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Benefits of Integrating Childrens Literature in the Elementary Music Class

Sarah R. Yonts (Ed Ldrsp 502)

For many of people, childrens literature is intrinsically valuable. Memories of favorite

stories, positive experiences with books, and literary discoveries are cherished by children and

adults alike. As educators, it is important to remember the intrinsic value of childrens literature,

but also to promote the educational benefit of using books in the classroom. Although school-

aged children often cherish books for personal reasons, studiesshow that reading to children

and giving them a chance to work with real books helps them learn to read. Reading aloud can

also result in significant increases in their own reading achievement (Kiefer et al, 2007). In

order to reap the full rewards of reading in the schools, books must be integrated across the

curriculum, including subjects not traditionally considered core curricular subjects, such as art,

music, and drama. Using literature in related arts courses not only increases the likelihood that

children will improve their reading proficiency, but also helps to enrich and reinforce concepts

within those curricular areas.

Thanks to a bulk of emerging research on the connection between music and language,

the use of childrens literature in the music classroom is becoming an expected part of the

elementary music curriculum. This marriage of music and literature is rooted not in the

complacent acquiescence of apathetic music teachers to a passing fad, but rather in the

educators passionate belief that learning music will aide in students acquisition and mastery of

the English language, and will help them to become more successful, compassionate,

imaginative members of our society.

Literature used in elementary music classrooms have been classified into eight (8)

different categories: books that are songs, songbooks, books whose main theme is the importance

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of music, books about composers and musicians, books about instruments or other musical

concepts, books with a natural rhythm, books in which aspects of music are included, and books

that are creatively associated with musical pieces (Calogero, 2009). Each category can be used

either as the foundation of an elementary lesson, or to augment a lesson focused on a musical

concept. For example, The Music Teacher from the Black Lagoon by Mike Thaler is a fun way to

introduce a wide variety of music concepts including treble clef, bass clef, soprano, alto, bass,

pitch, and key signatures.

The Little Engine that Couldby Watty Piper is another excellent book for use in the

music classroom. Although this book was not written specifically to teach about musical

concepts, it provides an excellent opportunity for children to experience the natural rhythm of

language. It can also be fun to have students choose one character to personify, using a

rhythm instrument of their choice. Not only is this an easy way to motivate students to work on

rhythmic concepts, it also helps them to relate to the characters in the story.

The benefits of using literature in conjunction with music instruction are overwhelming.

Primarily, reading aloud in the music class helps to broaden students vocabulary, highlights the

importance (and enjoyment) of reading, and increases students understanding of literature and

literary concepts (Calogero, 2009). Beyond that, literature makes music seem more tangible for

kids. Connecting music to a story can help children to understand the mood of both the story

andthe music. This, in turn, encourages personal and emotional expression (Family Education

Network, 2009). Integrating literature in the music classroom also, provides an opportunity to

increase the love of music and reading within students, promotes cross-curricular studies, and

can even initiate discussions to deal with difficult issues, such as self-esteem (Eppink, 2009)

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Most of all, though, integrating literature in the general music classroom give teachers, an

opportunity to increase the love of music and reading within our students (Eppink, 2009).

Works Cited

Calogero, Joanna M. INTEGRATING MUSIC AND CHILDRENS LITERATURE . Music

Educators Journal88.5 (2002): 23-30.Academic Search Complete. Web. 1 Dec. 2009.

Eppink, Joseph A. Engaged Music Learning Through Childrens Literature. General Music

Toda 22.2 (2009): 19-24.Academic Search Complete. Web. 1 Dec. 2009.

Kiefer, Barbara Z., Susan Helper, and Janet Hickman. Charlotte Hucks Childrens Literature.

Illus. Anita Lobel. Ninth ed. Boston, Mass.: McGraw Hill, 2007. Print.

One, Two, Buckle My Shoe: Music and Childrens Literature. TeacherVision. Family

Education Network, 2009. Web. 1 Dec. 2009.

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