Presentation on theme: "Surprising Insights: Literacy and Music?"— Presentation transcript:
1Surprising Insights: Literacy and Music? Across the CurriculumSurprising Insights: Literacy and Music?Darlene M. Michener, Ph.D. - CSULAHolly A. Reed, M.Ed., Vista School District
2When the economy slows, many districts cut pieces of the Curriculum. Quick Fix?Poor Solution?You decide. ..
3Literacy & Music “I.Q. Test” Let’s examine - research …1 of those “pieces” often cut from the curriculum… “Music”We’ll use aFunLittleLiteracy & Music“I.Q. Test”
4Jot down your answers to the following Questions… Water Music(Handel)Does music increase the power of the Brain?Music can’t really increase Reading Achievement Test Scores…or can it?Can Music contribute to increasing the literacy skills of At-Risk students?Can music help students Read better?Does music help students- learn language, and assist with- second language acquisition?
5------------------------------------------- Music in the schools increases Attendance (thereby enhancing literacy). --True or False?Can learning through music increase achievement in Other Curricular areas?Is there any evidence that increased literacy through music, helps more students get into and do better in College?Bonus QuestionWhich is proper? “Egg yolks is white”“Egg yolks are white”
61. Does Music increase the Power of the Brain? “Think”You better think (think)think about what you're trying to do to me. Yeah, think (think, think),let your mind go, let yourself be free.1. Does Music increase the Power of the Brain?
7Let's go back, let's go back, let's go way on back when I didn't even know you, you came to me and too much you wouldn't take I ain't no psychiatrist, I ain't no doctor with degree It don't take too much high IQ's to see what you're doing to me You better think (think)think about what you're trying to do to meYeah, think (think, think)let your mind go, let yourself be free. Oh freedom (freedom), freedom (freedom), freedom, yeah freedom Freedom (freedom), freedom (freedom), freedom, ooh freedom There ain't nothing you could ask I could answer you but I won't (I won't) I was gonna change, but I'm not, to keep doing things I don't You better think (think) think about what you're trying to do to me Yeah, think (think, think), let your mind go, let yourself be free People walking around everyday, playing games that they can score And I ain't gonna be the loser my way, ah, be careful you don't lose yours You better think (think) think about what you're trying to do to me Yeah, think (think, think), let your mind go, let yourself be free You need me (need me) and I need you (don't you know) Without each other there ain't nothing people can do Oh freedom (freedom), freedom (freedom), freedom, yeah freedom Freedom (freedom), freedom (freedom), freedom, ooh freedom There ain't nothing you could ask I could answer you but I won't (I won't) I was gonna change, but I'm not, if you're doing things I don't You better think (think) think about what you're trying to do to me Yeah, think (think, think), let your mind go, let yourself be free You need me (need me) and I need you (don't you know) Without each other there ain't nothing people can do (Think about, ah me, think about, ah me, Think about, ah me, think about it) (Think about, ah me, think about, ah me, Think about, ah me, think about it) (Think about, ah me, think about, ah me, Think about, ah me, think about it) (Think about, ah me, think about, ah me, Think about, ah me, think about it) You had better stop and think before you think, think!!
8…important for balancing Reading Skills -Decoding, -Comprehension Latest Brain Research…beginning to show…Music Education increases “Neuroplasticity”(….“changes in neural pathways and synapses” )(~ Piaget’s Assimilation and Accommodation)…actually “Physically” increases Brain Development (Wesson, 2003)For example - Section of the Brain responsible forPlanning, Coordination,(the front of the corpus callosum that connects the two sides of the prefrontal cortex)Substantially Larger for musicians (Begley, 2000)…Musicians become more efficient at- Organizing- Multi-tasking (Ratey, 2001)…important for balancing Reading Skills -Decoding, -Comprehension
9- memory, paying attention, thinking, language… Latest Brain ResearchMulti-Sensory Experiences (like Music)- Create Additional Linkages with the“sub-cortical” brain structures (~inner part of an orange) responsible for basic reflex processes - circulation, movement)- Strengthen Brain Connections throughout the whole“cerebral cortex” (Wesson, 2009)(~skin of an orange) deeply folded 6-layer neural tissue sheet, divided into left and right hemispheres- memory, paying attention, thinking, language…- and Speeds Up the brain’s network of activity…which Increases Intelligence (van den Heuvel, 2009)…the Neurological Explanation for…that Famous Study from the ‘80’s (Royer, 1987)- “Addition of Music EducationRaised I.Q. scores for 2nd graders”
10Latest Brain Research --beginning to show… Students who begin music before age 7have thicker Corpus Callosums…the bundle of nerve fibers that connects(and helps with communication between)the two brain hemispheres (Ester, 2009)
11through the Corpus Callosum …the more Connectionsthrough the Corpus Callosum…by something affecting both sides of the brain (ex. multisensory experiences like Music)Left - LanguageRight - distinguishing Musical Intonations…the more integrated the information becomes in a person’s memory,…better Learned, and better Retained (Campbell,1992)
123-year study - Univ. of Washington …5th graders With music, 2. Music can’t really increase Reading Achievement Test Scores …or can it?Research example…3-year study - Univ. of Washington…5th graders With music,surpassed 5th graders Without music“Comprehensive Test of Basic Skills” (CTBS) (Holmes, 1989)
13…The longer students studied music, the greater the gap in scores! In fact…In 1999, the College Board documented a100 point gap in SAT scoresstudents who had music instructionin their early elementary school yearsstudents who did not…The longer students studied music, the greater the gap in scores!(U.S. House of Representatives Education Caucus Testimony, July 1999)..Life…twins!
14Develop essential Test Taking skills Research Shows that“Students of the Arts”Develop essential Test Taking skillsMemoryConcentration(Demorest & Morrison, 2000; Fujioka, et. al., 2006)Learn to Think Creatively…and Become Better Problem-Solversby imagining various solutionsand rejecting outdated assumptions (Phillips, 2009)
15Research also shows that Music can help increase Scores for ReadingFluencyVocabulary- Comprehension…Reading with Expression…How to Read “Poetry”(stopping at end of sentence, not end of line…)…etc.Other Curricular Standards
16Reading Fluency …a major focus in current curriculum standards So, let’s take a look at how Music can enhance…Reading Fluency …a major focus in current curriculum standardsThe best way to develop Reading Fluency is- Reading and Re-Readingfamiliar materialReading Song Lyrics…is perfect! >>>>>>>
17And I think to myself, what a wonderful world. (Louis Armstrong)I see trees of green,Red Roses too.I see them bloomFor me and you.And I think to myself, what a wonderful world.I see skies of blue,And clouds of white.The bright blessed day,dark sacred night.The colors of the rainbow, so pretty in the sky Are also on the faces, of people going by I see friends shaking hands, sayin', "How do you do?" They're really sayin', "I love you" I hear babies cryin', I watch them grow They'll learn much more, than I'll ever know And I think to myself What a wonderful world Yes, I think to myself What a wonderful world Oh yeah
18Using a Popular (or obsure) song your kids will like: Full Group – Sing the SongReading the lyrics as they sing (Karaoke style)…from an overhead, powerpoint, or chart.Small Groups –Re-read verses…to practice FluencyDiscuss their opinions aboutthe meanings behind the lyrics…vocabulary; comprehension
19Group Share – Individuals – Mini-lesson – Share their group discussion highlightsIndividuals –Individual students Re-Read Parts of the Lyrics….until all lyrics are read. Mini-lesson –Reading Lyricsas Poetry…stopping at ends of sentencesrather than at breaks in lyrics/rhythmwith Expression
20Generic Follow-Up Ideas Small Groups/Individuals –Write and Perform…a new verseGeneric Follow-Up Ideas(See Handout)
21(grammar/punctuation/spelling…) Language Arts –…find a Song that exemplifies a language arts focus(grammar/punctuation/spelling…)Studentsre-read lyrics silentlysearch for examples of that object iveex. search for adjectives in the song, discusscompound words, find –ing endings or prepositions…Map Reading Skills Reinforcement –…a song to reinforce map locations (ex. “…Route 66”)invent a make-believe travelogueComprehension – (5th grade) …ex. Analyze the words of “Star Spangled Banner”
22Comprehension/Vocabulary/Art – …illustrate a picture/collage/painting …find a Song where the words from the song include vocabulary wordsComprehension/Vocabulary/Art –…illustrate a picture/collage/paintingusing the words from the songSpelling –…“Making Words” with letter tiles for song word(s)ex. Supercalifragilisticexpialidocious-- How many words can you make out of the letters of that word?Poetry –…using a song such as “De Colores”read the song text as a poem
23Anticipatory Set of a Lesson - Writing –…write a script that would lead up to the song,or would come after the songand perform it as a Reader’s Theater(ex. “Day- O”)…This would also allow the students to learn the aspects of script writing.Anticipatory Set of a Lesson -…songs can be a great “engagement” for a new lessonSocial Studies –…students learn 50 Nifty United Statesto have students learn names of all the states…and putting them in alphabetical order
24Characterization, Setting… – …discuss attributes; characteristics; historical setting(ex. Oh, Susanna)Music –…read a story…then use instruments to represent the characters(as in “Peter and the Wolf”)Drama ––…sing the words to a story as a song to a familiar tune(such as “Mary Had a Little Lamb” melody)Vocal Music Performance –…listen to / read / singthe same song by different artistsMath –…draw a Venn diagram…compare two or more versions of the song
25Listen to a little bit of “The Climb” (Miley Cyrus)I can almost see it. That dream I'm dreaming, but There's a voice inside my head saying You'll never reach it.Every step I'm takin' Every move I make Feels lost with no direction, My faith is shakin‘But I, I gotta keep tryin' Gotta keep my head held high…3. Can Music contribute to Increasing the Literacy Skills of At-Risk students?
26There's always gonna be another mountain I'm always gonna wanna make it move Always gonna be an uphill battle Sometimes I'm gonna have to lose Ain't about how fast I get there Ain't about what's waitin' on the other side It's the climb The struggles I'm facing The chances I'm taking Sometimes might knock me down, but No I'm not breaking I may not know it, but These are the moments that I'm gonna remember most, yeah Just gotta keep goin', And I, I gotta be strong Just keep pushing on, 'cause There's always gonna be another mountain I'm always gonna wanna make it move Always gonna be an uphill battle Sometimes I'm gonna have to lose Ain't about how fast I get there Ain't about what's waitin' on the other side It's the climb Yeah There's always gonna be another mountain I'm always gonna wanna make it move Always gonna be an uphill battle Somebody's gonna have to lose Ain't about how fast I get there Ain't about what's waitin' on the other side It's the climb Yeah, yeah Keep on movin' Keep climbin' Keep the faith baby It's all about, it's all about The climb Keep the faith, keep your faith, whoa
27At-Risk students who participate in music show significant increases in Self-Concept (Barry, 1992)…There’s a +.35 Correlation betweenSelf-Concept & Reading Ability…Music Education teachers,…Mentor same students, Over Several Academic Years,…Consistently enhancing students’ self-esteem
28Criminal Records, Rhode Island residents (birth – 30) Research with At-Risk Students also shows…Lower Dropout ratesEnsemble Performance Experience Dropout Rate0 years experience = 7.4% dropout1-2 years = 1% dropout(Chute, 1998)Lower Arrest recordsCriminal Records, Rhode Island residents (birth – 30)the more music involvement,the lower the arrest record (Gardiner, 1996)Students are Less Disruptivein Total student Population = %in Music student Population = %(National Data Resource Center -Aleman, et al., 2003)
29Music students less likely drugsalcohol & tobaccoinvolved with Gangs (ex. H. Con. Res. 266, US Senate, June 13, 2000)(Rural and Urban Inner-City schools)--Music and Arts Program Students- better at Critical-Thinking- better Problem-Solving skills (Stevenson & Deasy, 2006)7 studies consistently show Music EducationHelps Students “disengaged from school”more effectively Connect with Peers (Champions of Change - Fiske, 1999)
304. Can Music help students Read better? Let’s Listen to a little bit of this one…What song is this?“ABC…”(“Twinkle Twinkle”)4. Can Music help students Read better?
31Email Correspondence, 8/1/09 Dr. Joyce Bales (Former Superintendent -Vista Unified School District )Correspondence, 8/1/09“I believe you are right about the connection between music and literacy.Most of us learned to sing our ABCs at a very young age.”
32Decoding sound and symbol patterns in music, There appears to be“Cross-disciplinary Learning”decoding “musical notes”and decoding “symbols” (The College Board, 2001)Music = ordered and predictable sequences of sounds and symbolsReading = ordered and predictablesequences of sounds and symbols too!Decoding sound and symbol patterns in music,sets up Electrical & Chemical Pathways (“synapses”) in the Brain~ a Roadmapfor Decoding Symbol Patterns in Reading (Elliott, 1995)
33Music Training… helps “Hearing” – to distinguish precise acoustics (Phonemic Awareness)teaches How to Transpose those sounds, into symbols(Phonics)and How to Translate those Symbols, “in context”into “auditory images”(Reading)… and conversely, the reversal, “Encoding”(Writing)(Madaule, 1997; Milley et. al., 1983)
34------------------------------------------- More Physical Evidence…The BRAIN’s “Planum Temporale”(tem-pə-ˈrā-lē) region…auditory region of the left cerebral cortex related to language skills: Speaking, Reading, Writing, Spelling…is Larger in musicians (Pantev et al., 1998)…and they show increases in reading achievementthat same “Planum Temporale”(tem-pə-ˈrā-lē) regionis Smaller in students with “dyslexia”(a brain related reading difficulty) (Sherman, 2009)
35Students with ADHD given rhythm training improve in “Focus” Research with Rhythm Training…Students with ADHD given rhythm trainingimprove in “Focus”and in - Math- Language- Spelling- Reading (Shaffer et al., 2001)Students who can perform complex Rhythms…make faster and more precise “Corrections”in many academic situations…that agility appears to assist music students achievemore accurate “Comprehension”
36Comprehension Strategy Songs from Capo Unified School District Visualize…to the tune of “Jingle Bells”Visualize, visualizeI can visualize!Words make pictures in my head,of all that I’ve just read!People, places come alive,when I visualize!Questioning…to the tune of “Are you Sleeping?”I ask questions,I ask quesitons,As I read-Who…what, where, when and whyI’ll find answers.
37Monitor and Clarify Making Connections …to the tune of “This Old Man”Monitor,Clarify,When you’re reading you must try…To decode a word, thatyou haven’t read before.Look for clues,and you’ll learn more!Making Connections…to the tune of “La Cucaracha”Make a connection,make a connection,To things I already know.It’s happened to me.or I read it be-fore,Then I want to read some more!
38I think I’ll predict and then, I’ll read and I will see… Predicting(to the tune of “Row, Row, Row Your Boat”)What will happen next?I wonder what will be?I think I’ll predict and then,I’ll read and I will see…Was I right or wrong?Now I will confirm.Predicting helps me understand,All that I have learned.Summarize(to the the of “Jingle Bells”)Summarize, summarizeI can summarize!Retell the parts that I just read,Remember what I read!I can summarizeThe story makes a lot more senseWhen I summarize! (repeat)
39“Vocabulary” in the songs is great “context” and also …the related“background information” can lead to great discussions!Example: “Star Spangled Banner”Oh, say, can you see,by the dawn's early light, What so proudly we hail'dat the twilight's last gleaming? …5. Does Music help students Learn Language, and even Assist with Second Language Acquisition?
40Whose broad stripes and bright stars… thro' the perilous fight, O'er the ramparts we watch'd, were so gallantly streaming? And the rockets' red glare, the bombs bursting in air, Gave proof thro' the night that our flag was still there. O say, does that star-spangled banner yet wave O'er the land of the free and the home of the brave?On the shore dimly seen thro' the mists of the deep, Where the foe's haughty host in dread silence reposes, What is that which the breeze, o'er the towering steep, As it fitfully blows, half conceals, half discloses? Now it catches the gleam of the morning's first beam, In full glory reflected, now shines on the stream: 'Tis the star-spangled banner: O, long may it wave O'er the land of the free and the home of the brave!And where is that band who so vauntingly swore That the havoc of war and the battle's confusion A home and a country should leave us no more? Their blood has wash'd out their foul footsteps' pollution. No refuge could save the hireling and slave From the terror of flight or the gloom of the grave: And the star-spangled banner in triumph doth wave O'er the land of the free and the home of the brave.O, thus be it ever when freemen shall stand, Between their lov'd homes and the war's desolation; Blest with vict'ry and peace, may the heav'n-rescued land Praise the Pow'r that hath made and preserv'd us a nation! Then conquer we must, when our cause is just, And this be our motto: "In God is our trust" And the star-spangled banner in triumph shall wave O'er the land of the free and the home of the brave!
41the “Universal Language” Music isthe “Universal Language”one of the Multiple Intelligencesidentified by Howard Gardner (1983)one of the Core Academic Subjectsin No Child Left Behind act (2002)
42Music and Language from the earliest stages of infancy! are “Linked in the Brain”from the earliest stages of infancy!(…as the infant processes sounds of voices) (Garifias, 1990)Music is linked toa greater capacity to process All Sounds…including Speech (Aleman et al., 2003)
43Music students – are trained to listen precisely …which contributes significantly to ability forlanguage acquisitioncommunication in school (Madaule, 1998; Tucker, 1981)2 year Swiss Study –1,200 childrenin 50 schools- better at Languages- learned to Read more easily- had Lower Stress levels (Weber et al., 1993 in Phillips, 2009)
44(primarily Right side of the Brain …which involves Emotion) Krashen’s “Affective Filter Hypothesis” (Krashen, 1985)Music(primarily Right side of the Brain …which involves Emotion)facilitates Concentration and Relaxationreduces Stress of Second Language Learning
45he say day, he say day-ay-ay-o. Day OHarry Belafonte Day-o, day-ay-ay-oDaylight come and he wan' go home.Day, he say day, he say day, he say day,he say day, he say day-ay-ay-o.6. Music in the schools Increases Attendance thereby Enhancing Literacy. --True or False?
46and… School Attendance! Research has discovered - music helpsmathcritical thinkingReadingSAT scoresself-disciplineand… School Attendance!That’s right,a summary of studies revealed (Critical Links, 2006)…a connection between “The Arts” andincreased student Motivationimproved School “Attendance”and “Higher Education” Aspirations!
47music education encourages 89% of Principals Agree Students involved in music haveSignificantly Higher Attendance ratesthan their comparison groups…due to increased interest in learning (Aschbache & Herman, 1991)2006 Harris Poll96% of Principals Agreemusic education encouragesand motivates students to stay in school89% of Principals Agreemusic contributes toschools’ higher graduation rates! (Harris, 2006)
48Students failing - in other subjects Music often find they can be successful inMusic…so they suddenly becomemore motivated to succeed inreading, math,and all of their subjects!However,Dr. Kenneth Wesson (expert on brain & learning)points out an interesting paradox:
49will result in far more Cognitive Resources to work with “Unfortunatelyschools spend an inordinate amount of Timeidentifying Academic Deficienciesand devote even greater numbers of hoursto subsequent Remediationby concentrating on a student’s Problem Areas.Insteadschools should focus on further Cultivation ofa student’s Strengths…that indicate the presence ofHealthy, Efficiently working Neural Networks.”(e.g., Clifton & Anderson, 2002; Kovalik & Olsen, 2001)“This focuswill result in far more Cognitive Resources to work within any planfor …skill level enhancements in the classroom.”(Wesson, 2009, p. 6).
50“extra days” they attend school!!! The Causal relationship discoveredMusic and Spatial Intelligence…also helps studentsform Mental Pictures of thingssolve Advanced Mathematics Problemsvisualize Elements that should “Go Together”(Cutietta & Booth, 1996)-----…which also helps studentspack up a book-bag with everything they need…for each of those“extra days” they attend school!!!(Droscher, 2006; Rauscher et al., 1997; Ratey, 2001)
517. Can learning through Music. Increase Achievement 7. Can learning through Music Increase Achievement in Other Curricular Areas?Research study - how many of the United States5th grade “music students” could identifyPretest- identified an average of 24 of the 50After learning the song “50 Nifty United States” by Ray Charles(a song remembered from own 5th grade)Posttest - able to write down and recall on average 47 of the 50…most in alphabetical order…in less than 5 minutes! (Reed, 2007)
52“50 Nifty United States” by Ray Charles 50 Nifty United States, from 13 original colonies;50 Nifty stars in the flag, that billows so beautifully in the breeze.Each individual state contributes a quality, that is great.Each individual state deserves a bow (deserves a bow),let’s salute them now (salute them now).50 Nifty United States, from 13 original colonies,Shout 'em, scout 'em, tell all about 'em,One by one, ‘til we've given a name to every state,that’s in the USA, in the USA, in the USA (…hold out all the A's for 3 beats)
53Alabama, Alaska, Arizona, Arkansas, California, Colorado, ConnecticutDelaware, Florida, Georgia, Hawaii,Idaho, Illinois, IndianaIowa, Kansas, Kentucky, Louisiana, Maine,Maryland, Massachusetts, Michigan.Minnesota, Mississippi, Missouri, Montana,Nebraska, Nevada,New Hampshire, New Jersey, New Mexico, New York,North Carolina, North Dakota, Ohio,Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina,South Dakota, Tennessee, Texas,Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming
54North, South, East, WestIn our cool, considerate, objective, unprejudiced opinion…California Is the Best …of the50 Nifty United States, from 13 original colonies;50 Nifty stars on the flag, that billows so beautifully in the breeze.Each individual state contributes a quality, that is great.Each individual state deserves a bow (deserves a bow), let’s salute them now (salute them now).50 Nifty United States, from 13 original coloniesAdd up to U S A !
55Math Rhythm Tree – works with fractions “School House Rock” (on TV) 2nd & 3rd gradersscored 100% higher on fractions tests (Graziano et al., 1999)“School House Rock” (on TV)…teaches math and grammarCDs teach addition, subtraction, multiplication and division …through songs!Short Musical Performances - teach U.S. HistoryClapping different Rhythms - classroom managementRap - teaches poetry (even the ABCs in one reading program!)
56What’s easier to remember: “Chunking Up!”What’s easier to remember:(323)The Brain …only capable of assimilating about 5 +/- 2 pieces of informationin its short term (working) memoryand holding it there for approximately 5 seconds at a timewithout rehearsing to help strengthen the new synapses5 +/- 2 “chunks” of information at a time (Huitt, 2008)(previously thought to be 7 +/- 2) (Miller, 1956)- Phone # = 7+area code (323) SS # = 9 ( ) Zip Code =Linking new information - to familiar tunes…”chunks -up” the new information(less pieces…bigger chunks of Information)…helps imprint that information on young minds (Phillips, 2009; Reed, 2007)
57With music…“Chunking” things like the 26 letters of the alphabet,or the names of the 50 United States…teaches them in a more effective period of time-- “Chunks” different pieces of informationinto larger, more meaningful units…and it’s a multi-modal approach!You candance to itfeel the vibrations going through your body as you hear it,play it on various rhythm and other musical instruments (kinesthetic/tactile);read the noteswatch performances of it (visual)sing with ithear its changes in pitch (auditory)…Putting any new information to music helps students retain the information for years to come through repetition (both in and out of classroom)…the song gets stuck their headsand those new synapses extend into long-term memory!
58Anchor Songs (Musical Cues) …from Kim Morgan, Lake Elementary School, Vista School District Before Tests- We Are The Champions We Will Rock You - Don’t Worry, Be HappyBeginning of the Day- Come On Over (Shania Twain) Come On Over Baby (Christina Aguilera)Stretch Break- Wipe Out - Electric Slide - I Can See Clearly NowBeginning of Various SubjectsP.E. - RockyMath - Star WarsSocial Studies - Oh SusannahScience - Time for Weird ScienceOther…Cleaning Up the Room - Move It, Move It Turning in Homework - Mission ImpossibleU.A. Switch - Funky Town New Student? - You’ve Got a Friend in Me
59Since music enhances SAT scores …increases likelihood of admission 8. Is there any evidence that Increased Literacy through Music helps more students Get Into and Do Better in College?Since music enhances SAT scores…increases likelihood of admissionMusic students outperformed non-music studentsby 61 points on the verbal SAT42 points higher on the math (Demorest & Morrison, 2000)Students who study piano or voiceaverage a significant (7 point) Gain!on the Weschler IQ test…2.7 points higher than other students (Mundell, 2009)
60College Admissions Officers consider music participationone of several important factorsin making admissions decisionsdemonstrates good time management (Hartman, 1999)They consider it 1 of 6 basic academic subjects students should study - to succeed in college
61“Be True to your School” (Beach Boys)When some loud braggart tries to put me down And says his school is great, I tell him right away "Now what's the matter buddy Ain't you heard of my school? It's number one in the state“So be true to your school…
62Just like you would to your girl or guy Be true to your school now And let your colors fly Be true to your school I got a letterman's sweater with a letter in front I got for football and track I'm proud to wear it now When I cruise around the other parts of the town I got my decal in back [ From: ] So be true to your school now Just like you would to your girl or guy Be true to your school now And let your colors fly Be true to your school Come Friday we'll be jacked up on the football game And I'll be ready to fight We're gonna smash 'em now My girl will be working on her pom-poms now And she'll be yelling tonight So be true to your school now Just like you would to your girl or guy Be true to your school now And let your colors fly Be true to your school Don't let it down Don't put it down
635-year Longitudinal study - over 7,500 university students - Highest Reading scores of any students on campusmusic majorsmusic education majors...higher than All Other Majorsincluding chemistry and biology majors,math majorseven English majors! (Wood, 1988)
64Self-confidence -important for college success A major study of 2,046 children- grades 4, 5, 7, and 8- 12 public schools- New York, Connecticut, Virginia, and South Carolinausing several measures- Teacher Perception Scale- Classroom Teacher Arts Inventory- Student Arts Background questionnaireresults… >
66An interesting study of Engineers Technical Designers Something else to consider…An interesting study ofEngineersTechnical Designers…in the Silicon Valley industry of California--nearly without exception--the very bestwere also practicing musicians!(Venerable, 1989)
68so …in Our Inter-Connected School CurriculumMusic certainly appears to be of the “Important Pieces” for enhancing Literacy
69Cutting curricular areas (such as music) So going back to our original question…Cutting curricular areas (such as music)Quick Fix?Poor Solution?You can decide……BUT if you really want to know, if music is important in schools--ask a 1st or a 2nd graderto put 10 words in alphabetical orderand see if you don’t hear him (or her) singing thatABC song!
70Oh, the Bonus Question… Which is proper? “Egg yolks is white” or “Egg yolks are white”…Egg Yolks are YELLOW!hummm…maybe we should have put that to music?
71OK, add up how many you got Correct… If you scored: 0-4 = Novice…maybe at first, but not after today!5-6 = Intermediate…pretty good understanding about this connection!7+ = Informed…came into this with a strong foundation – and now that knowledge base is even stronger!Congratulations!
72Try teaching with Music! Your students will love it,…and you’ll be happy with the results!Thanks for coming!For a copy of today’s powerpoint showDr. Darlene
73Got The Beat lyrics See the people walking down the street Fall in line just watching all their feet They don't know where they wanna go But they're walking in time They got the beat They got the beat Yeah They got the beat See the kids just getting out of school They can't wait to hang out and be cool Hang around 'til quarter after twelve That's when they fall in line Kids got the beat They got the beat They got the beat Yeah Kids got the beat Go-Go music really makes us dance Do the Pony puts us in a trance Do the Watusi just give us a chance That's when we fall in line We got the beat We got the beat We got the beat Yeah We got the beat Everybody get on your feet We know you can dance to the beat Jumpin' - get down Round and round and round
75A great way to get easy ideas for using music across (not only reading and language arts) the entire curriculum is having your district purchase: Making Music with the Arts Across the Curriculum” (California edition)Great for General Ed. Teachers
76Visual Arts – with color transparences It includes…Visual Arts – with color transparences2. Music – with CDs with lesson plans3. Dance – with step by step directions4. Theater – with poems or script writing assistance5. English Language Learners assistance6. Math ideas7. Social Studies8. Science
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