Winding It Back: Teaching to Individual Differences in Music Classroom and Ensemble Settings

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Introduction
Chapter 1: Winding it Back: A Framework for Inclusive Music Education, by Alice Hammel and Ryan Hourigan
Chapter 2: Early Childhood Music-Setting the Tone for Inclusive Music Learning, by Herbert D. Marshall
Chapter 3: Sequential and Flexible Instruction in the Primary Grades, by Joy Anderson
Chapter 4: Using Movement to Foster Creativity and Deepen Musical Understanding, by Roberta Y. Hickox and Heather Russell
Chapter 5: Melodic Sequences: Accessing Tonal Content at Multiple Learning Levels, by Roberta Y. Hickox and Taylor Walkup
Chapter 6: Accessing Rhythmic Sequences and Form at Multiple Learning Levels for All Students, by Roberta Y. Hickox
Chapter 7: Vocal creativity: Exploration, improvisation, and composition, by Jill Reese
Chapter 8: Sequential Instruction for Older Beginners in Vocal and General Music, by Joy Anderson and Evan Bruno
Chapter 9: Combining Pitches into Scale Types: Extending Tonal Knowledge, by Roberta Y. Hickox and Alice M. Hammel
Chapter 10: Moving, Chanting, and Singing For All Students in Instrumental Music, by Susan A. Harvey and David A. Stringham
Appendix: Teaching Students to Sing, by Joy Anderson and Roberta Y. Hickox
Index

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Winding it Back: Teaching to Individual Differences in Music Classroom and Ensemble Settings is a collaborative effort by practicing music educators, teacher educators, pedagogy experts, researchers, and inclusion enthusiasts with a combined one hundred plus years in the field of music education. The framework of this text is centered on the following principles: 1) Honoring the individual learning needs of all students; 2) providing multiple access points and learning levels; and 3) providing adequate learning conditions for all students within the music classroom. This framework is based on research and best practice within music education. Topics include early childhood music, creative movement, older beginners, rhythm, melodic, and tonal development as well as secondary choral and instrumental music. All chapters focus on meeting the needs of all students and all learning levels within the music classroom. Many of the authors are pairs of music educators that bring different experiences to each topic. In addition, all authors contributed to the editing and musical examples that are provided as part of the collaborative writing process preserving the synergy between practicing K-12 music educators, researchers, and music teacher educators. Therefore, this text can be used as a resource for practicing music educators, teacher educators, and arts integration specialists and enthusiasts. Specific musical examples are provided both within the text and on the extended companion website. These include musical examples, lesson ideas, videos, assessment tools and sequencing ideas that work. The aim of this book is to provide one resource that can be used by music educators for all students in the music classroom both for classroom music education and music teacher preparation.

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