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Gregory Pavliv Gregory Pavliv is a curriculum designer who has been writing professionally since 2005. His curriculum has been featured on the documentary, !lassroom !lose"#p. He has a $achelor of %usic from $er&lee !ollege of %usic and a %aster of 'rts in instructional and curriculum design from the #niversity of Phoeni(. $y Gregory Pavliv, eHow !ontributor

%usic and )nglish are both forms of artistic e(pression. %usic relates to )nglish class on many levels. *ith a push for teachers to teach multiple content areas within one lesson, both )nglish and music teachers ali&e can benefit from the correlations between the two. $oth sub+ects utili,e rhythm, meter and spo&en beats with accents and mar&ings. -hey are also both forms of artistic e(pression.

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%usic can relate to )nglish class as a vehicle of emotion. /n performing. 'er+ormance o %usic is performance"driven. )nglish class offers opportunity for performance through readings. song is created. the beat of the consonants against the vowels creates another style of beat that flows as easily as poetry.o %usic and )nglish are both ways in which people can e(press themselves through their own composition or interpretation of other wor&s. or in this case the author. the student author or reader will have an e(perience similar to the student composer or musician who performs on stage for the school. 'oetr( an) *ong o /n music. 1iscovering the relation between the two will inspire students and . *hen reading well written prose. /n )nglish class. /n )nglish. -he ultimate goal of learning a song is to perform it for others. -a&ing it from the other direction. )nglish teachers can use music to help students ma&e the transition from memori. ' helpful assignment could consist of students listening to a piece of music for inspiration and then composing a piece of poetry that is based on what they heard. the e0uivalent is poetry. *hile )nglish does not e(actly share this overall goal. students attach their emotions to a written piece of wor& or create their own composition of poetry or stories. . /n )nglish class. -here are many opportunities for teachers of both sub+ect areas to wor& together and create multi"se0uence lessons that might span multiple class periods between both )nglish and song lyrics to writing their own lyrics. #onclusion o %usic not only relates to )nglish class. the students become poets. it can be a valuable part of the class to complement current lessons. *hen these lyrics are ta&en as their own body of wor&.omeone creating music is ta&ing his own personal e(perience and transferring it into song. inspire additional pro+ects or stand alone as a vehicle for poetry and prose. a piece of poetry written by one student can be turned into a song by another who is able to hear the beats of the words and turn them into a piece of music. -he beat is what drives the song. the reading of poetry involves the use of beats that are embedded in the language made into a rhythm by the composer. eter !h(thm an) o %usic has a definitive beat. regardless of style or genre. poetry recital and drama clubs.

!e+erences • • • ETeachers: Teacher Directory of Lesson Plans and Teaching Tips National Association for Music Education National Writing Project: "Arkansas Professor inds Place for Teens! Music in English "lass#" Dece$%er &''( )ead $ore: *o+ Music )elates to English "lass .. e*o+-co$ http:.a%out/01&2('3/$usic4relates4english4class-ht$l5i6778j79:7sN* .teachers ali&e.+++-eho+-co$.