Sage Journals: Discover world-class research

Abstract

Teacher licensure policies and state standards for English/language arts have made content area literacy a necessary component for most music teacher education programs. Unlike teachers in other areas of the school curriculum, music educators have not broadly integrated literacy into their instructional practices. The Before-During-After (B-D-A) instructional framework is commonly used in content area literacy and provides a powerful tool for promoting student critical thinking and metacognitive awareness. B-D-A is supported by content area literacy strategies that can be used across the curriculum, and music educators can use them to encourage student engagement with authentic music texts by focusing on the artistic processes of responding and connecting. Adoption of content area literacy and B-D-A into music ensemble methods coursework can aid preservice and in-service music teachers as they engage students in music learning, support cross-curricular collaboration and professional development, and promote overall student literacy.

Keywords

B-D-A connecting content area literacy music teacher preparation preservice teachers responding

Get full access to this article

View all access options for this article.

References

Adler

M. M.

(1982). The Paideia proposal: An educational manifesto. New York, NY: Simon & Schuster.

Anders

P. L.

Lloyd

C. V.

(2004). The significance of prior knowledge in the learning of new content-specific ideas. In Lapp

Flood

Farnan

(Eds.), Content area reading and learning: Instructional strategies (2nd ed., pp. 323–337). Mahwah, NJ: Lawrence Erlbaum.

Aronson

Patnoe

(1997/2011). Cooperation in the classroom: The jigsaw method. London, England: Pinter & Martin.

Ausubel

D. P.

(1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267–272. doi:10.1037/h0046669

Beck

I. L.

McKeown

M. G.

Hamilton

R. L.

Kucan

(1997). Questioning the author: An approach for enhancing student engagement with the text. Newark, DE: International Reading Association.

Broomhead

(2010). (Re)imagining literacy for music classrooms. In Draper

R. J.

(Ed.), (Re)imagining content-area literacy instruction (pp. 69–81). New York, NY: Teachers College Press.

Chall

J. S.

(1983). Stages of reading development. New York, NY: McGraw-Hill.

Common Core State Standards Initiative. (2017). Common Core State Standards. Retrieved from http://www.corestandards.org

Crafton

L. K.

(1983). Learning from reading: What happens when students generate their own background information? Journal of Reading, 26, 586–592.

10.

Draper

R. J.

Broomhead

Jensen

A. P.

Nokes

J. D.

(2012). (Re)imagining literacy and teacher preparation through collaboration. Reading Psychology, 4, 367–398. doi:10.1080/02702711.2010.515858

11.

Draper

R. J.

Siebert

(2010). Rethinking texts, literacies, and literacy across the curriculum. In Draper

R. J.

(Ed.), (Re)imagining content-area literacy instruction (pp. 20–39). New York, NY: Teachers College Press.

12.

Duffy

G. G.

(2014). Explaining reading (3rd ed.). New York, NY: Guilford Press.

13.

Duke

N. K.

Pearson

P. D.

(2002). Effective practices for developing reading comprehension. Journal of Education, 189, 107–122.

14.

Feret

A. J.

Smith

J. J.

(2010). Literacy skills in music class: Tool of preservice teacher growth. Visions of Research in Music Education, 15, 3–26.

15.

Hall

S. N.

Robinson

N. R.

(2012). Music and reading: Finding connections from within. General Music Today, 26, 11–18. doi:10.1177/1048371311432005

16.

Hansen

Bernstorf

Stuber

G. M.

(2014). The music and literacy connection (2nd ed.). Lanham, MD: Rowman & Littlefield.

17.

Herber

H. L.

(1978). Teaching reading in content areas. Englewood Cliffs, NJ: Prentice Hall.

18.

Hoffman

J. V.

(1979). The Intra-Act procedure for critical reading. Journal of Reading, 22, 605–608.

19.

Manzo

U. C.

Manzo

A. V.

Thomas

M. M.

(2009). Content area literacy: A framework for reading-based instruction (5th ed.). Hoboken, NJ: John Wiley.

20.

Meichenbaum

Asarnow

(1979). Cognitive-behavioral modification and metacognitive development: Implications for the classroom. In Kendall

P. C.

Hollon

S. D.

(Eds.), Cognitive-behavioral interventions: Theory, research, and procedures (pp. 11–35). New York, NY: Academic Press.

21.

Miles

(Ed.). (1997). Teaching music through performance in band (Vol. 1). Chicago, IL: GIA.

22.

National Coalition for Core Arts Standards. (2014). National core arts standards. Retrieved from http://www.nationalartsstandards.org

23.

Ogle

D. M.

(1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39, 564–570.

24.

Palincsar

A. S.

Brown

A. L.

(1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175. doi:10.1207/s1532690xci0102_1

25.

Pearce

(2000). A model for improving reading through music study in band and orchestra. Teaching Reading, 53, 649–651.

26.

Pressley

(2002). Metacognition and self-regulated comprehension. In Farstrup

A. E.

Samuels

S. J.

(Eds.), What research has to say about reading instruction (3rd ed., pp. 291–311). Newark, DE: International Reading Association.

27.

Pressley

Afflerbach

(1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum.

28.

Romine

B. G. C.

McKenna

M. C.

Robinson

R. D.

(1996). Reading coursework requirements for middle and high school content area teachers: A U.S. survey. Journal of Adolescent & Adult Literacy, 40, 194–198.

29.

Sindberg

L. K.

(2012). Just good teaching: Comprehensive musicianship through performance (CMP) in theory and practice. Lanham, MD: Rowman & Littlefield.

30.

Vacca

R. T.

Vacca

J. L.

Mraz

(2014). Content area reading: Literacy and learning across the curriculum (11th ed.). Boston, MA: Pearson.

31.

Virginia Department of Education. (2010). English standards of learning for Virginia public schools. Retrieved from http://www.doe.virginia.gov

32.

Wilson

A. A.

Chavez

K. J.

(2014). Reading and representing across the content areas. New York, NY: Teachers College Press.

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.06 MB

Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework

Abstract

Keywords

Get full access to this article

References

Supplementary Material