Loving Literacy through Music and Movement

1
Loving LiteracythroughMusic and Movement

• A NESA presentation
• By Katie Biank
• April 2009

2
Stomp Video Clip

• http//www.youtube.com/watch?vwDgRGutjc7Yfeature
  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?

3
Goal for today

• Understand the relationship between music and
  literacy
• Realize how easy it is to use music in your
  classroom to improve literacy

4
Music Literacy Similarities
McIntire, Jean from Developing Literacy through
Music
5
Expressive Skills
Both media allow students to freely convey
feelings and thoughts
Activity Stomp Activity
6
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

7
Listening Skills
Aural Discrimination and imagination required for
both music and reading
Activity Zomo the Rabbit
8
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
• Zomos Drum Djembe
• Tree Nut shell rattle
• Hill Xylophone

9

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

10
Decoding Skills
Both Music and Literacy involve relationships
between symbols and sounds
Activities Rhythmic Reading flash
cards
11
Rhythm Skills
Both Music and language have rhythm
Activity Jazz Chants
12
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,

13

• 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.

14
Communication Skills
Music and the written word involve verbal
expression and articulation, and students can
produce written responses to both
Activity Abiyoyo
15
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)

16

• Write 3 books that you could dramatize in your
  class.

17
Thinking Skills
Both offer opportunities for high-level
questioning to encourage students to think deeply
Activity Beat Walk Do as Im
Doing
18
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

19
Do as Im doing

• Song Lyrics
• Do as Im doing, follow, follow me. Do as
  Im doing follow, follow me.
• Do as Susies doing, follow, follow her. Do
  as Susies doing, follow, follow her.
• Sit as Im sitting, follow, follow me. Sit
  as Im sitting, follow, follow me.

20
Do as Im doing

• Do as Im doing, follow, follow me.
• Do as Im doing, follow, follow me.
• Do as Susies doing, follow, follow her.
• Do as Susies doing, follow, follow her.
• Sit as Im sitting, follow, follow me.
• Sit as Im sitting, follow, follow me.

21

• What other movement activities could you do with
  your class?

22
Vocabulary Development
Both are sources of new words and meanings, often
in various languages
Activity Dr. Seuss
23
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-hump Wump.
• So
• If you like to go bump-bump, just
• Jump on the hump of the Wump of Gump
• Jump!

24

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

25
Memorization Skills
Setting facts to music helps students remember
them
Activities Today is Monday Selection of
learning songs to familiar tunes
26
Today is Monday
Feel free to add motions to demonstrate the food!

• 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

27
Fractions
Sung to the tune When the Saints Go Marching in

• Oh, when a pizzas cut in half,
• Oh, when a pizzas cut in half,
• There are equal parts for two people,
• When a pizzas cut in half.
• Oh when a pizzas cut in Thirds,
• Oh, when a pizzas cut in thirds,
• There are equal parts for three people
• When a pizzas cut in thirds

28
Say Please
Sung to Three Blind Mice

• 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

29
Bugs
Sung to Little Brown Jug

• 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?
• Whos that creeping in the grass?
• See the beetle slowly pass!
• Whos that crawling across my pants?
• Its a band of marching ants!

30
Do as Im doing

• Do as Im doing, follow, follow me.
• Do as Im doing, follow, follow me.
• Do as Susies doing, follow, follow her.
• Do as Susies doing, follow, follow her.
• Sit as Im sitting, follow, follow me.
• Sit as Im sitting, follow, follow me.

31
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.

32
Any questions.
33
Just remember

• If you can walk you can dance,
• If you can talk you can sing
• Zimbabwean proverb