Perspectives: A Publication of the early Childhood Music and Movement Association

Perspectives: A Publication of the early Childhood Music and Movement Association


About Us

Journal of the Early Childhood Music & Movement Association, established to provide a network of communication, encourage teacher development, and advocate education of parents, classroom teachers and administrators.

 

Recent Topics

  • development
  • parents
  • professional resources
  • exploration
  • play
  • movement
  • social and emotional
  • creativity
  • assessment
  • curriculum
  • Letter from the Editor

    Author Angela Barker

     

    Letter from the EditorIn this issue, our featured authors focus on two diverse, yet important topics of interest for early childhood music and movement educators. In her article, “Developing Creative Concert Experiences for Young Children in a Community Setting,” Ashley Danyew explores research literature related to developmentally appropriate music learning and participatory activities for young children in a concert setting. As a teaching artist herself, Danyew offers valuable suggestions and practical advice for performers and educators interested in presenting concerts for young children.

    Student assessment is a topic of interest and concern for educators at all levels and in all areas of study. Dr. Linda Page Neelly’s article, “Developing Appropriate Assessments in Early Childhood Music,” examines the progress made by US state and national educational organizations toward developing appropriate assessment tools and standards to evaluate the musical development and educational needs of young children. Dr. Neelly highlights the critical role that music educators and researchers have in defining and clarifying the importance of music in early childhood education.

    Amoriza Gunnink is the contributing author of this issue’s Notable Notes. Her topic, “Making Noise or Making Music? Emergent Improvisation on Melodic Percussion Instruments,” addresses the importance of music making and instrumental play on the musical development and emerging musical identities of young children.

    In her review of current research, Dr. Diana Dansereau examines a study by Ilari and Sundara (2009) regarding the music listening preferences of infants, specifically accompanied versus unaccompanied singing. Also in this issue, Susan McGuire reviews the book A Well-Tempered Mind: Using Music to Help Children Listen and Learn by Peter Perret and Janet Fox and published by Dana Press. The book follows the Bolton Project, a three-year residency by a woodwind quintet from the Winston-Salem Symphony with children at Bolton Elementary School in Winston-Salem, North Carolina. In collaboration with classroom teachers, the woodwind quintet opened new avenues of learning and musical discovery for young children and demonstrated the relevance of music in the school curriculum.

    Angela Barker, PhD
    Editor

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