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Recontextualized = a framework for teaching English with music /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Recontextualized/ edited by Lindy L. Johnson, Christian Z. Goering.
Reminder of title:	a framework for teaching English with music /
other author:	Johnson, Lindy L.
Published:	Rotterdam :SensePublishers : : 2016.,
Description:	ix, 163 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	English language - Study and teaching. -
Online resource:	http://dx.doi.org/10.1007/978-94-6300-606-4
ISBN:	9789463006064

Recontextualized = a framework for teaching English with music /
Recontextualizeda framework for teaching English with music /[electronic resource] :edited by Lindy L. Johnson, Christian Z. Goering. - Rotterdam :SensePublishers :2016. - ix, 163 p. :ill., digital ;24 cm.

Foreword -- Acknowledgements -- Introduction: Remixing Teaching through Music: Intertextuality and Intersubjectivity in the Recontextualized ELA Classroom -- It's Like When the New Stuff We Read Mixes with the Old and Becomes One: Pop Music and Antigone -- Critical Analysis of Hip-Hop Music as Texts -- Mix It up: A Language Framework to Incorporate Popular Music and Critical Conversations in the ELA Classroom -- M.A.S.T.E.R.ing The Art of Music Integration -- Woody and Me: Connecting Millennials to the Great Depression -- Music Experiences as Writing Solutions: Grace for Drowning -- Hip-Hop and Social Change: Critical Pedagogy in the Classroom -- From Lenin to Lennon: Using Music to Revive the Classics -- A Punk Pedagogical Approach to Genre -- Language Power: Saying More with Less through Songwriting -- Afterword: Broadening the Context of Music in the Classroom -- Notes on Contributors.

Recontextualized: A Framework for Teaching English with Music is a book that can benefit any English teacher looking for creative approaches to teaching reading, writing, and critical thinking. Providing theoretically-sound, classroom-tested practices, this edited collection not only offers accessible methods for including music into your lesson plans, but also provides a framework for thinking about all classroom practice involving popular culture. The framework described in Recontextualized can be easily adapted to a variety of educational standards and consists of four separate approaches, each with a different emphasis or application. Written by experienced teachers from a variety of settings across the United States, this book illustrates the myriad ways popular music can be used, analyzed, and created by students in the English classroom. "Together, this editor/author team has produced a book that virtually vibrates with possibilities for engaging youth in ways that speak to their interests while simultaneously maintaining the rigor expected of English classes." - Donna E. Alvermann, University of Georgia.

ISBN: 9789463006064

Standard No.: 10.1007/978-94-6300-606-4doiSubjects--Topical Terms:

556818
English language
--Study and teaching.

LC Class. No.: LB1576 / .R436 2016

Dewey Class. No.: 428.0071

Recontextualized = a framework for teaching English with music /
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520 $a Recontextualized: A Framework for Teaching English with Music is a book that can benefit any English teacher looking for creative approaches to teaching reading, writing, and critical thinking. Providing theoretically-sound, classroom-tested practices, this edited collection not only offers accessible methods for including music into your lesson plans, but also provides a framework for thinking about all classroom practice involving popular culture. The framework described in Recontextualized can be easily adapted to a variety of educational standards and consists of four separate approaches, each with a different emphasis or application. Written by experienced teachers from a variety of settings across the United States, this book illustrates the myriad ways popular music can be used, analyzed, and created by students in the English classroom. "Together, this editor/author team has produced a book that virtually vibrates with possibilities for engaging youth in ways that speak to their interests while simultaneously maintaining the rigor expected of English classes." - Donna E. Alvermann, University of Georgia.
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