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date: 19 February 2020

Index

Index

(p. 917) Note: Page numbers followed by f and t refer to figures and tables, respectively.

A
Abbs, Peter 72
Abdal-Haqq, I. 493
Abeles, H. 587
Abrahams, F. 208
Abramo, J. M. 359, 498
Abrams, S. E. 35
Abreu, Jose Antonio 772
Abril, C. R. 103, 174, 311, 314, 564, 571, 610, 675–76
academic credit, for secondary instrument courses 347, 354–55
Academic Literacy Skills Test (ALST) 238
accompanying skills, developing 301
accountability
and lesson planning 410–11
of teachers 25
accreditation
and CAEP 191
interactions 215–16
accrediting agencies 189–202
Council for the Accreditation of Educator Preparation 190–91
and curricular frameworks 208–16
innovation fostered by 196–200
National Association of Schools of Music 191–94
overlapping requirements of 194–96
and policy 200–202
achievement, in assessment of musical development 426
active engagement, in CRISPA model 405
activity-focused lesson plans 408
Adamek, M. S. 714
Adams, M. C. 313
adaptive expertise 13–14
Addams, Jane 27
Adderley, C. 778
ad hoc conducting opportunities 477–78
administrative duties 447–63
budgeting 451–55
communicating with parents 459–61
fundraising 455–57
inventory 457–59
with marching band 864–68
organizing of student travel 461–62
research on 448–51
adolescents
research on singing of 722
in secondary general music 702–4, 716
vocal development of 725–26, 732
adults
musicianship in 706
research on singing of 722
advanced fluency stage (language development) 561–62
Advanced Measures of Music Audiation test 440
advocacy, in curriculum development 218
Aelterman, A. 410
affect, grading based on 443
Afro-Cuban music 845
after-school music programs 494
Aguilar, C. E. 24
(p. 918) Aiken, I. P. 487–88
Alcott, Bronson 169, 172f
Alexander, D. L. 356, 359
alignment, in Understanding by Design 411
Allard, M. A. 355
Allaway, Ben 735
Allen, Brenda J. 611
Allerton Retreat for Choral Music Education 142
Allsup, R. E. 830
alternative beginning band methods 812
alternative certification 253–64
certificate-only programs 256–57
concerns about 258–59
curricula for 259–60
graduate-level teacher certification programs 256
and lack of education 260–61
non-university certification programs 257–58
programs for 255–56
recruiting for 259
secondary general music teachers entering by 704
as term 255
traditional and 261–64
American Choral Directors Association (ACDA) 912
American Educational Research Association (AERA) 5, 148, 911
American Institute of Normal Methods (AINM) 48, 49
American Recovery and Reinvestment Act 34
American String Teacher787
American String Teachers Association (ASTA) 766, 774, 788, 795, 912
Amrein-Beardsley, A. 198
analytic rubrics 430, 436
andragogy 707–8
Andrews, D. J. 914
Apfelstadt, Hillary 120t, 123, 131t
apprenticeships, conducting 477
Arasi, Melissa 730–31
Areas for Strategic Planning and Action (ASPAs) xii, 60, 97–106, 111–15, 130, 140, 269, 273, 281–82, 529, 540
Aristotle 74
Arizona State University 197
arm independence, as conducting skill 474, 476
Armstrong, M. 703
arranging, in musical theatre production 753
artist, artistic (terms) 80
artistic citizenship 74, 79–80
artistic development
in intermediate and high school orchestra curriculum 794
in string and orchestra methods courses 790, 793
artistic literacy 296–97
Asmus, E. P. 120, 122t, 127, 131t, 145, 263
assessment
in beginning band 814–15
of conducting skills 469–70
in secondary instrument courses 351
of student-teacher readiness 235–36, 244–48
in student teaching 531–34
assessment-criterion validity 424
assessment of musical development 419–44
achievement vs. attitude in 426
activities for preservice music educators on 422–23
alternative reporting systems 437–38
assessment policy development 426
basic statistics for 427–28
education on 420–21
ethics and 426–27
for first-year students 423
formative and summative assessments 429–31
for fourth-year students 440–41
fundamental principles of 423–25
performance assessments 436–37
recent court decisions impacting 442–44
(p. 919) for second-year students 428–29
and standardized tests 438–40
and teacher evaluation and certification 441–42
in teacher preparation programs 421–22
for third-year students 431–32
written assessments 432–36
assessment tools
in discovery of student learning 338–39
in student teaching 518
assignments, in string and orchestra methods courses 791–92
Association for Advancing Quality Educator Preparation (AAQEP) 234
Association for Popular Music Education (APME) 912
ASTA National Curriculum Categories of Skills and Knowledge 766t
ASTA Standards for Successful School String/Orchestra Teachers 768, 788, 801–3
ASTA String Curriculum (Benham et al.) 766–68, 781, 795, 801, 804
attendance
grading based on 426, 443
reliability of assessment based on 425
attitude(s)
in assessment of musical development 426
dispositions vs. 324
grading based on 443
attrition, in beginning band 808–9
audiation skills
for beginning band 815, 817–20
and musicianship 297–98, 303
traditional music skills improved by 831 See also aural skills
Audie (standardized test) 440
auditions
in college application process 312–14
for musical theatre productions 761
audits, inventory 459
augmentation, in SAMR framework 368
aural music learning 616–17
aural skills
for beginning strings 767, 775, 776t
developing 302–4, 305
in elementary general music methods 680
and jazz ensembles 849, 857–58
in string and orchestra methods courses 790 See also audiation skills
Austin, James 120t, 131t, 143–45, 153, 274, 302, 347, 349–52, 354, 421, 441, 770, 831, 835
authentic context learning (ACL)
in field experiences 489
in identity development 275–76
for teaching beginning strings 771–72
authenticity
of field experience 487–88
in multicultural music education 684
auto-ethnography (assignment) 617
auxiliary percussion (jazz ensembles) 852
auxiliary units (marching band) 874–75
average 427–28
B
Babb, S. L. 725
baccalaureate degrees 221–22
backward design approach to lesson planning 399
Bailey, G. 604
Bailey, W. 870, 873
Baker, David 856, 858
Baker, V. A. 680–81
Baker, Vicki 132t
Baldwin, Ralph L. 49
Baldwin Wallace University 646–62
Ball, D. L. 380, 383–84
Ball, S. J. 26, 36, 410
Ballantyne, J. 275, 382
Ball State University 548–49, 553, 555t
band
intermediate and high school (see intermediate and high school band)
modern 883–84
band directors
as educators 837
lesson planning by 402
band festivals 831
Bandura, A. 273
(p. 920) Banks, J. 550
Barlow, C. 726
Barnes, Gail 121t
Barnes, M. 325
Barnwell, Ysaye 177t, 179, 183
Barone, Tom 177t, 179
Barr, Asa 52
Barrett, Janet 93, 95–97, 100–102, 121t, 126, 131t, 174, 175f, 197, 710
Barrett, M. 91
Barry, Nancy 132t
Bartolome, S. J. 493, 494, 498, 685, 726
Basic Interpersonal Communication Skills (BICS) 560, 566
bass, in jazz ensembles 851
bass drums 873
baton technique 473
battery instruments (marching band) 871, 873–74
Battisti, Frank 838–39
Bauer, W. I. 121t, 131t, 156, 196, 366, 370, 371, 372
Baumgartner, C. M. 471, 477, 524, 525, 531
Bazan, D. E. 402
Beaver Female Seminary and Institute 50
Beegle, A. 304
beginning band 807–23
assessment in 814–15
instructional strategies for 815–20
lesson plan template for 822–23
organizational responsibilities for 808–14
technology in 820–21
beginning strings 765–80
curricular challenges for 772–74
curriculum for 765–67
future research on 780
performance and teaching competencies for 767–69
preservice teacher preparation for 769–72
promising practices in teacher preparation for 775–79
behaviorist mode of lesson planning 396, 397
behaviors, for successful music teaching 833–34
bel canto approach 728
Bell, C. L. 307
Benedict, Cathy 32, 34, 199, 830
Benham, S. J. 766t, 795
Berg, M. 121t, 131t, 355
Berg, Shelly 850
Bergee, M. J. 470
Bergonzi, L. S. 584
Berliner, D. C. 4
Bernhard, Christian 121t, 159, 307, 681
Bertalot, J. 466
“best answer” multiple-choice items 434
best practices, in music teacher education 9–10
bias(es)
and culturally relevant pedagogy 608
and fairness of assessment 425
of preservice music teachers, about general music education 678
Bidner, S. 93, 121t, 131t, 646
Bielawa, H. 836
big bands 845–46, 848, 853
Biggs, D. 833
Bilingual Education Act (1968) 30
Billings, William 45
Billingsley, B. S. 545
Blacker, David 77
Blackmore, K. L. 123, 125, 127
Black Music Caucus 56, 912
Blakeslee, M, J. 297
Blakey, Art 848
Blocher, L. 836
Bloom, B. S. 765
Blueprint for Band (Garofalo) 836
blues, 12-bar 887t
Boardman, Eunice 60, 91, 164, 177t
Boardman, S. M. 473
Bobbitt, John 27
(p. 921) Bond, V. L. 401, 674, 683, 686–88
bongos 852
Boone Allsbrook, Nancy 141, 161, 163, 165, 166, 168, 184
booster organizations, fundraising with 457
border-crossing activities 278
Borko, H. 398
Bos, N. 757
Boston Academy of Music 46
Boston University 48, 59, 60, 223, 224
Bouji, C. 704
boundaries, to beginning band participation 807
boundary objects 278
Bowers, J. 491, 725
Bowman, Wayne 71–73, 79
Boyer, E. L. 127
Boyle-Baise, M. 493
Bradbury, William 47
Bradley, Deb 67, 72
Brady, P. 489
brainstorming 406
Brand, M. 509, 688
Brandenburg, R. 12, 13
Bransford, J. 13, 485
brass instruments 354
Braun, E. L. 197
Braxton, J. M. 127
breadth of study 350
breathing exercises (marching band) 877
Brewer, W. D. 274–75, 286
Brinkman, David 132t
Brinson, B. 121t, 730, 731, 733–35, 757
Brittin, R. V. 402
Britton, A. 55
Broido, A. 55
Brookhart, S. M. 419
Brophy, T. S. 307, 677
Brown, Brené 586
Brown, P. 36
Brownell, M. T. 546–47, 549–55
Brown v. Board of Education of Topeka 28, 605
Bruenger, S. 756
Bruner, J. 29, 730–31
Bruner, J. S. 525–26
Brunkan, M. C. 467
BSCS 5E Instructional Model 404
bubble-mapping method 406
budgeting 451–55
defining terms for 452–53
for marching band 865
for musical theatre productions 763
operating procedures 453–54
research literature on 448, 451
starting conversation about processes 452
for student travel 462
unaccepted practices in 454–55
budget lines 452–53
Bull, Tina 93
Bulletin of the Council for Research in Music Education (journal) 124
Bullough, R. V. 492
bullying 581, 590–91
Buonviri, N. O. 303
Burnard, P. 5
burnout
isolation as cause of 525
as topic of student teaching seminar 529–30
Burrack, Frederick 132t
Burton, J. B. 260, 262–64
Burton, S. 121t, 131t, 660
Bush, George W. 34
Bush, Jeffrey 93
Butin, D. W. 494–95
Butler, A. 100, 834
Butler, Y. G. 560
C
Cabedo-Mas, A. 682
Calder, L. 315
California 559, 562
California Commission on Teacher Credentialing 485
Campbell, G. 857
Campbell, Mark Robin 98
Campbell, P. S. 132t, 177t, 179, 304, 360, 579, 828, 839
candidate quality standards, CAEP 210
(p. 922) Cannon, C. 870
capital purchases, operating procedures for 454
Card storming (activity) 334–35
career choices, of preservice teachers 678–80
caregivers, musical interactions with 627
Carnegie Document 207
Carnegie Mellon University 220
Carr, David 73, 77
Carter, B. A. 581
Carter, Jimmy 30
Carter Andrews, J. C. 912
Casale, J. 857
Catherman, Rick 907, 910
Center for Applied Special Technology 399
Center on Education Policy 35
Central Michigan University 142
Central Musical Society of Goffstown 46
central tendency, measures of 427–28
certificate-only programs 256–57
certificate programs 222–24
admission to 223
content of 223–24
Challis, B. 715
Chandler, K. W. 382
chanting, in beginning band 818
Chapin, Lucius 45
Chappelle, Timothy 69–70
charting drills 876
charting drill sets 869–70
charting exercises 875–76
Cheng, E. K. W. 773–74
child development, and early childhood music 625–27
children
research on singing of 722
vocal development of 732–33 See also early childhood music
children with exceptionalities 545–55
constuctivist orientation for working with 551–52
and faculty collaboration 549, 553–54
field experiences that include 550–51, 553
focus on inclusion and cultural diversity 550–51, 554–55
music teacher education programs teaching about 550
chimes 871
Chinese students, as ELLs 566
Choate, J. F. 346, 350, 352
choral music education 721–43
cultural humility framework for 736–39, 740–43f
music teacher preparation for 729–36
research on 722–24
in 21st century 724–29 See also singing
Choral Music Methods and Materials (Brinson and Demorest) 757
Choral Pedagogy732
choral performances, conductor mimicry in 466–67
choral teachers, pedagogical content knowledge development for 382
chord symbols 850
Christensen, C. M. 890
Christensen, L. 301
Church, J. 751
Circle, David 254
circle drills 877
citizen, citizenship (terms) 74, 80
civil rights activists 29–30
Cizek, G. J. 419
Clague, Mark 99
Claiming your teacher role (activity) 328–29
Clark, Frances Elliot 51
classical music
popular music vs. 894
sales of 882
Western 895
classical-oriented ensembles 882
classroom instruments, in elementary general music methods 680–81
classroom interaction, for ELLs 563
classroom management strategies
for choral music education 734
for intermediate and high school orchestra 798
practicing, in elementary general music methods 688–89
(p. 923) classroom relationships 17–19
clave rhythm 845
claves 852
Cleveland Music School Settlement 649
Cleveland Orchestra 649
Clift, R. 489
clinical partnerships standards, and CAEP 190–91, 210
clinical practice (clinical teaching). See field experience
Clinton, Bill 32
closers (marching band shows) 872
Cochran-Smith, M. 97, 174
co-curricular program providers 553
code-switching 835
Cofer, R. S. 466
Cognitive Academic Language Proficiency (CALP) 560, 566
cognitive development, and early childhood music 626
cognitive dissonance 400–401
Cohen, D. K. 10–11
Cohen, M. L. 727
Coker, J. 857
Cole, A. L. 488, 499
Cole, M. R. 299, 301, 303
Coleman, Satis 169, 170f
Coles, Robert 167
collaboration
in lesson planning 399–400
in musical theatre production 752–53, 758–59
and music teacher identity development 282–85
in student teaching 511
Collaborative Action for Change (Schmidt) 97
collaborative articles 129–31, 130t
collaborative groups, planning and teaching lessons in 412
collaborative learning, lesson planning for 410
collaborative model for secondary instrument courses 357
college application process, performance auditions in 312–14
College Band Directors National Association (CBDNA) 912
and Instrumental Music Teacher Educators 155–56
meeting with Instrumental Music Teacher Educators 838–39
Music Education Task Force 156
College Music Society (CMS) 154, 846, 899
on creativity 307
on improvisation 308
on integration 309
Manifesto for Progressive Change in the Undergraduate Preparation of Music Majors675, 827–28
on musical theatre productions 750
on performance skills 300
on real-world music making 311
at SMTE Symposium 95
on technological innovation 308
Transforming Music Study From Its Foundations786, 800
College Music Society Task Force for the Undergraduate Music Major 8–9, 699, 700, 807, 839
Colley, B. 303, 306, 312, 313
Collier, V. P. 560
Collins, Irma 120, 121t
Collins, Jim 106
Collins, P. H. 613
Colon, E. P. 546
color guards 866, 871, 874
color instruments (marching band) 871
Columbia University 58
Colwell, C. M. 551
Colwell, R. 166, 177t, 178, 197, 199, 259–63
combos, jazz 848, 853–54
Commission on Minority Concerns (CoMC) 56
Commission on Teacher Education 56, 207
Committee on Graduate Study in Music Education 58–59
Committee on Music in Higher Education 58
Common Body of Knowledge and Skills requirements (NASM) 366
common sense 201
(p. 924) communication
in student teaching 515
verbal and nonverbal 468–69
virtual 524–25
communication with parents 459–61
email 459–60
informational flyers 461
social media 460–61
written letters 460
communities, musical 79
communities of practice 157–59, 277, 281, 293, 501, 538, 751
community, in Wenger’s theory of learning 157, 170, 276–78, 283, 290, 293, 585
community-based field experience 493–95, 499
community building, in student teaching seminar 528
community inquiry projects 618
community music
choral music in 726–27
in-school musicianship improved by participation in 831
and secondary general music 705–7
community music school partnerships 646–51
community partnerships, in cultural humility framework 739
community partnerships, in El Sistema–inspired programs 772
community service work 494
community walks 618
compartmentalization, in music teacher education 378
competencies
of early childhood music teachers 630–31
for instructing beginning strings 767–69
and NASM 192–93
competency-based conducting education model 469, 475
Competency-Based Teacher Education (CBTE) 56
compliancy goals, assessment based on 420
composition skills
for beginning strings 778–79
developing 309–10
in elementary general music methods 681
comprehensible input, for ELLs 563
comprehensive assessment policy 426
comprehensive musicianship 239, 834, 835
Comprehensive Musicianship Through Performance (CMP) plan 813, 836–37
conceptual ecology 175f
concerts
by beginning bands 813–14
in intermediate and high school band 839
selection of repertoire for 795
selections, in marching band shows 872
conducting 465–78
assessment of conducting skills 469–70
conductor mimicry 466–67
curriculum for 470–72
experiences with 474–78
knowledge for 472–73
movement skills for 307
and musicianship 478
performance and instruction in 466
skills for 473–74
verbal and nonverbal communication 468–69
conducting courses 475–76
conducting skills
assessment of 469–70
described 473–74
needed for musical theatre production 754–55
conductor mimicry 466–67
conductors
as educators 837
effectiveness of 725
for intermediate and high school band 838–39
congas 852
Congressional Review Act 234
Conklin, H. G. 483
Conklin, R. 245
Conkling, S. W. 93, 121t, 131t, 491
Conley, N. S. 307
connecting (connections)
in CRISPA model 405
in music literacy 297
(p. 925) Connell, C. 304
Conn National Conservatory of Music 55
consequence validity 424
conservatories of music 50–51
conservatory approach 350
Consortium of National Arts Education Association 32, 33
constructivist approach to curriculum design
in discovery of teaching 334
Understanding by Design as 399
constructivist approach to lesson planning 396–97
constructivist lesson planning template 404, 405
construct validity 424
constuctivism, and teaching children with exceptionalities 551–52
contemporary education reform 35–38
contemporary music, in intermediate and high school band 835
Contemporary Music Project 835
contemporary singing genre 753
content
instructor decision-making about 337
of secondary instrument courses 350–51
in teacher preparation programs 379
content knowledge
application of, in teaching situations 378–79
as required for music teachers 8
content pressures, in curriculum development 218
content-specific pedagogy, for preservice music educators 378
content standards, and CAEP 190, 210
content validity 424
contest ratings, for concert bands 831
context, in teacher preparation programs 379
continuing education, as topic of student teaching seminar 530
continuous improvement standards 191, 210
Conway, Colleen 4, 100, 121t, 131t, 143, 156, 157, 277, 300, 302, 349, 351, 352, 356, 358–59, 430, 450, 512, 513, 518, 535, 550, 815, 817, 819–20
Cook, J. W. 52
Cooper, L. G. 349, 350
cooperating teachers
interviewing, for student teaching placement 513–14
mentoring of 497–98
relationship of student teachers and 510–11
role of 514–15
cooperative learning, in intermediate and high school band 831
Core Arts Standards 407, 699
Core Curriculum 34
core music requirements 206, 215
Core Music Standards (MENC) 208
core practices
characteristics of 385–86
enactment streams for 388
for music teaching 384–85
as pedagogical content knowledge in action 385–87
core reflection, in elementary general music fieldwork 687
core reflection approach 271
“Corner Pocket” (Count Basic Orchestra) 845
Corporon, E. 836
Council for the Accreditation of Educator Preparation (CAEP) 7, 189–91, 210, 232, 233, 257, 546, 909
on dispositions 324
fees for 191
Standard 2, 484–85
and standardized achievement test score minimums 191
Councill, K. H. 524, 531
Council of Chief State School Officers 216
Count Basic Orchestra 845
course format and organization
early childhood music 636–37
string instruction courses 773–74
Coveney, Matthew 909
cover songs 886, 887t
Cowan, J. 233
Craig, C. 232
Crane, Julia Ettie 52
Crane Normal Institute of Music 52
Crappel, C. 383
(p. 926) Creative Arts Orchestra 174
creativity
in beginning strings 775–79
and building improvisation skills 307, 308
and musicianship 298–99
in music literacy 297
in undergraduate curricula 846
crediting funds, for fundraising 456–57
Cremata, R. 709
CRISPA planning model 403–5
criterialism 69–71
critical musicality 708
Critical Response Process 180
critical service learning experience 493
Croft, S. J. 198, 199
Crow, N. A. 492
Cuban, L. 196
cultural awareness
in choral music education 728
in elementary general music methods 683–84
exhibited by choral educators 726–27
in selection of methodology 682
cultural competence, in choral music education 736–39
cultural deficit model 606
cultural diversity
in choral music education 734–36
need for, in music education 55–56
and teaching children with exceptionalities 550–51, 554–55
Cultural Diversity and Social Justice ASPA (SMTE) 281
cultural humility framework 736–39, 740–43f
cultural identity, and race/ethnicity 604–5
cultural literacy, developing 859
culturally relevant pedagogy
defining 690–91
emergence of 606–7
in music teacher education 607–10
culturally relevant repertoire 799–800
Culturally Responsive Teaching (Gay) 606
cultural sensitivity 425
culture
conflicts of, in education 605–6
and musical hegemony 615–16
for preservice music education curriculum 354
of schools of music 831
and teaching ELLs 562, 564
Culver, Robert 766, 796, 797
Cummins, J. 560
curricula (for school students)
for beginning band 811–13, 811t
culturally responsive 610–11
developing, in intermediate and high school orchestra 793
and discovery of teaching 334
early childhood music 636
gender and sexual diversity in 589–91
of music education 61
and progressive music education 889–90
starting a songwriting component of your 886–89
vernacular musicianship as part of 897–99
curricula (music teacher education) 205–28, 220–25
and accrediting agencies 208–16
for alternative approaches to certification 259–60
for beginning strings 765–67, 772–74
benefits of 216–18
challenges for 218–20
for conducting 470–72
curriculum reviews 225–27
different approaches to 220–25
in discovery of teaching 334–35
elementary general music in 677
fitting music education into 14
influences on 205–8
for intermediate and high school band 832
on intermediate and high school orchestra 792–95
musical theatre production in 757–59
and pedagogical content knowledge 381
in private academies 49–50
scripted 26
technology in 370–71
curriculum development
benefits of 216–18
challenges of 218–20
(p. 927) and EPPs 214
scope of 218
structure/process of 219–20
curriculum reviews 225–27
Cutietta, R. 197
cymbals 871, 873
D
D. Appleton and Company 48
Dalby, B. F. 304
Dalcroze approach 239
Dallmayr, Fred 82
Dalzcroze eurhythmics 336
Dammers, R. J. 365, 366, 370, 371, 710
Dana’s Musical Institute 51
Dance Exchange 180
dance routines (marching band shows) 872
Daniels, K. 527
Danielson, L. C. 546
Darling-Hammond, L. 5–7, 9, 13, 198, 245, 258, 261, 485, 487, 497
Darrow, Alice Ann 177t, 714
Daugherty, J. F. 467
Davey, D. 760
Day, B. D. 487–88
Day, C. 270, 285
Day, K. 196
Dayton, J. 443
Deal, J. J. 370
deconstructing musical concepts, as core practice 386, 387
delivery skills 333
DeLorenzo, Lisa 449
Delphi approach 386
Delpit, I. 408, 608
demonstration instructional delivery mode 797
Demorest, S. M. 579, 730, 731, 733–35, 757
denial of accreditation 191
departments of elementary and secondary education 214
depth of study, in secondary instrument courses 350
descriptive instructional delivery mode 797
Design an assessment tool (activity) 338–39
Detroit Conservatory of Music 51
development, professional. See professional development (PD)
developmental approach to teaching conducting 478
developmentally appropriate practice (DAP) 629
developmentally appropriate skills, of students in musical theatre 753
DeVos, Betsy 234
Dewey, Evelyn 27–28
Dewey, J. 4, 82, 183, 271, 396, 403, 489, 495, 497, 555
Diaz, F. M. 124, 135, 247
Díaz-Gómez, M. 682
Dietz, M. 531
differentiated instruction
in secondary instrument courses 355
for students with special needs 714
digital media, in secondary general music courses 710–12
digital musicianship 309
digital recording, in performance classes 372–73
Dillabough, J. 36
Dillard, Annie 178
Dillon, Steve 682
direct instruction model, in intermediate and high school band 832
director, marching band 866, 877
direct question form, for multiple-choice items 434
discovery
of self as teacher 328–32
of student learning 336–39
of teaching 332–36
discrimination 70
disposition(s)
attitudes vs. 324
of collaboration and inclusivity 752–53
disruptive technologies 890
District of Columbia 255
district policies, and marching band 865
diversity
in college music education 847
in discovery of student learning 336–37
(p. 928) in K-12 music education 311
in music teacher education programs 312
and music teacher identity development 281–82 See also cultural diversity
Documentary Report (Tanglewood Symposium) 207
Dodge, Grace 27
Doerksen, Paul 156
domination, matrix of 613–15, 613f
Donmoyer, R. 913
Double Take (journal) 167
Doyle, B. K. 472
Drabold, W. 26
Drafall, Lynn 142
Draves, Tami 121t, 131t, 511
Draw a picture (activity) 330
Dredger, K. 196
drill sets, charting 869–70
drill writing (marching band) 875–76
Drum Corp International (DCI) 863
drumline, marching band 873–74
drums, in jazz ensembles 852
Duke, Robert 156, 531
Duling, E. B. 382
Duncan, Arne 232
Dunston, Y. L. 527
Dupre, A. 443
Durrant, C. 773–74
Dye, K. 449
dynamic rhythm section (jazz ensembles) 852–53
dynamics, verbal vs. nonverbal communication about 468
E
early childhood music 625–38
child development and learning 625–27
course format 636–37
curriculum construction 636
facilitating 630–36
instructional foundations for 628–30
music development and learning 627–28
early field experience. See field experience
early production stage (language development) 561
Eckrich, D. W. 208
Edgar, Scott 131t, 149–50
Educating All Students (EAS) 238
education, lack of, and alternative certification 260–61
Educational Testing Service (ETS) 236, 243, 245
and Missouri Department of Elementary and Secondary Education 243
and NOTE 244
and Praxis Performance Assessment for Teachers 243
and Teaching Works 244
Education Committee (National Academy of Sciences) 29
Education Consolidation and Improvement Act 30
education departments, oversight of student teaching by 525
Education for All Handicapped Children Act 30
Education Preparation Programs (EPPs)
and CAEP 190
standards for 214–16
state accreditation for 213–16
education reform
contemporary 35–38
and elementary general music education 673
market-based 24–27
education unit 205
educative Teacher Performance Test (edTPA) 153, 235, 241–42, 244–45, 533
lesson planning for 411
MoPTA vs. 243
Edwards, M. 753
“EEL DR C” model of lesson planning 404
effectiveness, teaching. See teaching effectiveness
Ehmann, Wilhelm 732
Einstein, Albert 3
Eisner, Elliot 403
Ekman, P. 465
electronic instruments, in marching band 871, 873
electronic portfolios (e-portfolios) 531–33
(p. 929) Elementary and Secondary Education Act (ESEA) 30, 31, 34
elementary general music education
barriers to field experiences in 490
historical and contemporary changes in 672–75
informal music learning in 304–5
methodologies for 681–83
terminology related to 675–76
elementary general music methods 671–91
assumptions about 676–77
content choices for 677
cultural awareness in 683–84
fieldwork and lesson planning in 685–88
historical and contemporary changes in 672–75
importance of, of all preservice music teachers 679
methodologies and approaches 681–83
personal musical skill development 680–81
positive learning environments for 688–89
recommendations for teaching 689–90
student background and beliefs about 677–80
terminology in 675–76
Elkind, D. 711
Elliott, D. J. 73, 78–79, 177t, 178, 296, 298–99, 607
Elpus, K. 311, 314, 534, 581, 610
El Sistema–inspired (ESI) programs 772, 780
Eltis, K. 489
email
communicating with parents via 459–60
etiquette for 460–61
emblems, musical 465
Emmanuel, D. 493–94, 735–36
Emmons, Scott 142
emotional development, and early childhood music 626
emotional inner landscape 270
emotional state, and teacher efficacy 273
empathy
defined 586
with gender and sexual diversity 586–87
employment portfolios 532, 533
empowering students 907
Engelhart, M. D. 765
England, standardized testing in 36
English as a new language (ENL) 238
English language learners (ELLs) 559–72
and language development 560–63
in music teacher education programs 564–71
teaching, in K-12 music settings 563–64
ensemble-based teaching, with ELLs 568
ensemble experiences
of preservice teachers 312–13
vernacular music in 305–6
ensemble rehearsals, conducting experience in 475–76
entrance requirements, for music education programs 313–14
entry tests 236–38
Envisioning Music Teacher Education (Conkling) 102
“Envisioning the Future: It’s Us” (Scott-Kassner) 176, 178
Eros, J. 255, 302
error detection skills
developing 303, 304
of preservice teachers 725
essay questions, constructing 435–36
Ester, Don 93, 98, 121t, 131t
ethical idealization
for different people 75–76
and humanism vs. criterialism 68–71
ethically guided music teacher education 67–83
criterialism vs. humanism in 69–71
future of 81–82
music teacher educator as artistic citizen 79–80
opportunities for 71–74
practice of 75–78
and term “music” 78–79
(p. 930) ethics
in assessment decision-making 426–27
definition of 75–76
idealization with (see ethical idealization)
morality vs. 76
as topic in student teaching seminar 527–28
ethnicity. See race and ethnicity
Etude Magazine51
Eubanks, Georgann 177t, 178
euphoniums, marching 870
Evans, Julie 99
“even flow of time” concept, in conducting 473
Every Student Succeeds Act (ESSA) 34, 35, 232–35, 237, 531
exceptionalities, children with. See children with exceptionalities
executive skills (beginning band) 815–17
exit teaching performance assessments 241–45
expensive purchases, operating procedures for 454, 455
experience, Dewey’s concept of 183
experiential learning, field experience as part of 485
expertise, for musical theatre productions 751–55
expert teachers, pedagogical content knowledge for 382–83
expressiveness (of instructor) 334
extended response essay questions 435, 436
extracurricular activities, musical theatre productions as 758
extrinsic value (art) 77
F
facial expression, in conducting 465–66
facilitation
in community music 706–7
of early childhood music 630–36
factory model, of education 27
faculty
beliefs and values 206
collaboration between, and teaching children with exceptionalities 549, 553–54
and curriculum development 218–19
Fairbanks, A. W. 50
fairness
of assessment 425
in grading policy 443
fandango 180
Fant, G. 486
Fargo, M. 304
Fargo Public Schools 97
Faulkner, Melanie 883
Feay-Shaw, S. 750–51
feedback
in the classroom 885–86
on conducting skills 469–70
Feichas, H. 709
Feiman-Nemser, S. 15, 16
Ferguson, K. 494, 771–72
Ferguson, L. 168, 306, 307
Fernandez, M. L. 399
fetus 627, 628
fiddling traditions 800
field commands, marching band 869
field experience 483–501
alternative models of 491–96
conducting experience in 476, 477
future research on 501
including teaching children with exceptionalities 550–51
recommendations for 496–501
in secondary instruments 352–53
traditional models of 487–91
value of 485–87, 509
fieldwork
authentic experiences in 15–16
in elementary general music methods 671–72, 685–88
in intermediate and high school orchestra 800–801
in musical theatre production 759
in secondary general music courses 715–16 See also field experience
figured worlds 280, 283
final student teacher evaluation 521–22
firing staff members (marching band) 867
“first-name basis” practice, in student teaching 510–11
first-year music education students
achievement vs. attitude-based grading as topic for 426
(p. 931) assessment concepts for 423–28
assessment policy development for 426
ethical assessment for 426–27
fundamental principles of assessment for 423–25
statistics for interpreting assessments for 427–28
Fischer, Lou 850
Fisher, R. A. 725–26
Fisher, William Arms 828
fit, in student teaching placement 512–14
Fitzgerald, M. 714
Fitzgerald, S. M. 419
five-year programs 220
flag routines (marching band shows) 872, 874
Fleming, L. A. 849, 850
flexible agendas, lesson plans with 398
Flores, Quetzal 177t, 179–80
Florida, music education in 882
flourishing, human, as goal of education 74, 81
Floyd, E. G. 729
fluidity, in elementary general music methods 683–84
flyers, communicating with parents via 461
“Flywheel Effect” 106
Fonder, M. 156, 198
formal observations, in student teaching 516–18
formative assessment of musical development 429–30
Forrester, S. H. 474, 678
Forsythe, J. L. 197
Forzani, F. M. 380
Foucault, Michel 74
foundational music 676–77
Fournier, Karen 99
fourth-year music education students, assessment topics for 440–41
Fowler, C. B. 304
Frederickson, M. L. 300
Fredrickson, William 93, 120, 123, 126, 131t, 260, 262–64, 833
freelance field experience 495
Freeman, W. 753
Freer, P. K. 725
“free response” (marching band) 869
Freire, P. 73, 185, 606
French horn, marching 870
Freud, Sigmund 11
Friedman Well-Being Scale (FWBS) 727
Friesen, W. V. 465
Froebel, Friedrich 182
“From the Chair” (article) 98
Froseth, J. 304
Frye, R. 637
Fuelberth, R. J. V. 467
Fulcher, Lindsay 150
Fuller, F. F. 653–54
Fundación Musical Simón Bolívar 772
fundraising 455–57
booster organizations for 457
with grants 457
group vs. individual activities for 456
handling money for 456
purpose/goal of 455
scheduling for 455–56
Furst, E. J. 765
G
Gackle, M. L. 723
Gage, N. 6
GarageBand software 373
Gardner, Robert 150
Garofalo, R. J. 836
Gary, C. 55
Gates, J. T. 847
Gates, Terry 122t
Gatlin, S. J. 258
Gault, Brent 181
Gavin, R. B. 259
Gay, Geneva 606–7, 608–9
Gee, J. 37
Geertz, Clifford 182
Gehrkens, Karl 54, 58, 207
gender and sexual diversity 575–96
building empathy 586–87, 586t
in choral music education 734
confronting normative stereotypes 587–89
creating safe spaces 585, 585t
current climate for LGBTQ college students 577–81
current climate for LGBTQ EC-12 students 581–82
current climate for LGBTQ teachers 576–77
(p. 932) in future of music education 591–92
incorporating into curriculum 589–91
need for education on 583–84
online resources about 593–94
and personhood 70
gender minority (term) 575
gender stereotypes, in elementary general music 679
general education, lesson planning in music education vs. 400, 404
“‘General’ in General Music, The” (Abril) 675–76
General Knowledge Test 238
Georgii-Hemming, E. 5
Geraldi, K. M. 472
Gerrity, K. W. 710
gestures, and sound production 466
Getting Started with Jazz Band (Fleming) 850
“Getting the Inside Scoop from Children” (Campbell) 179
Gibson, Don 97
Gillespie, R. 767, 795
Ginn and Company 49
Gitomer, D. H. 233, 240
“Giving Voice to the Aesthetic Dimension of Teaching” (May) 178
Glen Miller Orchestra 845
Global Education Reform Movement (GERM) 36
Global Music Workshop 174
Goals 2000: Educate America Act (1994) 32–33
goal setting, for fundraising 455
Goetze, Mary 141–42, 161, 163, 165, 168, 184
Gohlke, L. J. 382
gold accreditation 191
Goldhaber, D. 243, 247, 513
Goldie, S. B. 275, 486, 772
Gonzalez, Heather 909
Gonzalez, Martha 177t, 179–80
Gonzo, C. 722
Goodlad, J. 497
goods, human 79, 82
good teachers and teaching, qualities of 270–71
Google Scholar 644
Goolsby, T. W. 834
Gordon, E. E. 297–98, 306
Gossett, J. 421
GPA standards
and CAEP 191
and teaching skills 248
grading
achievement vs. attitude in 426
alternative reporting systems for 437–38
disagreements about 443
education on 420–21
grievance system for 443
written grading policy 443, 444
graduate-level teacher certification programs 256
graduate programs
instruction on assessment in 421
for music teacher education 57–59
Graduate Record Exam (GRE) 237
Graduate Research Forum 128, 128t, 130
graduate students, as secondary instrument course instructors 349, 355–56
Grant, J. M. 468
Grant, J. W. 722–23
Grant, Joe 142
grants, fundraising with 457
great recession (2007) 99
Great Society 30
Greco, Philip 98
Green, K. 753
Green, L. 304, 373, 708, 712, 713
Green, S. K. 426–27
Greene, J. 857
Greene, Maxine 176, 177t, 184
Greher, G. R. 308
Grieser, D. R. 355, 382
grievance system, for grading 443
Griffin, P. 613
Griffs, S. 305
Gronlund, N. 432
Grossman, P. 384, 385
Groth, R. E. 399–400
grounded theory, on music teacher identity 272
group fundraising activities 456
(p. 933) group improvisation 853–54
group lessons, presented by preservice teachers 687
Grunow, R. F. 304, 817
Gu, Q. 270, 285
Gu X. 123, 125, 127
guiro 852
guitar
accompanying skills on 301
in jazz ensembles 850–51
guitarists 885
Gumm, Alan 121t
Gurl, T. 399
Guzman, M. T. 483
H
Haack, P. 450
Hackworth, R. 121t, 833
Haertel, E. 198
Hafeli, M. 587
Haithcock, M. L. 472, 473
Hakuta, J. 560
Hale, J. 608
Haley, A. H. 36
Hamann, D. L. 767, 795
Hamann, Keitha 100
hambone rhythm 845
Hamilton, Fred 850
Hammel, A. 121t, 552
Hammerness, K. 14, 101, 384, 385, 497
Hancock, C. B. 124
Handbook for the Beginning Music Teacher (Conway and Hodgman) 512
Haning, Marshall 371, 729
Hankle, S. 725
Hansen, David 37
Hanson, Howard 58
harassment
of LGBTQ students 577, 590–91
of LGBTQ teachers 576–77
Hardiman, R. 613
hard policies 195, 202
Hardy, Dianne 122t
Harloff, Matt 877
harmonic improvisation 777
Harmonic Intonation Training Program 304
harmonic progression (jazz ensembles) 856–57
harmony, in beginning band 819, 819f
Harrison, Carole 122t
Hartley, Linda 143, 150, 156
Harwood, E. 14–15, 167, 400
Hash, Phillip 100
Haskell, R. E. 476, 478
Haston, W. 121t, 275, 382, 486
Haug, Sue 102
Hausemann, Frauke 732
Head, Paul 733
healthcare providers, cultural competence of 736–38
hearing damage, and marching band 874
Hedden, D. G. 688–89
Hedden, Debra 121t
heightened accountability 232
“heightened accountability” 232
Heilig, J. V. 258
Heller, George 92, 122t
Heller, L. 551
Hellman, D. 121t, 256–58, 261–62
Hennessey, M. Gertrude 174
Henriksen, D. 408–9
Henry, M. 724–25
Henry, W. 132t, 299, 300, 303, 489, 491, 679, 680
Herbert, D. 59
Hess, Juliet 38
Hester, C. V. 307
heterogeneous formats
for secondary instrument courses 348
for string instruction courses 773
heteronormativity, in music education 575–76
Heuser, Frank 122t
Hewitt, M. 352, 420–21, 773, 789, 792
Hibbard, S. L. 678
Hickey, Maude 99, 143
Hicks, D. 196
Higgins, C. 11, 75–76, 81, 413
Higgins, L. 707
higher education, musicianship in 311–16
Higher Education Act (HEA) 232–35, 241
Higher Education Opportunity Act 232–35
higher-order thinking, promoting, with ELLs 563
(p. 934) high leverage teaching practices 384
high-needs schools, noninstructional aspects of teaching in 498
Hill, S. C. 308
Hill, W. H. 765
Hillsborough County Public Schools (Tampa, Fla.) 883
hip-hop
and culturally relevant pedagogy 103
in music theory education 315
technological skills 309
hiring issues, with marching band 865
Hispanic students, as ELLs 564
Hobbs, S. F. 492
Hodgman, T. 512, 513, 518
Hoffer, Charles 58
Holgersen, S. E. 5
holistic approach to music teacher education 269, 270
holistic rubrics 430, 431, 436
Holland, D. 280
Hollins, E. 483
Holmes Group 207, 491, 492
Holt, Hosea E. 48
Holt, M. 733, 735
Holton, G. 31
Holtzman, D. J. 258
homogeneous class formats
for secondary instrument courses 348
for string instruction courses 773
homophobia, teacher perception of 576–77, 577t
Hood, Marguerite V. 58
Hookey, Mary 122t
Hopkins, M. 789
Hornby, Nick 67–70
Houghton, Steve 850
Hourigan, Ryan 300, 302, 307, 350, 356, 495, 552
Housewright, Wiley L. 56, 207, 208
Housewright Declaration 208
Houston, Tex. 258
How to Learn Tunes (Baker) 856, 858
Hoy, W. K. 499
Hull, G. 37
human body, knowledge of, for conducting 472
human flourishing. See flourishing, human
humanism 69–71
Hunter, L. R. 353, 400, 404
Hylton, J. 722
I
iBands 369
identity
of band conductors and educators 838–39
of K-12 students as musicians 310–11
in Wenger’s theory of learning 277
identity development. See music teacher identity development
ideological becoming 280, 283
Illinois State Normal University 52
imagination, in CRISPA model 405
imitation, and early childhood music 627
immersion field experiences 493–94
“impossible profession,” teaching as 10–11
improvisation
in beginning strings 775–78
developing skills in 307–8
in education 408–9
in elementary general music methods 681
and intermediate and high school orchestra 799–800
in intermediate and high school orchestra 785–86, 793
in jazz ensembles 853–59
lack of practice in 827
teaching 307–8
and vernacular music styles 800
in-class activities, formative assessment via 429–30
inclusion (inclusivity)
in musical theatre production 752–53
in secondary general music 699
and teaching children with exceptionalities 550–51, 554–55
incomplete statement form, for multiple-choice items 434
“Increasing Demand for Music Teachers” (Asmus) 123
(p. 935) Indiana University (IU) 54, 57–58, 141, 253
individual fundraising activities 456
individual instrument, secondary instrument courses in 348, 355
Individuals with Disabilities Education Act (IDEA) 713
induction, mentoring vs. 530–31
inequality(-ies)
and gender/sexual orientation 575
in school systems 28
inexpensive purchases, operating procedures for 453–54
infants 70, 628
informal guidance, and early childhood music 629–30
informal music learning
in elementary music education 304–5
mobile computing devices in 373
in secondary general music courses 708–9
informance concerts 813–14
informational flyers, communicating with parents via 461
infrastructure, in curriculum development 217–18
Ingersoll, Richard 94
“Inquiring Into, With, and Through Narrative: Some Issues” (Barone) 179
inquiry orientation
to field experiences 499
of music educators 12–13
in-service music teachers 206
assessment practices of 419–20
defined 448
effectiveness of 725
instruction about assessment for 421
lesson planning research with 402
perceptions of administrative duties by 449–50
in secondary general music 705
value of field experience for 485–86
Institute of Musical Pedagogy 49
institutional bias, in general music education 678
institutional requirements 206, 209–10
instruction, education vs. 71–73
instructional decision-making, influence of knowledge, skills, and dispositions on 332
instructional time
as challenge for including string instruction courses 773
for secondary instrument courses 347, 354–55
instructors
feedback for, on conducting skills 469–70
for student teaching seminars 523–24
instrumental music, and teaching ELLs 570
instrumental musical instruction, in schools 48, 817
instrumental music programs 859. See also jazz ensembles
Instrumental Music Teacher Educators (IMTE) 141–59, 647, 912
first biennial colloquium—2005 145–48
second biennial colloquium—2007 148–50
third biennial colloquium—2009 150–51
fourth biennial colloquium—2011 151–52
fifth biennial colloquium—2013 153
sixth biennial colloquium—2015 153–55
seventh biennial colloquium—2017 155
and College Band Directors National Association 155–56
as community of practice 157–59
meeting with College Band Directors National Association 838–39
origins of 141–45
presentation types utilized during 149t
principles of 144–45
in retrospect 156–59
instrumental music teachers, lesson planning by 402
Instrumental Pedagogy (Kohut) 755
instrumentation, with jazz ensembles 848–53
instrument family, secondary instrument courses based on 348
instrument petting zoo 810
instrument selection
in beginning band 809–11
and gender/sexual orientation 587–88
instrument techniques classes
instructional responsibility in 348–50
instructional time and academic credit for 347
Instrument Timbre Preference Test 439
integration, in college music education 847
integrity, in curriculum development 217
intellectual inner landscape 270
interactional contingency 398
intercultural competence, field experiences to improve 493–94
interdisciplinary arts engagement, via songwriting 897
intermediate and high school band 827–40
assumptions about 828–30
barriers to change for 830–32
conductors and music educators for 838–39
and musicianship 835–37
orchestra vs. 786
preparing to teach 832–34
tension in teaching 837–38
intermediate and high school orchestra 785–804
ASTA Standards for Successful School String/Orchestra Teachers 802–3
curricular scope and sequence in courses on 792–95
fieldwork in 800–801
and improvisation 799–800
instructional delivery skills for 796–98
materials for courses on 795
research literature on 786–92
study of repertoire in courses on 798–99
intermediate fluency stage (language development) 561
Intermediate Measures of Music Audiation test 440
international students, as ELLs 566–67, 569–70
interns (internships)
conducting 477
defined 448
inventory organization for 458–59
in musical theatre production 759 See also student teaching
interpretive assessment items, constructing 434–35
interrupted instruction, lesson planning activities with 412
intersectionality 614f
Interstate New Teacher Assessment and Support Consortium (InTASC) 7, 210–11, 216, 242
interviews, mock 526–27
“In the Mood” (Glen Miller Orchestra) 845
“Introspection” (Fredrickson) 123
inventory organization 457–59
interns’ learning about 458–59
starting discussion about 458
technological aids in 458
Iowa State Normal School 52
Iowa Test of Musical Literacy 439
Isbell, Daniel S 153, 156, 274, 304, 305, 832, 835, 839
Isley, Ferdinand L. 52
isolation, and teacher burnout 525
Ithaca 51, 153–54, 156
“I Was Becoming Increasingly Uneasy About the Profession and What Was Being Asked of Me” (Santoro) 25–26
J
Jackson, B. 613
James Madison University 555t
jazz, as genre 845
jazz directors 847
jazz educators, pedagogical content knowledge development for 382
jazz ensembles 845–60
and improvisation 853–59
and instrumentation 848–53
jazz pedagogy in music teacher education 859–60
Jazz Messengers 848
jazz theory 856–57, 860
Jeffers, T. 815
Jellison, J. 714
Jesselson, Robert 771
job search preparation 526
John, R. 2014 751
Johns, Barbara Rose 29–30
Johnson, D. C. 686
Johnson, E. 277, 283–85
Johnson, Lyndon B. 30
Johnson, R. 846
(p. 937) Johnson, R. L. 426–27
Johnson, V. V. 259
Johnston, H. 470
Jones, J. 749
Jones, M. 12, 13
Jones, P. M. 195
Jones, Patrick 308, 359–60
Jordan, J. M. 307, 466
Jordan, James 731, 733
Jordan-DeCarbo, Joyce 122t
Jorgensen, Estelle 177t
Joss, Laura 646–63
Journal of Music Teacher Education (JMTE)117–37, 208
beginning band instruction addressed in 808
changes in 125–26
collaborative vs. solo articles in 129–31, 130t
content of editorials 122–23
delivery format of 123
early publications in 5
editorial review committee members of 121t
editors of 120t
establishment of 60
founding of 91
frequency of authors in 131t
future analyses on 136–37
history of 118–19
individual author productivity in 131–32
influence of SMTE Teaching Symposium conferences on 128
limitations of 92
manuscripts in 129
page/article counts for 125t, 126t
peer-reviewed articles in 122, 132–34
qualitative vs. quantitative research in 133–35
The Quarterly Journal of Teaching and Learning vs. 126–28
review processes for 120–22
scholarship about publications in 124–25
topics published in 135–36
Journal of Music Therapy124
Journal of Research in Music Education (JRME) 208, 787
Joy, B. 518
Juchniewicz, J. 132t, 348, 349, 350, 351, 355, 358
juries 314
K
Kallio, A. A. 712
Kansas State Normal School 53, 54
Kaschub, M. 5, 198
Kastner, J. D. 304
Kauchak, D. P. 492
Keer, H. V. 410
Kelly, R. 469
Kelly, Steven 132t, 448–49, 466
Kelly-McHale, Jacki 174
Kennedy, M. C. 725
Kenney, Susan 164–65
Kerchner, Jody 132t, 492
Kettler, R. E. 258, 264
keyboard instruments, for marching band 871
keyboard skills, needed for musical theatre production 754–55
Kiely, M. T. 546
Killen, R. 400
Killian, J. 5, 120, 120t, 125, 131t, 135, 449
Kim, D. H. 426–27
Kimpton, J. 93, 95, 199, 254, 263, 846
kindergarten 628
King, K. V. 35
King, Martin Luther, Jr. 24
Kinney, Daryl 121t, 197
Kirkland, N. 778
Klein, S. P. 245
Kleiner, B. 366
knowing-in-action, musicianship as 298
knowledge, skills, and dispositions (KSDs) 332
knowledge economy 24–25
Knowles, J. G. 488, 499
Kodály method 239, 336
Koehler, M. J. 367
Koerner, B. D. 515, 535
Kohut, D. 755
Kohut, D. L. 468
Koner, K. 352, 420–21, 773, 789, 792
(p. 938) Koopman, C. 707
Koops, Lisa 131t
Korthagen, F. A. J. 271
Kramer, Lawrence 78
Krashen, S. D. 561–62
Krathwohl, D. R. 765
Kratus, J. 304, 306, 310, 886, 889
Krieg, J. M. 247, 513
Krueger, P. 122t, 449
Kruse, Nathan 121t
Kulick, A. 577
Kumashiro, K. 584
Kvet, Ed 142
Kwalwasser, Jacob 57
KWL chart (activity) 338
L
Laban approach 239
laboratory ensembles
musicianship development in 302
in secondary instrument courses 352
Labuta, J. A. 836
Ladson-Billings, G. 103, 177t, 179, 183, 498, 606–8
Lagemann, E. C. 4
Lane, J. S. 401
language development
skills in 560
stages of 561–62
language skills, and early childhood music 626, 627
Lankshear, C. 37
large performing ensemble tradition, of concert band 830
large purchases, operating procedures for 454, 455
Larsen, Libby 177t
Larson, S. 308
Laster, J. 751
Lathan, A. S. 233
Latin jazz 845
Lauder, H. 36
lay theories of teaching 488
learned profession, music teaching as 377–79
learner-motivation planning 687
learning
beliefs about 330
and discovery of self as teacher 330
by doing 509
and early childhood music 625–28
vicarious 273
learning environment, visualizing and drawing 330
learning methods, for popular music 713
learning plans 636
learning portfolios 531–32
learning styles 882–83
learning theories, in discovery of student learning 338
LeBlanc, A. 207
Lee, S. 684
Lee, Y. 398
legal issues
assessing musical development 442–44
as topic in student teaching seminar 527
Legette, Roy 352, 356, 449
legislation, education-related 30, 31. See also specific headings
legit singing genre 753
Leglar, Mary 122t
Lehman, A. C. 305, 314
Lehman, P. 90–91, 208
Lemov, Doug 796–97
Leonard, Charles 60
Leon-Guerrero, A. 382
Leonhard, Charles 90, 107, 118, 126, 208
Lerman, Liz 180
“Less is More (More or Less!)” (Apfelstadt) 123
lesson planning 395–414
alternative approaches to 403–7
contemporary music standards and curricular trends 409–10
contexualizing 395–97
in elementary general music methods 687–88
in era of accountability 410–11
eschewing Tylerian planning 407–9
preservice activities for 411–13
research on models for 397–400
research on music teacher lesson planning 400–403
(p. 939) research on planning models 397–400
in student teaching 517
lesson plan template, for beginning band 822–23
lesson study approach to lesson planning 399–400, 412
letter, communicating with parents via 460
Levine, L. N. 562
Lewis, Barbara 91
Lewis, L. 366
Lewis, W. D. 232
LGBTQ/LGBTQ+ individuals 281, 290, 462, 575–85, 579t, 588, 590–91, 593–95
L’Hommedieu, Randi 121t, 122t, 131t
licensure examinations 534
“licks” 857–58
Lightning Talks (format) 155
Linaberry, Robin 907, 908, 910
Lincolnshire Retreat for Instrumental Music Education Methods Teachers 142
Lind, V. R. 606
Lindeman, Carolyn 122t
“Linking Philosophy to Practice” (Elliott) 178
Linn, R. 432
lip rounding, by conductor 467
Liston, D. P. 518
literacy tests 238–39
Little Kids Rock (LKR) 883–84
Littles, D. 196
live pen pal exchanges, via videoconferencing 374
Livingston, C. 398
Livingston, Larry 839
Logan, Timothy 908, 909
Long Way Down, A (Hornby) 67–70
LoVetri, J. 726
Lucas, T. 124, 608
Luerhsen, Mary 98
Lukens, L. 562
Lusca, E. L. 604
lyric writing 887t, 888
M
Mabe, M. 123
MacIntyre, Alasdair 81–82
MacLeod, R. B. 131t, 299, 550, 728
Madsen, C. K. 475
Madsen, K. 121t, 723
Madura Ward-Steinman, P. 307
Mahn, H. 277
Make a statement three ways (activity) 333–34
make-up work 443–44
Malley, S. M. 554
Manfredo, J. 470–71, 473, 475–76
Manhattanville Music Curriculum Project 169, 171f
Manifesto for Progressive Change in the Undergraduate Preparation of Music Majors (College Music Society) 675, 827–28
Manternach, J. N. 121t, 466–67
Mantie, R. 830, 846
Manual of the Boston Academy of Music, for Instruction in the Elements of Vocal Music on the System of Pestalozzi (Mason) 46
marching band 863–79
administrative and organizational procedures for 864–68
auxiliary units 874–75
drill writing 875–76
historical and philosophical perspectives on 864
marching basics 868–70
percussion units 873–74
rehearsal techniques 876–78
show planning 870–73
marching euphoniums 870
marching tubas 870
market-based education reform 24–27
marketing, for early childhood music 634–35
Markworth, W. 870, 873
Marshall, H. 751
Martin, A. K. 12
Martin, D. K. 348
Mason, Lowell 46, 47, 60
Mason, Luther Whiting 49
master music educators 651–52
master’s degrees 224–25, 257
Master Teacher Profile, The (Culver) 796
(p. 940) matching items, constructing 433
Mathews, W. K. 686
May, Wanda 177t, 178
Mayne, R. G. 465–66
McAnally, E. A. 674
McCallum, C. L. 546
McCarthy, Marie 177t
McCord, K. 714
McCutcheon, G. 397–98
McDowell, C. 261–62
McEachern, Edna 207
McEvoy, C. 402
McGinnis, E. J. 302
McGuinn, P. J. 23, 34
McHugh, J. V. 52
McIntosh, Peggy 611
McIntyre, D. J. 493
McKeage, K. M. 848
McKoy, C. L. 121t, 131t, 606, 678
McTighe, J. 399, 408, 636
Meador, Cassie 177t, 180
mean (mathematical) 427, 440
meaning attachment, in Wenger’s theory of learning 277
meanings, about popular music 713
means-end rationality, to schooling 27
Measures of Creative Thinking in Music test 440
median 427
mediator, university supervisor as 515
meetings, student teaching seminar 524–25
Meier, Deborah 100
Meijer, P. C. 271
mellophones 870
Melo, P. 427
melodies, in jazz ensembles 858–59
membership costs, NASM 193–94
mental planning 397–98
mentoring
in area of administrative duties 450–51
on budgeting issues 454, 455
of cooperating teachers 497–98
in elementary general music methods 685
of field experiences 490
by non-music mentors 535
preparing student teachers for 530–31
Merriam, S. B.