Guide: How to cite a Chapter of an edited book in ABNT-FACE/UFMG style

Guide: How to cite a Chapter of an edited book in ABNT-FACE/UFMG style

Cite A Chapter of an edited book in ABNT-FACE/UFMG style

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Use the following template to cite a chapter of an edited book using the ABNT-FACE/UFMG citation style. For help with other source types, like books, PDFs, or websites, check out our other guides. To have your reference list or bibliography automatically made for you, try our free citation generator.

Key:

Pink text = information that you will need to find from the source.
Black text = text required by the ABNT-FACE/UFMG style.

Reference list

Place this part in your bibliography or reference list at the end of your assignment.

Template:

Author Surname, Author Initial. Chapter Title. In: . Title. Tradução . City: Publisher, Year Published. p. Pages Used. Disponível em: <http://Website URL>. Acesso em: 10 out. 2013. 

Example:

De Lore, A. Playing with music and movement. In: Ewing, R. Creative arts in the lives of young children. Tradução . 1. ed. Camberwell, Vic: ACER Press, 2013. p. 81-95. 

In-text citation

Place this part right after the quote or reference to the source in your assignment.

Template

(Author Surname, Year Published)

Example

Making, listening to and moving to music enable children to express emotions and ideas. Young children also observe cultural rituals or rites of passage celebrated through song and dance. Dance, it has been asserted, enables both a sensory and an aesthetic way of knowing the world through our bones, nerves and muscles, and exercising our imaginations (McKechnie, 1996). 


Facilitating music experiences: Some principles 
The following principles for facilitating quality music and movement experiences 
are useful for parents at home trying to provide optimal music and movement 
activities for their children, as well as for teachers working in group settings. 
' 
• Learning should be fun and take place in a non-threatening environment. 
Self-worth is crucial in optimal learning. 
It is important to nurture the whole child. 
Children learn best when they see themselves as learners and are supported to 
take risks with their learning. 
• A happy learning environment is crucial to risk-taking. 
Passion is infectious! Teachers and parents need to lead by example. If you 
really love doing something, others (particularly children) will love doing it 
with you (DEEWR, 2009, p. 63)

Take out the instruments one at a time. Examine them closely. Ask the students: 'Does 
anyone know the name of the instrument? What is it made of? Can you tell me its shape? 
How does it make the sound? What type of sound does it make? Is it loud or soft? Does 
it make a sharp sound, rattling sound, tinkling sound?'
Take out the instruments one at a time. Examine them closely. Ask the students: 'Does 
anyone know the name of the instrument? What is it made of? Can you tell me its shape? 
How does it make the sound? What type of sound does it make? Is it loud or soft? Does 
it make a sharp sound, rattling sound, tinkling sound?' 
Use this process to examine all the usual instruments such as the tambourine, triangle, 
castanet, maracas, woodblock, cymbal and bells. You can then introduce more unusual 
instruments such as the guiro, didgeridoo, rainmaker and bull roarer. Tell the children to 
close their eyes and ask them to describe what they think of when they, hear the sound 
made by each instrument.-
Games with percussion instruments 
Move like the instrument 
Ask the students to close their eyes, then select an instrument from the box. 
Play it and tell the children to move how it sounds. Select three students (who all 
have different moves) to come out the front and demonstrate. Repeat this with the other 
instruments. You will be amazed at the variety of the students' responses. Once they are 
very familiar with the instruments yqu can ask the students to close their eyes and guess 
the name of the instruments by sou~d. (De Lore, 2013)

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