1. Literacy in the Music Classroom
Muskegon Area Intermediate School District
November 10, 2014
Phillip Hash
Calvin College

2. Basic Principles Focus = MUSIC. [Is this MUSIC instruction?]
Literacy integration should improve music learning
Performing ensemble vs. MS/HS general music
Class activities or homework? Student Reaction?
Must be deliberate & documented
Grading = Mastery Learning
Coordinate w/ school writing program (common core rubrics, etc.)
Create/Use Common Core Rubrics
moncore
Holistic rubrics – keep simple!
See samples in handout

3. Literacy/Music Activities
Reading Materials
Instrumentalist
In Tune
Online materials
Assess comprehension
Brief quiz
Oral summary to the class
Reflection Journal (w/ criteria)
Individual progress
Opinions on music
Evaluate progress
Research/write program notes
Listen & Evaluate Performance
Their own or others
Essay or adjudication form

4. Piggy Back Songs Create new lyrics to a familiar song in trios
Examples of good songs
Twinkle, Twinkle
On Top of Old Smokey
Yankee Doodle
Itsy-Bitsy Spider
I’m A Little Teapot
Farmer in the Dell
Happy Birthday
Others?
Directions
Step #1 – Pick a familiar song
Step #2 - Brainstorm words/ideas for your assigned topic
Step #3 - Count out syllables for each line in your song.
Step #4 – Mark the spots where rhyming words occur.
Step #5 – Create new words to match each phrase in the song, using the same rhyming word pattern. Make sure you teach something!

5. Piggy Back Songs

6. Improving Reading Fluency
Read quickly, accurately, w/ expression (ability to predict what comes next – letters, syllables, words [see next slide].
Reading in rhythm enhances fluency
Chants [2 slides down & handout]

7. Can You Read This?
Arocdnicg to rsceearch at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer are in the rghit pcale. The rset can be a toatl mses and you can sitll raed it wouthit pobelrm. Tihs is buseace the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

8. Improve Elementary Reading Fluency (Edwards, 2012) http://www
Adding literacy skills to what you already do
Sing & Read Lyrics (it’s that simple)
Music creates a steady pulse to which as student must read in time (steady rhythm)
Provide song lyrics w/o notation to each student in a 3 ring binder
Students listen and follow along to learn the song
Then sing along following lyrics w/ finger
Find songs w/ themes or types of words
Students analyze lyrics (e.g., find adjectives, learn new vocabulary, explore meaning)
Use all kinds of music. Make sure it is appropriate
Find music w/ multiple verses. Rotate the songs often. You want students to sing while reading rather than memorize lyrics

9. Horse and a Flea
Horse and a Flea and three blind mice, Sat on a curbstone shooting dice, Horse he turned and sat on the flea, “Oops” said the flea, “There’s a horse on me!”

10. Edmund Fitzgerald (Frasher, 2014) http://www. youtube. com/watch
Edmund Fitzgerald (Frasher, 2014) - Complete Worksheet as you listen
Comprehension Connections by Tanny McGregor (2007)
Six strategies for developing/encouraging reading comprehension
Apply to musical works
Vocal & Instrumental (program music)
Multiple hearings
SIX STRATEGIES
Schema: (Danger/Fear)
a concept common to all
Have you ever been in a storm?
On a boat?
Questioning: who, what, where, when, why?
Inferring: What were the sailors feeling? Thinking? [Just fear?]
Determining Importance: What is the basic message of the song? [remembering?]
Visualizing: Listen to the song and visualize the story in your head (Discuss what you saw in your imagination)
Synthesizing: How does the song build? Just in lyrics? Summarize or recreate in some way.

11. Sound Poems – Choral Readings https://www. youtube. com/watch
Music = expression, arranging, timbre
Integrate = drama, literature, [writing]
Read the poem
Experiment w/ expressive reading. Vary speed, dynamics, & pitch (inflection)
Divide reading into solo, duet, full class, etc.
Add sounds w/ instruments & objects
OK for more than one inst. and/or voice at a time
Don’t have to represent every sound

12. Choral Reading The Homework Machine Shel Silverstein
The Homework Machine, oh the Homework Machine, Most perfect contraption that's ever been seen. Just put in your homework, then drop in a dime, Snap on the switch, and in ten seconds' time, Your homework comes out, quick and clean as can be. Here it is--"nine plus four?" and the answer is "three." Three? Oh me I guess it's not as perfect  As I thought it would be.

13. The Sound Collector From All the Best – The Selected Poems of Roger McGough
A stranger called this morning Dressed all in black and grey Put every sound into a bag And carried them away The whistling of the kettle The turning of the lock The purring of the kitten The ticking of the clock The popping of the toaster The crunching of the flakes When you spread the marmalade The scraping noise it makes The hissing of the frying pan The ticking of the grill The bubbling of the bathtub As it starts to fill
The drumming of the raindrops On the windowpane When you do the washing-up The gurgle of the drain
The crying of the baby The squeaking of the chair The swishing of the curtain The creaking of the stair
A stranger called this morning He didn't leave his name Left us only silence Life will never be the same

14. Noise Day Shel Silverstein
Let’s have one day for girls and boys
When you can make the grandest noises.
Screech, scream, holler, and yell—
Buzz a buzzer, clang a bell,
Sneeze—hiccup—whistle—shout,
Laugh until your lungs wear out,
Toot a whistle, kick, a can,
Bang a spoon against a pan,
Sing, yodel, bellow, hum,
Blow a horn, beat a drum,
Rattle a window, slam a door,
Scrape a rake across the floor, 
Use a drill, drive a nail,
Turn the hose on the garbage pail,
Shout Yahoo—Hurrah—Hooray,
Turn up the music all the way,
Try and bounce your bowling ball,
Ride a skateboard up the wall,
Chomp your food with a smack and a slurp,
Chew—chomp—hiccup—burp.
One day a year do all of these,
The rest of the days—be quiet please.

15. The Wind – Lilian Moore (choral reading w/ sounds)
When the wind blows The quiet things speak. Some whisper, some clang, Some creak.
Grasses swish Tree tops sigh Flags slap And snap at the sky.
Wires on poles Whistle and hum. Trash cans roll. Windows drum.
When the wind goes-- Suddenly then, the quiet things are quiet again.

16. Art & Writing Worksheet http://www. youtube. com/watch
See handout
Upper Elementary or even MS
Flesch-Kincaid Grade Level = 5.0 (vs. Reading Ease Score)
Grade level
Based on average sentence length & syllables per word
WORD or
Language arts, art, music
Integration can happen w/ same activity in different ways (e.g., music vs. regular classroom)

17. Objectives
Students will develop and demonstrate their understanding of adjectives and use them as such in sentences.
Students will write a poem or short story conveying coherent ideas and a logical sequence of events.
Students will listen to and interpret a piece of music through writing and drawing.

18. Standards: Language Arts
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (3)
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (3 & 5)
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5)

19. Standards: Music
Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.
Observe and identify cross- curricular connections within the Xrd grade curriculum.
Discuss the various rationales for using music in daily experiences. (e.g., movies)

20. Radio Plays Before Television Integrates See handout
=hZ43UC5tIOY
Integrates
Literature/writing
Music
Science/sound production
Drama
See handout
Take one story – script & extend to 3 minutes
Dramatize as a radio play w/ sound effects & music

21. The Whistler (Ep. 3 – Local Storm) https://archive
"The Whistler" was an American radio program running from May 16, until September 22, It was one of the most popular mystery drama's of its' time. The stories followed an effective formula in which a person's criminal acts were typically undone by their own stupidity. Ironic twist endings were common. The Whistler narrated, often commenting directly upon the action in the manner of a Greek chorus, taunting the criminal from an omniscient perspective.

22. Questions What sound effects did you hear?
When was music used? When was there no music?
What were the characteristics of the music used to heighten the drama?
Could this be an appealing form of entertainment for people today? Why or why not?

23. Assignment (see handout for details)
Objectives
Students will write a short story in the form of a dramatic script
Students will explore timbre by creating sound effects
Students will select appropriate music to accompany a drama
Students will examine the history of radio through listening, discussion, & producing their own program

24. Standards Music (national standards)
Responding/Select: Choose music appropriate for a specific purpose or context.
Creating/Plan 7 Make: Assemble and organize sounds to create initial expressions of selected experiences, moods, images, or storylines.
Language Arts (MI)
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.(3 & 5)
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5)
History (MI)
1 – H2.0.5 Use historical records and artifacts (e.g., photos, diaries, oral histories, and videos) to draw
possible conclusions about family or school life in the past.
1 – H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or communication.
[several MI drama standards]

25. Elementary Examples http://www. 826michigan
Mitchel Elementary – Ann Arbor
Adapt fairy tales, nursery rhymes, fables, and other famous children’s stories into radio plays (K-3)
Adapt students’ stories (3+)
Adapt any short story
Recreate actual radio scripts (MS/HS)