New York City, June 16, 2000.
Workshop Rationale
The three levels of arts/curriculum coordination from the simplest to the most involved are connection, correlation, and integration. The pages listed below suggest a sequence of order. You will find this order on the pages listed here.
| Connections | Music in the service of another discipline. |
| Language Arts and Music | The relationship of music to the curriculum. |
|
Subject Area Correlations
|
A creative, sharing relationship between music and subjects. |
| Rhythm | The two types of music rhythm are beat and pattern. |
| Movement | The key to memory is movement. |
| Singing | Songs help teach subject matter. How to sing and write songs. |
| Listening | The four ways of listening to music. Includes examples. |
| Program Music | Purposeful listening. |
| Music in the Day | For the teacher already using music in the classroom. |
| Curriculum Integration | Interweaving music into the curriculum. |
| Handouts | Materials in web page and Word document format. |
| Articles | Integrated curriculum and arts advocacy readings. |
| Research | Mostly brain learning theory readings. |
| Resources | Web sites, books, references, etc. |
| Presentation | A PowerPoint presentation of the workshop. |