BENEFITS OF MUSIC ED, MUSIC IN THE CLASSROOM: INTEGRATING WITH OTHER SUBJECTS

MUS 463 WEEK 11

WARM-UP

Stretch to music Warm-up Major Scale in a round Charlottetown Street Stomp! https://www.youtube.com/

watch?v=mB-XiN3EdQo

SMALL GROUP TIME (10 MINUTES)

For your research article, summarize as a group: The design of the study (what the researchers did) The results (what did they find out) What that tells us about the extra-musical benefits

of music ed

RESEARCH ARTICLE SHARE

Babo Fitzpatrick Johnson & Memmott Southgate & Roscigno

A R T S I N T E G R AT I O N : H O W A R D G A R D N E R : M U LT I P L E I N T E L L I G E N C E S
Verbal/linguistic (word smart) Logical/mathematical (number smart) Visual/spatial (picture smart) Musical/rhythmic (music smart) Bodily/kinesthetic (body smart) Interpersonal (person smart) Intrapersonal (self smart) Naturalist (nature smart) Existentialist (spirituality smart)

A R T S I N T E G R AT I O N
Instructional goals need to established for both

music and other subjects. (p. 82)

Music should be more than just a tool for learning

other subjects. A valid integrative experience should deepen the understanding of music as well as that of the other discipline(s) involved. (p. 82)

A R T S I N T E G R AT I O N
Two approaches in integration:

1. Thematic approach - focuses on a theme/topic 2. Parallel Concepts approach - focuses on common concepts *What do you think are the strengths and weaknesses of each approach?

A R T S I N T E G R AT I O N

Group Brainstorming: Think of as many ways you can integrate music with

your assigned subject. We will share these out in 10 minutes.

I N T E G R AT E D U N I T / L E S S O N P L A N S

Rubric (on Edmodo) Lesson plan template (on Edmodo)

FINAL PORTOLIO

Rubric (Edmodo) http://jfrancoperez.weebly.com/index.html

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I N T E G R AT I N G M U S I C A N D C H I L D R E N S L I T E R AT U R E

Books that are songs

1. Down By the Station 2. The Crabfish 3. Shes Be Comin Round the Mountain

I N T E G R AT I N G M U S I C A N D C H I L D R E N S L I T E R AT U R E

Songbooks

1. Frog Went a-Courtin 2. Wee Sing: Childrens Songs and Fingerplays

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Books in which the importance of music is the theme

1. Imanis Music

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Books about composers, pieces of music, or musicians

1. Composers books (Dr. Celenzas) 2. The Carnival of the Animals 3. Childrens Book of Music

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Books about instruments or other musical concepts

1. M is for Melody 2. Zin, Zin, Zin! A Violin! 3. Tubby the Tuba

I N T E G R AT I N G M U S I C A N D C H I L D R E N S L I T E R AT U R E

Books with a natural rhythm (with strong patterns or

rhythmic sense)

1. The Remarkable Farkle McBride 2. Others when we talk about chant

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Books in which aspects of music are included but not

the focus

1. The Jazz Fly 2. Abiyoyo 3. Freddie Frog and the Flying Jazz Kitten 4. Theo and the Blue Note

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Books not directly connected to music but associate

with musical pieces of ideas 1. Peter and the Wolf

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Books that could use instruments to tell a story

1. The Little Old Lady Who Wasnt Afraid of Anything 2. Pete the Cat

BREAK!

EXAM DEBRIEFING

THE POWER OF CHANT

Why use chant? To improve oral fluency and reading comprehension Similarities between language arts and chant? Timing - rhythm Pacing - tempo Flow of language - beat/meter

THE POWER OF CHANT

Ways of using childrens literature to integrate chant: Book with text as an existing chant Book with text that alternates between stanza and

refrain

Modifying a text to create chants Teacher modifies Student modifies

THE POWER OF CHANT

Chanting with existing text (Ex - Brown Bear, Brown Bear)

1. Model the beat and ask students to follow you. 2. Chant the entire book so the flow is uninterrupted. (Where to keep the book?) 3. Cue the students so they know when to begin. (Ex - 1, 2, ready, go!) 4. Practice the book until all students can follow along with the words. (Big books work well) 5. Possible extensions: 1. Identify animal names/color, pick out nouns/verbs/etc., add movements 6. Other Examples: I Went Walking, Sing-Song Sid

THE POWER OF CHANT

Alternating between stanza and refrain (Ex - The Pout Pout Fish)

1. Teach refrain 2. Create movement to show beat that goes with the text 3. Cue the students 4. Allow students to practice their part without the book 5. Add the book! 6. Other examples: Were Sailing to Galapagos, Shake dem Halloween Bones

THE POWER OF CHANT

Im a pout pout fish with a pout pout face, for spreading drearie-wearies all over the place.

THE POWER OF CHANT

Modifying Texts to Create Chant (Ex - Barn Dance)

1. Read story 2. Create a class chant: 1. Select the text you want to use; write on board 2. Identify number of phrases and beats per phrase 3. Add or subtract words 4. Decide which words will get emphasis 5. How will students perform? (unison, echo, call & response) 6. When will this occur in the story? (once, at certain points, after every page?)

THE POWER OF CHANT

Comin from the corn fieldsweet n soft n low Music honeyed up by the ol scarecrow

THE POWER OF CHANT

The ol scarecrowthe ol scarecrow Music honeyed up by the ol scarecrow

FOR NEXT WEEK

Read:

1. Integrating Dance and Science 2. Musically Moving Math 3. Integrating Creative Movement and the Early Childhood Curriculum

FOR NEXT WEEK

Written assignment Reflect on your own musical identity. Has it changed

since you were a child or since you have taken this class? How will your musical identity play a role in your own classroom? Your written reflection should be 2-3 pages long.

FOR NEXT WEEK

Start thinking about your final lesson plan unit! With what subject(s) might you integrate music?

What are some connections (parallel concepts, etc.) between music and that subject area? Start looking at CCSS or GLCEs for ideas

http://www.michigan.gov/mde/

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