The Development of Music Writing and Reading Skills Through Singing with Elementary Students

iv, 87 leaves. Back pocket also includes 5 levels of "Hands on Music Writing and Reading" instructional materials. Advisor: James Cox.Problem. The purpose of this report was to create an instrument through which elementary students in grades one through five could develop a systematic approach to music reading and writing skills through singing. Procedure. The set of "Hands On Music Writing and Reading" books were developed by the author to: 1) aid all children in the development of their innate musical abilities, 2) make the language of music known to children; to help them become musically literate: and enable them to read, write, and create with the vocabulary of music, 3) make use of the best children's literature in folk and art music of their culture and of the world, and 4) give students opportunities to play classroom musical instruments while reading and singing the songs they have written. Conclusions. The instrument developed by the author was a set of "Hands on Music Writing and Reading" books containing song materials which incorporate melodic and rhythmic skill development presented in a sequential order. The books address the problems of writing basic music notation and introduce musical terminology appropriate for elementary students. The books also expose the students to the concepts of form, harmony, and timbre. Recommendations. This report suggests that these music workbooks are adaptable to any elementary music program. The systematic approach to building literary skills in music through writing should complement the basic skills program. If music is to be considered as one of the basic skills, music educators must provide goals and objectives which produce viable results