Rachel Gibson
Auteur de See Jane Score
A propos de l'auteur
Rachel Gibson, Ph.D., is Professor of Music and Coordinator of Music Education at Westfield State University and taught elementary music and choir for 15 years prior to her current position. She is certified in the Orff and Kodly approaches, an instructor for Kodly summer institutes, and a national afficher plus and international clinician. During a ten-month sabbatical in Guatemala and Nicaragua, she lived in several communities and engaged in song collection, research, and Spanish language study. As a Fulbright Global Scholar, she taught and researched at Universidad de Mlaga in Spain. afficher moins
Crédit image: Courtesy of HarperCollins
Séries
Œuvres de Rachel Gibson
Oeuvres associées
The Worst First Day: Bullied While Desegregating Central High (2018) — Illustrateur — 12 exemplaires
Étiqueté
Partage des connaissances
- Date de naissance
- 20th Century
- Sexe
- female
- Nationalité
- USA
- Prix et distinctions
- Golden Heart Award (Contemporary Single Title|1994)
AAR Annual Reader Poll (Favorite New Discovery - Honorable Mention, 1999)
Membres
Critiques
I'm uncomfortable with the secret baby thing, especially in CR. But a decent read if you can discount the premise.
Listes
Prix et récompenses
Vous aimerez peut-être aussi
Auteurs associés
Statistiques
- Œuvres
- 52
- Aussi par
- 3
- Membres
- 10,957
- Popularité
- #2,158
- Évaluation
- 3.7
- Critiques
- 288
- ISBN
- 394
- Langues
- 10
- Favoris
- 34
This case study is about incorporating popular melodies into sight-singing methods in
a high school choral program. There are so many old and new methods available from
method books to new websites used for sight-singing. Sight-singing is something
almost all teachers do, but we seldom incorporate the music that most of our students
are listening to.
Students were given two different worksheets. The first was given as a
practice to sight-singing which included melodies familiar to them. The melodies on
Mystery Melody Worksheet # I were taught to the students in the months leading up to
the study. The second worksheet, Mystery Melody Worksheet #2, included melodies
from popular music. Students were put into groups and assigned a melody to sight-
read. Through the use of solfege syllables and Curwen hand signs, students were
asked to perfonn the melody and solve the mystery by naming the song their melody
was from. After working on three of the four melodies, students were formally
assessed on the last melody they performed from Mystery Melody Worksheet #2.
Students were more engaged in the sight-singing process when an exercise was
turned into a game using melodies they would know. Students worked together and
practiced together, making their performance much better. Many students were
successful in solving the mystery melody and determining their song title.… (plus d'informations)