Integrating Music into Language Arts by: Kayla Jordan, Melanie Poirier, Megan McBrine, Julia Sharun, Michael Doran & Kelsey Redmond

Outline The Importance of Integrating Music Start of Class / Transitions Activity: Howard B Wigglebottom Activity: Have fun Teaching Mini Lessons Activity: We Love to Spell Activity: Listen & Write Reading & Poetry Activity: Teaching Tempo Activity: Expanding Music Conclusion References

The Importance of Music Integration Student Engagement Music “levels the playing field” in a classroom, because it invites participation from children on different learning levels. Music invites everyone to join in. (Harrington, J., & Berke, M.) Cross-curricular Music in the Language Arts Classroom

Start of Class / Transitions Importance of engagement from the beginning of class Transition: The process or a period of changing from one state or condition to another. Integrating Language Arts & Music into The Start and Transitions in the Classroom

Activity: Howard B WiggleBottom Description Song to get students up and moving Catchy song lyrics to keep students engaged How would you use it?: When students are inattentive, wiggling in their seats Transition from one activity to the next Opening the class Link:

Activity: Have Fun Teaching- Alphabet Videos Description: A collection of upbeat, catchy videos that each focus on a certain letter of the alphabet The videos use repetition to teach the students the sounds the letters make They also introduce the students to words beginning with the sounds, so they can learn by association How would you use it?: These videos would be an effective way to introduce new letters to students in K-1 One to two new letters would be worked on at a time The students can sing and dance along to the catchy songs, engaging them in the activity and enhancing their chances of remembering what they are being taught Link:

Mini Lesson Short, concise lessons Focus: teaching procedure, behaviour or strategy Based on needs of the group Clear demonstrations “Songs, chants, poems, and raps will improve memory of content facts and details through rhyme, rhythm, and melody. Teaching these to students or having them write their own is a terrific memory too” (Brewer, 1995)

Activity: We Love to Spell (Song) Description: Song is sung to the tune of “if you’re happy and you know it” It involves involves students getting up and moving around Helps students with learning how to spell through the use of music and repetition How would you use it?: As a mini lesson to get students engaged in practicing their spelling An effective way to add new words to the words wall Practice for the words that are already on the word wall

Activity: Listen and Write Description: Using music as a writing prompt to inspire a story from children Music-instrumental is preferred- is played in the background, and the children write as the music is on. How would you use it?: Music can be used as a writing prompt. Can be used to work on written and oral skills at all levels. Children use their imaginations to come up with a story for the music, which can then be shared with the class. Music is easily adjustable, as the teacher chooses the mood which will set the tone for the type of writing the students will do.

Reading & Poetry Researchers believe that music compliments reading instruction because language, especially that of children, has rhythm and melody.” (Harrington, J., & Berke, M.) Children should be encouraged to notice how words and music connect, and be stimulated to combine them through their own creative explorations (Campbell, P., & Scott-Kassner, C)

Activity: Teaching Tempo Description: Using music tempo to teach proper reading tempo All students are involved in the singing activity, tempo controlled by teacher (can be student controlled) Link: childrens-attention-music-changing-tempohttp:// childrens-attention-music-changing-tempo

Soft Kitty Lyrics! Soft kitty, warm kitty Little ball of fur Happy kitty, sleepy kitty Purr, purr, purr

Continued… How would you use it?: Students learn to pace their reading for themselves and their audience As a classroom management technique - tempo sets the mood As a brain-break As part of a creative project

Continued… “One surefire way to keep a child's attention during a song is to constantly change the tempo of that song” - Rachel Rambach “The most effective learning occurs when activities employing psychomotor, affective, and cognitive modes are freely intermingled. These modes, all characteristic of classroom music experiences, enable these experiences to be channeled to almost any educational objective.” - Dr. Al Balkin, Motivating Literacy in the Music Classroom, Tune Up To Literacy 2005.

Activity: Expanding Music Description: Students will create their own stories based based off their choice of childhood song/nursery rhyme, ex: twinkle twinkle little star. How would you use it?: Students will create their own stories based off of their choice of childhood song/nursery rhyme, ex: twinkle twinkle little star.

Conclusion Music integration can happen in many ways Activities: Start of Class / Transitions Mini-lessons Reading & Poetry Cross-Curricular Connections Student Engagement

References Brewer, Chris. (1995). Music and Learning: Integrating Music in the Classroom. Music and Learning. Retrieved From: ation/brewer.htm- ation/brewer.htm- Campbell, Patricia, Scott-Kassner, Carol. (2010). Music in Childhood: From Preschool through the Elementary Grades. Boston: Schirmer CENGAGE Learning Dr. Al Balkin, Motivating Literacy in the Music Classroom, Tune Up To Literacy Fisher, Douglas. (2001). Early Language Learning With and Without Music. Reading Horizons, 42 (1.8) pp Harrington, J., & Berke, M. (2005). Sing Me a Story. Book Links, 14 (6), Rambach, Rachel Retrieved From: childrens-attention-music-changing-tempohttp:// childrens-attention-music-changing-tempo Helpful links:

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