Sarah+Maxwell

Maxwell Bibliography (418)--MUSIC

//*some of the numbering at the bottom pasted strange, so disregard it. There are 13 books.*//

**Bibliography ** Cowley, Joy. (1996). **Jim’s Trumpet.** Applecross Enterprises Limited. 16. Balsz Library. Johnston, Tony. (2000). **Desert Song**. Sierra Club Books for Children. 30. Balsz Library. Thaler, Mike. (2000). **The Music Teacher from the Black Lagoon.** Scholastic Inc. 30. Balsz Library. George-Warren, Holly. (2001). **Shake, Rattle & Roll.** Houghton Mifflin Company. 28. Balsz Library. Hawkinson, John. (1969). **Music and Instruments for Children to Make.** Albert Whitman and Company. 47. Balsz Library. Hayes, Malcolm. (2001). **20s & 30s.** Gareth Stevens Publishing. 29. Balsz Library. Pinkney, Andrea Davis. (1998). **Duke Ellington**. Hyperion Books for Chuldren. 30. Balsz Library. Piotrowski, Robert. (2006). **Rock N’ Roll.** Rubicon Publishing. 47. Balsz Library. Reed, Hannah. (2002). **Making Music.** Sundance/Newbridge Educational Publishing. 12. Balsz Library. Solins, Joanna. (2002). **Strings Around the World.** Harcourt School Publishers. 16. Balsz <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wignell, Edel. (2005). **Frozen Music.** Richard C. Owen Publishers, Inc. 16. Balsz Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wiseman, Ann. (1979). **Making Musical Things.** Charles Scribner’s Sons. 63. Balsz Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Woodyard, Shawn. (1995). **Music and Song.** Rourke Press, Inc. 42. Balsz Library.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Fiction //**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Nonfiction //**

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summaries **
 * 1) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Jim’s Trumpet: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This is a simple story about a boy (Jim) who loves playing the trumpet. The books lists the various circumstances in which he plays his trumpet, from things as seemingly mundane as meal time, to the times when people are asleep, to times when people are dancing. For most every person in Jim’s town, his music is wonderful, but there are two people—a husband and wife—who call his music “noise.” This is the point of conflict, and Jim retaliates in no way toward them; he just moves to his sister’s home. Then, everyone in the town (even the couple) misses his music. The couple finds Jim, asks him to come back, and he does. It ends well because now every person enjoys his music.
 * 2) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Desert Song **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: This is a book without a plot. It is a vivid description of nature and its animals. Despite its misleading title, //Desert Song//, it has nothing to do with music except in a very broad way (the Curriculum Connection section). This has a slight sequence in terms of time of day, but other than that, there is no other sense of order. That is something that makes this book, to some people, likeable for a classroom—its needlessness to be finished in one sitting.
 * 3) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Music Teacher from the Black Lagoon: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book is from the point of view of a young boy’s fears from rumors about his music teacher. It is saturated with humor, plays on words, and musically accurate information. Every couple pages is a snapshot of this boy’s thoughts depicted in goofy illustrations, which at times are portrayed exactly as he has heard them. For example, he talks about how he heard she “uses her pitchfork to keep all the kids on the same key” (Thaler, p. 13). What is funny about this is the image of students sitting on what looks to be a house key, and an angry teacher pointing a pitchfork at them.
 * 4) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Frozen Music: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">It must be noted that this book in the back, with the description of the author and illustrator, describes that this story was taken from an old German folktale, making it nonfiction, because it is a part of cultural beliefs to be true. The plot itself is of an old man from (clearly) about a century ago. He is on a horse ride to somewhere unspecified attempting to play his golden horn. Not only is he trying to play familiar songs, but he uses it as an equivalent to a car horn—but it isn’t playing anything. After nearly crashing into another coachman, he finally runs into a warm inn, where he gets something to eat. After warming up himself—and his horn—he hears the signal to stop that he tried to play earlier, and he hears the songs he tried to play right after. What happened? His horn warmed up and finally played the music that was, to this man, frozen in the cold air.
 * 5) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Shake, Rattle & Roll: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book is text-rich and describes and illustrates classic musicians from decades ago—particularly in the rock and roll genre. It is very text heavy, so it wouldn’t necessarily keep a child’s attention all the way through, but it gives brief, identifying information (like what they are famous for, origins, etc) on the following musical artists: Bill Haley, Fats Domino, LaVern Baker, Little Richard, Chuck Berry, Elvis Presley, Bo Diddley, Carl Perkins, The Everly Brothers, Jerry Lee Lewis, Buddy Holly, Wanda Jackson, Ritchie Valens, and James Brown.
 * 6) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Music and Instruments for Children to Make: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This story has a couple components in its layout: A description across several pages about ways to make music with our very self or with household items, steps to making some homemade instruments, and some pages with already existing instruments. Despite its older publishing date, most of this is something that could still inspire curiosity in children and they would know about some of these instruments already.
 * 7) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">20s & 30s: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Although it is text-heavy, this book has a ton of actual photographs and sections across many social studies areas. It dives into content such as tones, genres of music like opera and folk songs and jazz and musicals, music from Germany to America to Russia to Britain, and has quite a bit of resources and other political and cultural information. Despite the title, this book actually goes through many more years from far earlier.
 * 8) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Duke Ellington **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: Written in fiction-style, this nonfiction book is about an actual Musician from the 19th Century named, rightfully, Duke Ellington. This story depicts Ellington’s life from birth through his mid-40s, from how he was introduced to piano, to his falling in love with it, to starting a band, and to some of his famous shows. It is written very story-like, so it is very much something that can be read all the way through, or even independently (if the children are at least 4th grade or so).
 * 9) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rock N’ Roll: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This is an abstractly written, magazine-like book with tastes from many Rock N’ Roll artists from the decades children’s parents and grandparents lives. Elvis, the Beatles, and other familiar-to-adult musicians are shown in photographs, text, and even comic book snapshots. Even some more recent bands (like Coldplay) though unfamiliar to the children, are mentioned. There are timelines portraying transformation in Rock N’ Roll. This is more a book meant for junior high children, or even older. Younger children would find very little connection to these books except the comic-book type writings on some pages, the silly photographs, and anything an adult can bring to relevancy.
 * 10) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Making Music: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Written for children in perhaps the youngest age range possible, and for English Language Learners, this book is a simple list of ways music can be played. There is an item, and an image, on each pair of pages. There are no extremely detailed descriptions of how these items (i.e. buttons, p. 6) can be musical instruments—except through the respective photographs.
 * 11) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Strings Around the World: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book writes and illustrates about types of stringed instruments, and variations of those types in different areas of the world. There is a map, illustrations of the instruments, and descriptions of some stringed instruments—what origin it comes from, what parts it has, and so on. There is even mention of a few people famous for playing the instrument.
 * 12) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Making Musical Things: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Although older than most books children read, it has valuable, child-friendly language written almost as a manual for making instruments. There is no plot, but it has easy-to-read information in understandable steps. There is an incredible list of sections making the book very readable, including information on drums and rhythms, finger music, wind instruments like recorders, and music with our own body.
 * 13) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Music and Song: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Older children more likely would be reading this book or younger children in parts if the teacher were reading aloud. It has very thorough information on the African American people: Music and its development, expression of music, and musicians. There is mention of politics, musical genres, and cultural traditions.

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Curriculum Connection-Integration **
 * 1) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Jim’s Trumpet: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book is short, readable, and has a lot of social lessons. Some of those lessons include things like how there will always be some people who don’t like something we like; things we like to do can really help people; we all have talents; music has to do a lot with human emotion. This also could speak to having to move and the implications of that. This story could be used with its illustrations to instruct on cities and what are the same and different between that town and ours. Despite its short length, it has potential to serve different curriculum areas—at least as a platform to work from.
 * 2) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Desert Song **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: This book has less to do with social studies than most books that could be chosen. The original intention for choosing this book was to use its title and the sounds of nature and its creatures to somehow be turned into a sort of music. But, since it has way more potential for scientific content, the areas in which it could teach to that are types of animals, different species of one animal, types of cacti or other plants, how the wind blows, and so on.
 * 3) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Music Teacher from the Black Lagoon: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The imagery illustrated on page 13 (see Summaries section above) could be turned into a teachable moment because a pitch fork is actually called a tuning fork which helps them keep pitch, and a key is what note they are to stay on. I know this from my background in music, so someone reading this book should know what the actual musical terms are so they can use this book to teach accurate information. If the teacher does not have knowledge of music, it can still be a hilarious book. However, to teach the musical-social components it could teach, the teacher must at least exhibit research skills to the students. This book shows us how inaccurate rumors can be, allows almost every page a learning opportunity, and opens the door to talking about fear and other emotions.
 * 4) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Frozen Music: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This is a story that speaks more to the setting than to the music. The setting is of a time long before any child (or adult) was not even alive in, so learning cultural norms between then and now, and some new vocabulary is rich and very possible. Comparing coaches with horses and cars, horn playing versus clicking a song on YouTube, inns and hotels, and so on. Most of those are new terms to children too. “What is an inn?” “Why doesn’t he just drive a car?” “Does everyone dress like that?” All of these are questions that could be answered because of an interesting, unfamiliar, book setting as this. This could, musically, teach about the many types of wind instruments, or instruments across all spectrums.
 * 5) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Shake, Rattle & Roll: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book is written with two pages per musical artist (listed in the “Summaries” section). It can teach to a few areas of curriculum surrounding social studies: Generations, musical genres, differences among one genre across the years, the musicians themselves, and so on. Most prominently, the fact that most (if not all) of these names will be unfamiliar to any child makes this book extremely teachable, because many teachers grew up to some of these musicians. Younger teachers (like me) only know a few, but my background in music could be why. It is not for younger children to read independently because it has a lot of text and it would not be very relatable to them. This lends itself more to having the class make their own book about musicians from today with similar identifying information as this book. The illustrations, at least, are colorful and attention-grabbing.
 * 6) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Music and Instruments for Children to Make: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book easily services project-based learning. Along with going through a wide variety of types of music and instruments, actually making music or an instrument mentioned would make an exciting class project. It also has its fair share of unfamiliar terms because of the time this was written (i.e. Panpipes on pages 38-39). There is a lot of mention of rhythm, which is something children do practically from birth. For all of time, and in many natural ways, children make music in their life in many of the ways mentioned. Parents and teachers can use this book to stimulate the child to music and even to math (rhythm).
 * 7) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">20s & 30s: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Because of its textbook-like style, it is more like a reading for someone in junior high. Nonetheless, younger children, with adult guidance, could really gain interest in this book—even if just for the black and white images. There is no harm in taking a topic like “Composers react to fascism” (p. 28) and making it more child-readable. A lot of words would not be understandable and it may not be something anyone younger than fourteen reads on their own, but if explained with passion from someone knowledgeable of these subjects, it can become a riveting story about people, music and governmental influences on culture.
 * 8) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Duke Ellington **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: By nature, this book is something that could preface a lesson on writing biographies. Also, taking parts of this book can turn into short teachable moments; the mention of Carnegie Hall can teach about famous buildings, types of instruments (like percussion) can be taught, and even rite of passage, though abstract for young children, can be touched on because of the span of decades of this one person. Taking the book’s illustrations also can teach about the time’s architecture, transportation, style of dress, and more.
 * 9) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rock N’ Roll: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Aside from the obvious musical content that could be taught from this book, each page is saturated with emotions and real-life situations that potentially could reach to young children. Although most, if not all, the musicians talked of are strangers to children, it is an opportunity to learn research, so children can get to know people they do not know about currently. In fact, even if this book is used to inspire children to research artists they already know about, it can be a detailed example of how they can portray information about someone in a readable and motivating way. Pages twenty and twenty-one are also opportunities to learn about a certain decade.
 * 10) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Making Music: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This book can primarily teach language (like the short /a/ in “can” and long /a/ in “make”); however, this book seems not to be intended for that strictly, but to show simple, homemade ways to play music—ways that young children would love to do, and perhaps already do without knowing it. Although it is a stretch, simple content areas can be taught like the following examples:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Colors (p. 2)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Counting (p. 4)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Shapes (p. 6)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Adaptive skills, like eating (p. 8)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Conservation of mass (p. 10)
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">11. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Strings Around the World: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clearly written to teach across areas of the world, geographical similarities and differences about music can be taught. However short it is, this book can be the starting point to teaching biographies if started with Yo-You Ma (p. 14) or perhaps decades (p. 13). Comparison and contrast can be taught between Violin Family instruments (p. 8) or between geographical areas (p. 4). There is even a page on making your own instrument that could be the foundation to a project.
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">12. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Making Musical Things: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Music being versatile and diverse is something to be taught through this book’s wide array of sections. It uses items used frequently by children, like a milk carton, which makes it attention-grabbing. Page twenty-four can even be used to teach the practicality of labelling things, and comparison and contrast come naturally when comparing similar instruments (pp. 50-51). There are few possibilities for teaching different cultures through instruments famous in certain regions (pp. 15, 28, 30-31 & 51).
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">13. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Music and Song: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">There are a few social studies-related areas that can be taught: culture of the African Americans (which vary between geographical areas and over time), transformation between musical artists of the past, and how music empowered people during trying times like extreme segregation (pp. 14-15). There are subsections of genres that can be taught under the book’s category of African American Musical Expression. Some helpful resources in the back of the book assist in genre-teaching (pp. 44-45). Key terms can be instructed with the help of the Glossary (pp. 46-47) as well as a short bibliography of further readings for a classroom (p. 47).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">My primary focus for these books was the theme of music—people who play it, situations to play it, and so on. However, these books all clearly have potential to reach into more than just musical arenas. My love for music (specifically singing) and my appreciation for music in schools drove me to find books about music in all its aspects. Music, quite frankly, has the versatility it takes to teach to any curriculum area and any aspect of life: cultural differences, ways music can be played, and what positive (or negative) qualities music brings. Beyond social studies subcategories, math and politics and even economics or physical education could potentially be taught through musical foundations, so long as content from books about music are connected to projects and activities that are relevant to content areas.