Loving Literacy through Music and Movement

Loving LiteracythroughMusic and Movement A NESA presentation By 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 McIntire, Jean from Developing Literacy through Music

Expressive Skills Both media allow students to freely convey feelings and thoughts Activity Stomp Activity

Stomp Activity 1) Show video clip from STOMP or Pulse 2) Ask students to find an object in the room that would normally not be considered a musical instrument 3) Have students create beats in small groups using their unique instruments

Listening Skills Aural 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

Name 3 books you can “Zomotize” and write it in your packet?

Decoding Skills Both Music and Literacy involve relationships between symbols and sounds Activities: Rhythmic Reading flash cards

Rhythm Skills Both Music and language have rhythm Activity Jazz Chants

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 groups Group1: chants the poem: “I went to ASB one fine day…” Group 2: chants: “Warm people, loving people, hearts so kind.”

Communication Skills Music and the written word involve verbal expression and articulation, and students can produce written responses to both Activity Abiyoyo

Abiyoyo • Abiyoyo • Father- magician/trickster • Son- plays ukulele • Card trick person • Water glass person • Wood cutter person • Chair person • Townspeople (as many men and women as needed)

Write 3 books that you could dramatize in your class.

Thinking Skills Both 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.}

What other movement activities could you do with your class?

Vocabulary Development Both are sources of new words and meanings, often in various languages Activity Dr. Seuss

Bump, Bump, Bump From One fish, two fish, red fish, blue fish by Dr. Seuss Each color can be a different instrument Bump! Bump! Bump! Did you ever ride a wump? We have a wump with just one hump, but We know a man called Mister Gump Mister Gump has a seven-humpWump. So… If you like to go bump-bump, just Jump on the humpof the Wump of Gump Jump!

Any poems you use that might be enhanced through color coding?

Memorization Skills Setting 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 Sunday Sunday, ice cream Saturday, chicken Friday is Fresh fish Thursday, roast beef Wednesday, ZOOOOP Tuesday spaghetti Monday string beans All you hungry children come and eat it up Feel free to add motions to demonstrate the food!

Fractions Sung to the tune “When the Saints Go Marching in” 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 people When a pizza’s cut in thirds

Say “Please” Just say please, just say please Please 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 Sung to “Little Brown Jug” Chorus: Ha haha, heehee, hee Little brown bug, who can you be? Ha haha, heehee, 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!

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.

Any questions….

Just remember… If you can walk you can dance, If you can talk you can sing Zimbabwean proverb

Loving Literacy through Music and Movement