After receiving bachelors and masters degrees in string bass performance from the Eastman School of Music and a
second masters degree in education from Ohio University, Dr. Gordon attended the University of Iowa, where he earned
a Ph.D. As a professor of music, he held the Carl E. Seashore Chair for Research in Music Education at Temple University,
Philadelphia, where he was presented with both the Lindback and Great Teacher Awards. Prior to his association
with Temple, Dr. Gordon taught at the University of Iowa and the State University of New York at Buffalo. At the
University of Iowa, Dr. Gordon became General Editor of Studies in the Psychology of Music, and the school recently
honored him with their Distinguished Alumni Award. Dr. Gordon was most recently inducted into the MENC Hall of
Fame, and he is currently a professor of music at Michigan State University.
Dr. Gordon's five most well-known books are The Psychology of Music Teaching, Learning Sequences in Music, Introduction
to Research and the Psychology of Music, Rhythm: Contrasting the Implications of Audiation and Notation, and A
Music Learning Theory for Newborn and Young Children. He has also written more than a dozen monographs and is a
co-author of the general music series Jump Right In: The Music Curriculum and Jump Right In: The Instrumental Series.
Included among the seven standardized tests he developed are the Musical Aptitude Profile; the Primary, Intermediate,
and Advanced Measure of Music Audiation; the Iowa Tests of Music Literacy; the Instrument Timbre Preference Test;
and the Harmonic and Rhythm Improvisation Readiness Records.
Dr. Gordon's primary interests are research in the psychology of music, music aptitudes, music-learning theory,
and audiation. He presents seminars and lectures throughout the world, most recently in Germany, Belgium, Korea,
Poland, Hungary, Portugal, Spain, Italy, Slovakia, England, Canada, and Hawaii. He also publishes widely in international
research and professional journals.
Summary
Children are naturally fascinated with sound and movement play as they teach themselves how to function in the
world. Moreover, each child born on this earth has the potential to learn music. Without early, sequential music
development guidance, however, the potential for true music understanding and enjoyment is left underdeveloped
in most children.
This developmentally appropriate music series is based on the groundbreaking book A Music Learning Theory for Newborn
and Young Children (Edwin E. Gordon, GIA Publications, Inc., 1997) as well as years of practical and experimental
research. Music Play is designed to assist teachers, parents, and caregivers of newborn and young children in the
development of basic music skills such as singing, rhythm chanting, and moving.
By using this compilation of music and movement activities you will discover the pure delight of playing music
and movement games with children. You will learn how to provide a rich music environment for them, how to listen
to and understand the sounds they make, and how to reinforce each child's music and movement creativity through
imitation and improvisation using audiation (the ability each of us has to think music). Consequently, you will
lay the foundation for a lifetime of music and movement participation, understanding, and enjoyment for the children
in your care.
The Music Play Guide includes 57 songs and rhythm chants in a variety of tonalities and meters and over 200 music
and movement activities designed to assist you in organizing sequential music and movement experiences for newborn
and young children. Each of the songs and rhythm chants found in the Guide is recorded on the accompanying compact
disc or cassette.
The beautiful full-color book and CD set includes photos of children engaged in music activities. The book includes
notation and lesson plans adapted to the individual needs of each child, as well as a complete introduction to
how young children learn when they learn music.
