2016 UCTE Conference A Presentation by Cambria Demke and David Stone "Where Words Fail, Music Speaks:" Creating Mood, Reflection, and Connections with Literature Through Music 2016 UCTE Conference A Presentation by Cambria Demke and David Stone

“Where Words Fail, Music Speaks.” How does the song being played make you feel? What does this song make you think about? What could a character in a book who hears this song be going through? What do you think the setting of this book is?

Do you ever feel like your students are disengaged with what you are reading? Music can help!

English Common Core Reading: Literature Standard 2  Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Reading: Literature Standard 3  Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Music Common Core Standard 7–8.M.CR.1:  Listen to and discuss a variety of musical styles and ideas, and describe how various sounds can be used to represent experiences, moods, visual images and/or story lines. Standard 7–8.M.CO.3:  Experience how music connects us to history, culture, heritage, community, and to other academic subjects.

Music and Learning Music and Learning – Chris Brewer “We all know how greatly music affects our feelings and energy levels! Without even thinking about it, we use music to create desired moods-- to make us happy, to enjoy movement and dance, to energize, to bring back powerful memories, to help us relax and focus. Music is a powerful tool for our personal expression within our daily lives-- it helps "set the scene" for many important experiences.” Music and Learning – Chris Brewer

Music helps us learn because it will-- establish a positive learning state release tension create a desired atmosphere enhance imagination build a sense of anticipation align groups energize learning activities develop rapport change brain wave states provide inspiration and motivation focus concentration add an element of fun increase attention accentuate theme-oriented units improve memory facilitate a multisensory learning experience - Chris Brewer

Music Response Sheet Students shouldn’t guess No initial conversation Students should reflect internally Students should think about how the music relates to the text

Music Responses Examples “I think that this song is supposed to relate to Akeelah and the Bee because Akeelah didn’t think she could do anything and then she tried to do something and she found out she could do something.” “I like the part where [the song] says, ‘don’t be scared to fly alone’ because I think it is really hard for people to do think. I think that is what Akeelah must have felt.” “I think the mood of this song is hope. It reminds me that I can do things.” (“Soar” by Christina Aguilera – Used with the film Akeelah and the Bee and unit on “The Importance of Words” and Inspiring Quotes)

Music Responses Examples “You played “Yakety Yak” because it’s one of Kenny’s favorite songs, and so we would be able to relate to another kid who likes music even if it’s old. “I like how excited everyone was to have music in the car. I can’t even think what it would be like to not have music in the car!”

Music Response: Let’s Give It a Whirl! Directions: Write down and title and artist of the song, your rating, your RESPONSE about the song, what imagines it conjures in your mind, and the mood you think it be be setting. You need to write 3-5 sentences per Song Response. Song: “Elk Hunt” Artist: Trevor Jones

Creating a Playlist Consider your goal for your students: What do you want your students to reflect upon? What connection are your trying to create? Characterization? Mood? Themes? Setting? Tone?

Creating a Playlist Playlists can be . . . Music true to the setting Comparing lyrics to a story’s text Trying to connect mood and tone

. . .Before you use a song in class Creating a Playlist Always . . . Listen to the entire song Make certain the song is the edited version if need be Read over the entire lyrics . . .Before you use a song in class

Resources

What Playlists Could You Create? Let’s take 3-5 minutes to think about songs that could be included in a playlist to accompany your classroom novel.

Other Ways to Use Music Poetry Units Short Story Units Brain Breaks Group Work Transitions Help Students Focus During Reading Help Students Focus During Writing

How to turn “music and reading” to “music and writing!” “The Boombox” Story

How to turn “music and reading” to “music and writing!” The Boombox Story Select an “appropriate” song that inspires you to write a narrative Write a 1-page TYPED narrative that is either personal or fictitious Print a presentable copy of the song’s lyrics Bring an “appropriate” edition of the song to play in class with your story Read your story aloud in class and play the song for class

“Where words fail, music speaks.” --Hans Christian Andersen