Relevant bibliographies by topics / School songs-books

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Academic literature on the topic 'School songs-books'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "School songs-books"

1

Burak, Sabahat. "Examination of activity books used in pre-school music education." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (2019): 47–54. http://dx.doi.org/10.18844/prosoc.v6i7.4511.

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Music in pre-school education is an important field in terms of affective, cognitive and psychomotor development of children. In order to increase the quality of music education, musical activities should be appropriate to the level of children, educational and entertaining. In recent years, pre-school music education has been carried out within the framework of play, movement, dance, rhythm and improvisation, separate from the traditional approach. Teachers need supplementary books containing songs, games and activities in accordance with the required pre-school gains to be used in musical activities. There are ancillary resources mentioned in the music education literature that include these activities and are informative for teachers. However, the adequacy of the existing activity books is an important issue in terms of the better implementation of pre-school music education. This study aimed to examine the activity books that teachers use in pre-school music education. The study is a document review. Books were analysed in terms of activities and songs.
 Keywords: Music education, pre-school, activity books.
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2

Cakirer, H. Serdar. "The analysis of the songs in primary school music course books in terms of the containing values." International Journal of Academic Research 6, no. 2 (2014): 40–51. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.7.

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3

Kam Tse, Shek, Yu Zhu, Sau Yan Hui, and Hung Wai Ng. "The effects of home reading activities during preschool and Grade 4 on children’s reading performance in Chinese and English in Hong Kong." Australian Journal of Education 61, no. 1 (2017): 5–23. http://dx.doi.org/10.1177/0004944116689093.

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The English and Chinese reading proficiency of 1376 Grade 4 students in 24 Hong Kong primary schools were assessed using measures developed for the Progress in International Reading Literacy Study. Students’ parents provided information about home reading activities (HRA) aimed at supporting their children’s reading prior to them entering school (“early home reading activities”, EHRA) and during Grade 4 (“home reading activities”). Results indicated that EHRA was a stronger predictor of reading performance in both Chinese and English than HRA. Moreover, ‘typical’ HRA such as reading books, telling stories and singing songs were found to be predictive of reading performance in both Chinese and English. In English, in addition, playing word games or character puzzles were also activities beneficial to reading performance. Together, these results provide evidence for the beneficial effects of traditional early childhood activities at home such as book reading, telling stories and singing songs for reading performance in later primary school in children’s first as well as second language.
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Taylor, Michelle, Megan E. Pratt, Larissa M. Gaias, Lauren VanHuisstede, and Diana E. Gal-Szabo. "Improving Parenting to Promote School Readiness: A Preliminary Evaluation of the Books Can…© Public Library Program." Journal of Education and Training Studies 8, no. 2 (2020): 47. http://dx.doi.org/10.11114/jets.v8i2.4544.

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The present study examines associations between parents’ involvement in an enhanced storytime program and parenting knowledge and efficacy for supporting their child’s socioemotional development and book reading. Books Can…© was developed by a public library to teach parents important child development information and strategies for supporting their child’s socioemotional learning. Parents and their young children participated in a 6-week interactive program that included book reading, songs, interactive activities, and parenting tips. Parents (n =119) completed questionnaires both prior to and after participating in the program. Multilevel general linear models compared responses to survey items before and after the program, indicating significant increases in parent knowledge, attitudes, and reading behavior by the end of the program. This study provides preliminary support documenting the benefits of the Books Can…© program. Moreover, results highlight public libraries and enhanced storytime programs as meaningful settings for promoting family involvement in children’s early learning.
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5

Otta, Gracia. "English day and non-formal education." FLOBAMORA 2, no. 1 (2019): 72–78. http://dx.doi.org/10.46888/flobamora.v2i1.4.

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Abstract
 This program is a combination of The Community Development Partnership Program (CDPP) and research. It is one of the obligations of the writer in carrying out the University of Nusa Cendana's three principles, namely teaching, researching, and serving the community. The point of this program is Sunday School teachers in 22 and 24 service area of the Imanuel Church Oepura in Kupang, who will apply the method in Sunday School teaching every two weeks. This program is implemented per semester. There are three goals to be achieved; first, to run the English Day program that launched by the Governor of NTT, Viktor B. Laiskodat, secondly, to refresh and to give new atmosphere and enthusiasm for Sunday School teachers to maintain English language skills when attending school several years ago, and finally to support global tourism programs in the coming years in East Nusa Tenggara. Based on the analysis of the situation of young language learners in Sunday School, the writer set the method of Total Physical Response (TPR) through Bible-themed songs and games in English to develop the spirit and ability to learn English. This classic method is also still reaping the pros and cons but in its implementation, it still play role to be something interesting and easy for young language learners to get vocabulary and pleasant learning experiences. In general, the material can be well received because of the education background of Sunday School teachers from the High School level, Vocational School, and Sarjana Degree. Based on the application on Sunday School 55 participants, in 6-14 year old group could follow the instructions appropriately. Furthermore, in 3-5 year olds group only followed the movement of songs or games but could not understand the instructions or the aims of the games. The output of this program is to gradually begin with learning the names of Bible characters, places, and books in English, vocabulary and other games and songs to increase English vocabulary in speaking, listening, reading, and writing skills in English that programmed in the curriculum also English Textbooks for Sunday School participants.
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6

Hansen, Linda. "Singing by Number in Mid-Nineteenth-Century America." Journal of Historical Research in Music Education 38, no. 2 (2017): 151–77. http://dx.doi.org/10.1177/1536600616684580.

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Recognizing the broad potential of singing as a facilitator of moral instruction, academic learning, and societal participation, New Hampshire native Asa Fitz (1810–1878) was committed to advancing music and music education. A prolific publisher, editor, and author, he was involved in the production of dozens of works filled with songs and music, designed to further everything from reform movements to congregational singing, spiritualism to family life. As a singing master and music teacher, he instructed both children and other teachers, promoting his song books, his instructional techniques, his personal principles, and his overriding belief that everyone could, and should, learn to sing. Yet, for all that he was well known during his lifetime, little scholarly attention has been paid to the man, his philosophical underpinnings, or his disparate publications. This article focuses on the development of his “new system of figured music,” culminating with the publication of School Songs for the Million! in 1850. It briefly reviews the concept and expressions of alternate systems of musical notation in early to mid-nineteenth-century America and then places Fitz within that context, as he created, developed, and promoted his system to children and teachers. Though School Songs for the Million! was not as commercially successful as some of his other titles, it serves to demonstrate Fitz’s willingness to experiment with unconventional and controversial ideas in an effort to advance participation in music.
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7

Wahyuni, Naning Tri, Endang Fauziati, and Mauly Hikmah. "THE EFFECTIVENESS OF USING PHONICS INSTRUCTION AND STORYBOOKS IN ENGLISH READING CLASSES TO IMPROVE STUDENT PARTICIPATION." Jurnal Penelitian Humaniora 17, no. 1 (2016): 49. http://dx.doi.org/10.23917/humaniora.v17i1.2351.

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The purpose of this study is to examine the effectiveness of instructional methods based on phonics instruction in reading classes to improve students participation therefore they can develop to their maximum potential. Using qualitative tools of observation, documentation and interview, this research was focusing the inquiry on investigating students’ reception to the phonics instruction model, observing their participation in the classroom activities, also investigating instructional methods which attract students to more actively contribute in learning activities. The finding shows that the reception of students to the model was good and they showed much eagerness in following the program. Further investigation revealed that students keen to participate more in the classroom activities especially in certain activities with the use of sound sheets, sound book, flash card sheets, word box sheets, songs, games and storybooks. However, there were two challenges identified during 16 weeks running the study; the lack of teachers’ skill in delivering this method efficiently also the limited collection of English story books in school. Hence, to improve the effectiveness of the use of phonics instruction in reading classroom, firstly, training for teachers would be needed to deliver the method effectively, secondly, considering the fact that school still have limited collection of English story books or any English books, the collaboration with government agencies or other promising bodies could be done to help in providing more collection of storybooks in school.
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8

Tereshchuk, Hryhorii, Oleksandra Yankovych, Kateryna Binytska, Olena Binytska, and Iryna Kuzma. "Ivanna Blazhkevych about the development of pre-school education as a factor in building a strong state." SHS Web of Conferences 75 (2020): 01005. http://dx.doi.org/10.1051/shsconf/20207501005.

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The activity and creative work of Ukrainian activist, writer, teacher Ivanna Blazhkevych (1886“1977) in the context of the development of pre-school education as a factor of strengthening the state have been thoroughly investigated in the article. For the first time the periodization of main stages of life and development of cultural-educational and scientific ideas of Ivanna Blazhkevych were substantiated in the article. The basic directions of pedagogical and cultural-educational activity and creativity of I. Blazhkevych have been clarified: pre-school-pedagogical (organization of pre-school institutions; substantiation of methods of pre-school education; determination of requirements for kindergarteners-educators); educational (participation in the elimination of illiteracy), ethnographic (collection of ethnographic material: recording folk songs, legends, sayings); national-patriotic (preservation of national traditions, mother tongue); guardianship (assistance to local war victims, prisoners of war, establishing orphanages for children); economic (founding cooperatives; working as a director of the district union of cooperatives in Ternopil), literary (writing books for children).
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9

Guenther, Alan M. "Ghazals, Bhajans and Hymns: Hindustani Christian Music in Nineteenth-Century North India." Studies in World Christianity 25, no. 2 (2019): 145–65. http://dx.doi.org/10.3366/swc.2019.0254.

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When American missionaries from the Methodist Episcopal Church arrived in India in the middle of the nineteenth century, they very soon published hymn-books to aid the Christian church in worship. But these publications were not solely the product of American Methodists nor simply the collection of foreign songs and music translated into Urdu. Rather, successive editions demonstrate the increasing participation of both foreigners and Indians, of missionaries from various denominations, of both men and women, and of even those not yet baptised as Christians. The tunes and poetry included were in both European and Indian forms. This hybrid nature is particularly apparent by the end of the century when the Methodist press published a hymn-book containing ghazals and bhajans in addition to hymns and Sunday school songs. The inclusion of a separate section of ghazals was evidence of the influence of the Muslim culture on the worship of Christians in North India. This mixing of cultures was an essential characteristic of the hymnody produced by the emerging church in the region and was used in both evangelism and worship. Indian and foreign evangelists relied on indigenous music to draw hearers and to communicate the Christian gospel.
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10

UTAMI, NUR AINI PUTRI, and KUSRINA WIDJAJANTIE. "Faber Method Classical Piano Learning In Purwacaraka Music School Purwokerto." JURNAL SENI MUSIK 9, no. 1 (2020): 1–10. http://dx.doi.org/10.15294/jsm.v9i1.30417.

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Purwacaraka Purwokerto Music School is able to give birth to talented classical piano students so they can win various championships. From the observations, this is influenced by the use of the faber method in learning. This study aims to describe learning methods faber at Purwacaraka Purwokerto Music School. The research approach applied in this study is descriptive qualitative. Data collection techniques are carried out by observation, interview and document study. The results of this study indicate that the use of the faber method in classical piano learning in Purwacaraka Purwokerto Music School is only used at the beginner level (Grade Preparatory) and is an excellent method for learning at the beginner level because it uses books specifically designed for beginners with many bring up colorful images that make students imagine, so students understand learning material in their own way. The advantages of the faber method are that students get a strong foundation in reading beam notation, dynamics games and articulation in a score of songs played and this method is a very good method used as a basis for learning piano because it has material and theory that is emphasized to provide basic reference piano playing with piano playing techniques.
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Books on the topic "School songs-books"

1

Sunday school songs. Publications International, 2001.

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2

The wheels on the bus. Western Pub. Co., 1993.

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3

1757-1827, Blake William, Blake William 1757-1827, and Butter Peter H, eds. Songs of innocence & experience. Phoenix, 1996.

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4

William, Blake. Songs of innocence & of experience. The Folio Society, 1992.

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Blake, William. Songs of innocence and of experience. Oxford University Press, 1990.

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William, Blake. Songs of innocence and of experience. Huntington Library, 2008.

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William, Blake. Songs of innocence and of experience. William Blake Trust/Princeton University Press, 1991.

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Blake, William. Songs of innocence and of experience: Shewing the two contrary states of the human soul. Cowan & Tetley, 2001.

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9

William, Blake. Tian zhen yu jing yan zhi ge. Hunan ren min chu ban she, 1988.

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10

William, Blake. Canti dell'innocenza e dell'esperienza. Edizioni Studio Tesi, 1985.

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