Loving Literacy through Music and Movement A NESA presentation By Katie Biank April 2009.
-
date post
21-Dec-2015 -
Category
Documents
-
view
221 -
download
3
Transcript of Loving Literacy through Music and Movement A NESA presentation By Katie Biank April 2009.
Loving LiteracyLoving Literacythroughthrough
Music and Music and MovementMovement
A NESA presentationBy Katie Biank
April 2009
Stomp Video Clip
• http://www.youtube.com/watch?v=wDgRGutjc7Y&feature=related
• Is this what you normally think of when you think about music?
• Name some items in your classroom you could use to make music?
Goal for today:
• Understand the relationship between music and literacy
• Realize how easy it is to use music in your classroom to improve literacy
Music & Literacy Similarities
Skills Definition
Expressive skills Convey feelings and thoughts
Listening skills Aural Discrimination
Decoding Skills Sound & symbol relationship
Rhythm skills Both have rhythm
Communication skills Verbal expression and written responses
Thinking skills Higher level questioning
Vocabulary Development New words and meanings
Memorization skills Music helps students remember facts
McIntire, Jean from Developing Literacy through Music
Expressive SkillsBoth media allow students to freely convey feelings and
thoughts
Activity
Stomp Activity
Stomp Activity1) Show video clip from STOMP or Pulse2) Ask students to find an object in the room that would
normally not be considered a musical instrument3) Have students create beats in small groups using their unique
instruments
Listening SkillsAural Discrimination and imagination required for both
music and reading
Activity
Zomo the Rabbit
Zomo the Rabit• Zomo: Hand Drum • Sky God: Cymbals • Big Fish: Guiro • Scales: Flexatone • Wild Cow: Cow bell
• Milk: Maracas• Leopard: Slap stick • Tooth: Ratchet
• Zomo’s Drum: Djembe • Tree: Nut shell rattle • Hill: Xylophone
Decoding SkillsBoth Music and Literacy involve relationships between
symbols and sounds
Activities: Rhythmic Reading flash cards
Jazz Chants
I went to NESA one fine day.I went to NESA one fine day.And what did I find?What did I find? Warm, loving people with hearts so kind,Warm, loving people with hearts so kind,
I have a class in Mumbai yes I do.I have a class in Mumbai yes I do.And what do I find?What do I find?
Warm, loving people with hearts so kind,Warm, loving people with hearts so kind,I do, I do, I do, do, do.I do, I do, I do, do, do. After the chant has been learned divide into 2 groupsGroup1: chants the poem: “I went to ASB one fine day…”Group 2: chants: “Warm people, loving people, hearts so
kind.”
Communication SkillsMusic and the written word involve verbal expression
and articulation, and students can produce written responses to both
Activity
Abiyoyo
Abiyoyo1. Abiyoyo2. Father- magician/trickster3. Son- plays ukulele4. Card trick person5. Water glass person6. Wood cutter person7. Chair person8. Townspeople (as many men and women as needed)
Thinking SkillsBoth offer opportunities for high-level questioning to
encourage students to think deeply
Activity
Beat Walk
Do as I’m Doing
Beat Walk
• Pick any music• Students walk to eight beats two times in a
row• Add new moves each time (stomping,
hopping, clapping, anything!)• See how many moves students can count
remember
Do as I’m doing
• Song Lyrics:• Do as [I’m] doing, follow, follow [me]. Do as
[I’m] doing follow, follow [me].• Do as [Susie’s] doing, follow, follow [her]. Do
as [Susie’s] doing, follow, follow [her].• Sit as [I’m] sitting, follow, follow [me]. Sit as
[I’m] sitting, follow, follow [me].
Do as I’m doing
Do as {I’m} doing, follow, follow {me.}Do as {I’m} doing, follow, follow {me.} Do as {Susie’s} doing, follow, follow {her.}Do as {Susie’s} doing, follow, follow {her.}
Sit as {I’m} sitting, follow, follow {me.}Sit as {I’m} sitting, follow, follow {me.}
Vocabulary DevelopmentBoth are sources of new words and meanings, often in
various languages
Activity
Dr. Seuss
Bump, Bump, Bump
Bump! Bump! Bump! Did you ever ride a wump?We have a wump with just one hump, butWe know a man called Mister GumpMister Gump has a seven-hump Wump.So…If you like to go bump-bump, just Jump on the hump of the Wump of GumpJump!
From One fish, two fish, red fish, blue fish by Dr. SeussEach color can be a different instrument
Memorization SkillsSetting facts to music helps students remember them
Activities Today is Monday Selection of
learning songs to familiar tunes
Today is Monday
Today is Sunday, today is SundaySunday, ice creamSaturday, chickenFriday is Fresh fish
Thursday, roast beefWednesday, ZOOOOP
Tuesday spaghettiMonday string beans
All you hungry children come and eat it up
Feel free to add motions to demonstrate the food!
Fractions
Oh, when a pizza’s cut in half,Oh, when a pizza’s cut in half,There are equal parts for two people,When a pizza’s cut in half.
Oh when a pizza’s cut in Thirds,Oh, when a pizza’s cut in thirds,There are equal parts for three peopleWhen a pizza’s cut in thirds
Sung to the tune “When the Saints Go Marching in”
Say “Please”
Just say please, just say pleasePlease pass the bread, please pass the cheese.
If you want someone to help you out No need to worry, no need to shout,The best solution without a doubt,
Is just say “Please”
Sung to “Three Blind Mice”
Bugs
Chorus:Ha ha ha, hee hee, hee
Little brown bug, who can you be?Ha ha ha, hee hee, hee
Little brown bug, who can you be?
Who’s that creeping in the grass?See the beetle slowly pass!
Who’s that crawling across my pants?It’s a band of marching ants!
Sung to “Little Brown Jug”
Do as I’m doing
Do as I’m doing, follow, follow me.Do as I’m doing, follow, follow me. Do as {Susie’s} doing, follow, follow her.Do as {Susie’s} doing, follow, follow her.
Sit as I’m sitting, follow, follow me.Sit as I’m sitting, follow, follow me.
Conclusion
• Music and movement can be easily incorporated into your classroom to enhance literacy.
• Music and literacy share the following skills: decoding, listening, rhythm, communication, creating, thinking, vocabulary, expressive, and memorization.