Music curriculum for the students with visual impairment : developing a new music curriculum for grade 1 students with visual impairment (Record no. 20058)

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005 - DATE AND TIME OF LATEST TRANSACTION
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Jabbour, Vera Gerges
Miscellaneous information Master English
245 10 - TITLE STATEMENT
Title Music curriculum for the students with visual impairment : developing a new music curriculum for grade 1 students with visual impairment
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Notre Dame University.Humanities
Date of publication, distribution, etc. 2010
300 ## - PHYSICAL DESCRIPTION
Extent 115 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. "All humans possess musical abilities": with these words Anderson and Laurence expressed their ideas in their book entitled Integrating Music into the Elementary Classroom (Anderson & Laurence, 2007, p.3). Since all human beings possess musical ability and have the right to learn music, students with visual impairment have also this right and the potential to learn music. When there was no Lebanese music curriculum for G1 students with visual impairment, developing new G1 music curriculum for these students became imperative to cater to their needs. The proposed curriculum was based on the hypothesis which incorporated the development of the social, psychomotor and cultural skills of the students with visual impairment and the purpose of the qualitative research. The discussion of the new curriculum and the individualized lesson plans of three case studies reflect what was discussed in current literature mainly: the criteria of writing music curriculum, various teaching methodologies for music, three different G1 music curricula from three countries, and the characteristics and the challenges of students with visual impairment in learning music. Finally, limitations and implications of this study were also included in the research. No wonder Doloris Cheslike mentioned in her article Music Instruction for the Visually Handicapped the following statement: "music, the universal language, is a bridge over the barrier of their handicap, loss of sight" (Cheslike, 1961, p. 100).
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Children with special needs
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire L’enseignement de La Musique, des chansons et la dance Curriculum
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education Teaching Music & Songs &Dance Curricula
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enfants avec des besoins spéciaux
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية تعليم الموسيقى والأغاني والرقص المناهج
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element ذوو الاحتياجات الخاصة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27751">http://search.shamaa.org/FullRecord?ID=27751</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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