Use of Music Across the Curriculum
Anna Stange
ASCD March 3-5, 2010
Headings:
Introduction: Children Learn Faster to the Sound of Music
American Folksongs for Children
Bibliography: Selected Resources
Curriculum: Music and Reading
Selected Songs in Sotrybook Form
Zipper Songs & the Folk Process
Clean-Up Time
Social Studies: General Guidelines
Stories & Songs of East Africa
Dia de Los Muertos/The Day of the Dead
Music, Art & Science: Earth Day Everyday
Music & Movement
Music & Math
Use of Music in the Special Education Classroom
Children Learn Faster To The Sound of Music
By Rob Edwards: The New Scientist, May 18, 1996
Teaching children more music at school improves their ability to learn language and social skills, say Swiss educational researchers. A study of 1200 children in Switzerland found that those who were given extra music lessons performed better than those who were not.
Music can have a positive influence on the emotions, according to Maria Spychiger, a psychologist from the University of Fribourg in Switzerland. “When children sing or play music together, they have to learn to listen to one another,” she says. “Competing behaviour is not compatible with making music.”
With Jean-Luc Patry from Salzburg University in Austria, Spychiger studied 70 classes of children aged between 7 and 15. The number of 45-minute music lessons in 35 of the classes was increased to five a week by reducing the time spent teaching math or language. Children in the remaining 35 classes continued with just one or two music lessons a week.
After three years, the children in both groups were asked a series of questions designed to compare their intelligence, cognitive ability and social integration. The children’s teachers were also canvassed for their opinions.
No differences were found in the intelligence of the children in the two groups. But Spychiger says that children given the extra music lessons were better at language and no worse at math, despite the fact that they had received fewer lessons in those subjects. They showed improvements in their ability to retell in writing or pictures a story that had been read to them. Teachers reported that younger children given the extra lessons learned to read more easily.
There was also much less social tension in the classes which had been taught more music, Spychiger told New Scientist. The children were more cooperative with the teacher and more friendly towards each other, she says. Fewer children were cast as “outsiders”.
Spychiger made a special study of one class of children who were so difficult to control that no one wanted to teach them. A teacher agreed to take them on, as long as they were included in the group that received extra music lessons. Despite initial problems, the children learned to play music together. After three years, the class gave a “spectacular” concert, says Spychiger. “It was a miracle.”
AMERICAN FOLK SONGS FOR CHILDREN
The songs i use in Miss Anna’s Music Class are primarily old American folk songs. Most are traditional songs handed down and/or adapted for children. Some were always songs for young people. Some of the songs I use are those remembered from my childhood, and some I learned when my daughter and nieces were young. But to keep the classes and songs fresh (for us adults) I always have an ear open for “new” songs. One of my favorite resources is American Folk Songs For Children by Ruth Crawford Seeger. It has been in print since 1948—a testament to its value to classroom teachers.
In her introduction to the songbook, Mrs. Seeger talked about the importance of teaching American folksong to our children:
It belongs to our children—it is an integral part of their cultural heritage.
It is a bearer of history and custom.
It gives early experience of democratic attitudes and values.
It has grown through being needed and used—it has adapted itself frequently to new surroundings.
It is not “finished” or crystallized—it invites improvisation & creative aliveness.
It has rhythmic vitality—it is music of motion.
It is a kind of music which everyone can help make-it invites participation.
It is not just children’s music—it is family music.
(adapted from American Folk Songs For Children by Sally Rogers in Pass It On! The Journal of the Children’s Music Network, #51, Fall ’05)
By’m Bye (Stars Shining): may be used as a counting finger play, or to count buttons, steps or any foolish thing.
By’m Bye, By’m bye,
Stars shining, Number, number one,
Number two, number three, (repeat and continue as necessary)
Oh my, By’m bye, By’m bye,
Oh my, By’m bye, by’m bye.
Bibliography of Selected Resources
Blood, P & Patterson, A (Eds) (1988/1992). Rise Up Singing: The Group Singing Songbook. Bethlehem, PA: Sing Out Corp.
The Journal of the Children’s Music Network. www.CMNonline.org.
Cole, J. & Calmemson, S. (1990). Miss Mary Mack and other Children’s Street Rhymes. New York: Morrow Junior Books
Conn Beall, P., Hagen Nipp, S. & Spence Klein, N. (1991). Wee Sing Dinosaurs. Los Angeles: Price Stearn Sloan
Crawford Seeger, Ruth (1948) American Folk Songs For Children. New York: Doubleday
Flesch Connors, Abigail. (2004). 101 Rhythm Instrument Activities for Young Children. Beltsville, MD: Gryphon House
Downs, C & Erickson, G. (1996). Hispanic Games & Rhymes: Rimas y juegos en espanol. Grand Rapids, MI: McGraw Hill Children’s Publishing
Hart, A. & Mantell, P. (1993). Kids Make Music! Clapping & Tapping from Bach to Rock! Charlotte, VT: Williamson Publishing
Jenkins, Ella. (1993). This Is Rhythm. Bethlehem, PA: Sing Out Corporation
Knapp, M. & Knapp, H. (1976). One Potato, Two Potato: The Folklore of American Children. New York: W.W. Norton & Co.
O’Grady, AnnMarie. (1998). Everything Irish. Boulder, CO: Irish American Book Co.
Pirtle, Sarah (1998). Linking Up! Using music, movement, and language arts to promote caring, cooperation, and communication. Cambridge, MA: Educators for Social Responsibility
Press, Judy. (1996). The Little Hands Big Fun Craft Book. Charlotte, VT: Williamson Publishing.
Stange, Anna ( 2001). Miss Anna’s Music Class: a pre-primer for little folkies. www.CDBaby.com/all/annastange
Stange, Anna (2004). Miss Anna’s Music Class: volume 2. www.CDBaby.com/all/annastange
Music & Reading
Music has been used to teach and reinforce reading and language arts skills. Sung versions of big books are available or can be made by the teacher. Many quality picture books are now available which illustrate favorite children’s folksongs & chants. The use of music as an aid to teach reading has been found to be as effective as the use of illustrations. The structure of melody, rhythm and rhyme patterns converge to become an effective tool to remembering text. The selection of Songs in Storybook form is a small sample of the growing library of high quality books available.
SELECTED SONGS IN STORYBOOK FORM
Aliki (1974). Go tell Aunt Rhody. New York: Macmillan Publ. Co.
Arnold, T. (1995). Five Ugly Monsters. NewYork: Cartwheel Books/Scholastic.
Bangs, E. (1976) Steven Kellog’s Yankee Doodle. New York: Parents’ Magazine Press.
Berry, H. (1994). Old MacDonald Had a Farm. New York: North-South Books.
Bryan, A. (1995). What a Wonderful World. NewYork: Simon & Schuster.
Canyon, C. (2003). John Denver’s Sunshine On My Shoulders. Nevada City, CA: Dawn Publ.
Christelow, E. (1989). Five Little Monkeys Jumping on the Bed. New York: Clarion Books.
Coplon, E. (1994). She’ll Be Coming Around the Mountain. New York: Bantam Books
Hillenbrand, W. (1999). Down By the Station. San Diego: Voyager Books/Harcours, Inc.
Kovalski, M. (1987). The Wheels on the Bus. Boston: Little, Brown & Company.
Pearson, T.C. (1984). Old MacDonald Had a Farm. New York: E.P. Dutton, Inc
Scholastic, Inc. (2002). The Star Spangled Banner. New York: Scholastic, Inc.
Trapani, I. (1993). The Itsy Bitsy Spider. Boston: Whispering Coyote Press.
Trapani, I. (1995). Oh Where, Oh Where Has My Little Dog Gone? Boston: Whispering Coyote Press.
ZIPPER SONGS AND THE FOLK PROCESS
Part of the great fun of these simple folk and children’s songs is their versatility. She’ll Be Comin’ ‘Round the Mountain easily morphs into, He’ll be picking up his toys when he comes… She’ll be buckled in her car seat when she comes… You can use any familiar tune to “zip” in some new verses to suit any situation. The song, Mary Wore Her Red Dress, is one that I use in every class to sing about something special about each child by name. Here’s what Merle Peek, the illustrator, had to say about the use of this song:
Mary Wore Her Red Dress…
Mary Wore Her Red Dress is a folksong from Texas, and it lends itself well to improvisation. Children can make up verses about themselves and their friends. It doesn’t matter if the new items are too long to fit the music; just add the necessary number of beats to fit the syllables as in Julie wore her green-and-blue-striped overalls, her green-and-blue-striped overalls…
Besides singing about clothing and colors, the possibilities for other verses are endless. Daily incidents can inspire them—outside it’s raining; the tulips are blooming; the dog is sleeping. Along those lines, the children could sing Barry is running in the rain, in the rain…; David picked some red tulips, red tulips…; Daisy took a nap by the fire, a nap by the fire…
A guessing game is always fun. The children might begin with Who’s got a bandaged finger, bandaged finger…? Sydney has a bandaged finger, bandaged finger…Then they could go on with Who has a new kitty, new kitty…? Alice has a new kitty, new kitty, new kitty. Alice has a new kitty, all day long. (from the book, Mary Wore Her Red Dress)
CLEAN-UP TIME!
Words of Wisdom from Bob Blue:
“Music is a powerful way to learn. Some children who have a lot of trouble learning in other ways can do it through music. And children who learn well in other ways nevertheless love learning through music, or just making music.” -Bob Blue was a classroom teacher for 24 years. There was always a piano in his classroom and during the school year he made up songs to help his students explore all sorts of things, from spelling rules to how they dealt with their feelings
Back They Go
Back they go, back they go
Put them in nice and slow
Put them back in the box
Back, back they go
Back they go, back they go
Put them in, do not throw
Put them back in the box
Back, back they go
This Is the Way We Put Away Toys
This is the way we put away toys
Put away toys, put away toys
This is the way we put away toys
In our (nice clean house)
…This is the way we buckle up…
…This is the way we eat our peas…
…wash our face…brush our teeth…
SOCIAL STUDIES
General Guidelines For Including Music in the Classroom
Music can be used just as other audio-visual aids are used in the classroom. Music can be used to introduce, reinforce, or enrich a lesson, and can also be used to stimulate creativity and further analysis. It should not be used only as a mere backdrop or background sound for lessons or other work.
I recommend that the music be accompanied by words, maps, diagrams, or pictures hung or projected overhead. Using music to link teaching with other subjects can assist in making a point, foster imagination and contribute to interdisciplinary approaches.
There are a number of ways to bring authentic, popular and classical music into the classroom. The teacher can sing accompanied by guitar, banjo, piano or autoharp; sing unaccompanied; the music teacher could record the song; a student could perform; or a local musician could be invited to perform in the classroom. Smithsonian/Folkways Recordings has an extensive collection of recorded music from around the world which is available through public libraries. A number of discographies and songbooks are indexed by subject matter including rain, mountains, rivers, outdoors, weather & seas.
Electronic atlases are among the newest ways to bring the world into the classroom. These computer-based atlases bring maps, data, photos, music an languages to the geography curriculum. A few particular CD-ROM based programs stand out with regard to their inclusion of music; National Geographic’s GTV, Rand McNally’s World Vista & Hammond’s American Vista.
Below are two sample handouts from my school programs incorporating music and culture:
STORIES & SONGS OF EAST AFRICA
Jambo
(Call and Response Song)
Jambo
Jambo sana jambo
Karibu
Karibu, welcome, karibu
Kayamba
Kayamba, shaker, kayamba
Kalimba
Kalimba, piano, kalimba
Kwahari
Kwahari, goodbye, kwahari
Asanti
Asanti, sana, asanti
Kiswahili Counting Numbers
1 moja MO-jah
2 mbili mm-BEE-lee
3 tatu TAH-too
4 nne NN-nay
5 tano TAH-no
6 sita SEE-tah
7 saba SAH-bah
8 nane NAH-nay
9 tisa TEE-sah
10 kumi KOO-mee
Dia de Los Muertos/The Day of the Dead
This fiesta celebrates the memories of people who have died. In ancient times, Indians of Mexico celebrated a festival of Death and Flowers as a reminder of the beauty of life. The last day of their celebration fell on November 1. This was the same day as the Spanish-Christian festival called All Souls’ Day, when the spirits of the dead were thought to return to earth.
The offrenda (altar) is an important part of the celebration. This is a way to remember and connect with people who have died. The offrenda is decorated with pictures and mementos of a special person who has died. Special food and drinks and beautiful flowers are also placed on the offrenda.
Masks are traditionally worn during the Day of the Dead procession and when acting in plays. They are also used for decorating the offrenda.
Here are the names of the colors in Spanish and English:
amarillo - yellow
anaranjado - orange
azul - blue
blanco - white
gris - grey
café - brown
negro - black
morado - purple
rojo - red
rosa - pink
verde - green
violeta - violet
Music, Art & Science: Earth Day Everyday
Songs can be used to help remember science concepts and facts. I use the song, Clementine, to teach first graders the parts of the water cycle:
Evaporation, Condensation, Precipitation on my mind.
These are the parts of the water cycle.
And they happen all the time.
Students can get creative when they make musical instruments from “recycled” materials: cans, jars, coins, boxes, paper tubes, etc. There are several good books listed in the Selected Resources section of this handout. Social Studies are easily tied-in when you use other languages to name instruments, such as Maraca (Spanish) or Kayamba (Kiswahili) for a shaker.
I have put new words to an old song, Magic Penny by Malvina Reynolds, to remind children to recycle: “It’s not garbage ‘til you throw it away, throw it away, throw it away”.
It’s easy to make up new songs, put new words in old songs (called piggy back songs) or “zip” new verses into old songs (called zipper songs). The melody and structure of song helps many people remember lists of things (think of a child trying to remember the next letter in the alphabet-they will often sing the song to find it).
Music & Movement
This area of interaction between music and child development has been well-documented and exploited (in a good way, of course). Some of the songs I use in my music classes and programs include: Skip To My Lou; Walking, Hopping, Running, Marching; We’re Gonna Go, Go, Go; Knees Up Mother Brown; Day-O (The Banana Boat Song); The Ants Go Marching; London Bridge is Falling Down; The Merry Go Round; The Raspberry Patch (The Paw Paw Patch); In & Out Together: and Pick A Bale of Cotton.
Carole Peterson, music educator and member of the Children’s Music Network demonstrated a snowball “freeze” game. Children are given bath puffs, one for each hand. While the music plays, they throw “snowballs” at each other. When it stops, they freeze. Not only is it a safe and refreshing way for children to “use up” some of their energy, it helps reinforce listening skills.
Music and Math
The connection between Music & Math goes way back to Greek times. Pythagoras believed that the solar system had a specific tonal vibration and all music was related. We can leave those calculations for higher math. I’ll focus on counting and rhythm.
Counting songs such as Bye m bye, 5 little Ducks, 10 Little Pumpkins help children learn to count forward and backward. Singing and clapping to songs such as BINGO or The Mexican Hand Clapping Song, help children internalize rhythm and counting. Most songs use either 3 or 4 beats as the basic unit of measurement, and even very young children can learn to “count” and anticipate the correct time to clap in these songs.
To integrate math (counting and patterns) and music (reading musical notation), a chart (or musical score) can be created to “notate” rhythm. Using such simple noisemakers as keys, claps, clicks and taps, students create the rhythms and then “read” the chart to play the “song”. A sample chart is shown below:
Key: K=key jingle; T=tap; C=clap; K=click
Beats 1 2 3 4 1 2 3 4 1 2 3 4
CC CC CC CC CC CC
T T T T T T
J J J J J J
K K K K K K
The beats may be counted aloud or tapped out by the teacher.
Use of Music in the Special Education Classroom
Recent studies cited in journals, popular magazines & newspapers point to a connection between the use and study of music and cognitive development. According to Howard Gardner, music is one of the seven human intelligences; in order to more effectively enable children to learn, it is important to utilize all possible pathways to learning.
One easy way to incorporate music into the classroom is to use music as a transition from one activity to another. Montessori teachers routinely use a chime/bell to alert students to “look up here” and warn of an activity change.
Instrument-making can be a springboard for reinforcing and developing many other skills which may be included in a child’s IEP, such as fine & gross motor skills, socialization, attending, sequencing and taking turns.
Music has been used to teach and reinforce reading and language arts skills. Sung versions of big books are available or can be made by the teacher. Many quality picture books are now available which illustrate favorite children’s folksongs & chants.
When I asked her advice, Rebecca Wellman, MM, MT-BC/DT, Board Certified Music Therapist, & Developmental Specialist, sent me these tips:
---I've had children come up to play the guitar during the hello song if they tell me that it is their turn (most of my kids don't talk). I've also let them play with their feet if the strings are too rough on their hands. Another music therapist I know uses her gathering drum in the same way.
---During the hello song I use their names. It teaches them their own name and their peers as well.
---I try to go between movement and sitting songs. An adult attention span is 7 minutes (when they're concentrating) before they "check out". We shouldn't expect more from toddlers.
---Visual aids can be helpful. I have a lot of laminated pictures to have them come up and put on felt boards. The male (rough) side of Velcro will stick to the felt without too much work from the kids. I have picture cards that match the animals velcroed to the pages [of the song]. This way chosen children can pull off the cards or find the matching picture and put them back in the book (depending on their abilities).
ABOUT THE PRESENTER: Anna Stange has been teaching music classes in the Chicago area since 1993. She travels frequently and performs at schools, libraries & community events throughout the country. Anna is a full-time folk singer, a former Kindergarten teacher, and has recorded five albums of folk songs for families, children and adults.
For further information about Anna’s performances & availability, annastange@yahoo.com
