Music to the Rescue! Assignment 3 of Creativity: Music to My Ears

 

I’ve been participating in an online Creativity course hosted by Tina Seelig at Stanford University. Seelig is the author of inGenius, a book I am also reading. Rather than do the assignments online, i’ve decided to do them with my students. However, this week we are on Easter break, so I drafted my four children ages 7- 13 to help brain storm.

Here is the assignment:

Clearly define – a problem that you want to solve. It can be a personal problem or a social problem. Be careful to frame the problem thoughtfully so that it isn’t too narrow or too broad. Make sure to read the paragraph above about picking a brainstorming topic, and watch the Reframing video for guidance on this.

Once your team has framed a problem, together you should brainstorm to generate at least 100 ideas for ways that MUSIC can help solve that problem.

We decided to think about how music can be used at school to develop literacy – especially in middle school students and this is what we came up with…

  1. Listen to Pandora study music when reading.
  2. Compare reading music to reading text.
  3. Have students make book trailers with music in the background.
  4. Study famous song lyrics as poetry.
  5. Get an MP3 song for every book read in a school year.
  6. Read about music history.
  7. Read and watch a musical.
  8. Create a classroom musical based on a book.
  9. Teach students to “read” music.
  10. Create music typewriter game – Maybe a iPad App.
  11. Play book based move themes during reading time (Harry Potter is a favorite).
  12. Create multi-sensory phonics games for struggling readers.
  13. Read about events sited within songs (We Didn’t Start the Fire would be an example).
  14. Teach students how to write their own songs.
  15. Make games where note letters spell words.
  16. Make a song to learn the steps of the writing process.
  17. Use songs to learn vocabulary words.
  18. Make a jingle for a book read.
  19. Create word puzzle using notes to write a paragraph.
  20. Attach a CVC code to classroom books where students find similar theme in books and songs.
  21. Writing prompt – Choose a song and write about what it means.
  22. Choose a book and brainstorm songs that could make it a musical (Mary Poppins is an example)
  23. Write a sentence using only the letters A-G – then play the sentence on the piano.
  24. Read about famous composers.
  25. Learn to play an instrument.
  26. Use rhythm to teach fluency.
  27. Use percussion instruments when reading poetry.
  28. Use percussion instrument to learn phonics – sounding out word parts.
  29. Play author musical chairs.
  30. Keep a journal for music practice.
  31. Learn about music during different eras.
  32. Study musical styles and compare them to parts of the book.
  33. Compare music eras to art and literature written at the same time.
  34. Write a jingle to learn the parts of speech.
  35. Match note names to notes on the staff.
  36. Let students sign for oral assessments.
  37. Make a scavenger hunt based on solving musical riddles.
  38. Make up rhyming songs
  39. Make up alliteration songs
  40. Find vocabulary words in songs.
  41. Songs often have a pattern – like A B A C – Write a story using a music pattern.
  42. Put memoires to music.
  43. Write the refrain to your research paper – Put your thesis statement to music.
  44. Give speeches about composers.
  45. Find songs about the topic you are learning about in a class.
  46. Write lyrics / poetry using new vocabulary.
  47. Play classical music during free writes.
  48. Sing along with recordings of literacy-based songs
  49. Write a poem or reflection about how a piece of music makes you feel.
  50. Study with music to help with recall.
  51. Let students play games on websites like San Francisco Symphony Kids, Dallas Symphony Orchestra Kids, or New York Philharmonic Kids
  52. Compare and contract the emotions of a character to popular songs.
  53. Study the brain science behind how music literacy helps reading.
  54. Study how music affects emotions (scary music in a movie for example).
  55. Use music vocabulary and dynamics to improve reading fluency.
  56. Let students listen to music without words when studying or working independently.
  57. Mix music literacy stations in with classroom language arts stations.
  58. Learn about storytellers and how they use music.
  59. Invite a composer as a guest speaker to compare music and literature revision strategies.
  60. Mark a speech with dynamics symbols for how the speaker is to present.
  61. Read and listen to storybooks based on song lyrics (Puff the Magic Dragon).
  62. Research the history behind holiday songs.
  63. Perform music in public as a way to feel confident giving presentations.
  64. Learn about different cultures though global music styles.
  65. Draw to music.
  66. Teach preschool students nursery rhythms
  67. Reflect on visualization from music compared to imagining a character or setting.
  68. Compare book genres to music genres.
  69. Study religion and history through music.
  70. Discuss the influence that a song can have on a culture.
  71. Conduct and report on a survey that studies music preferences.
  72. Analyze the author / composer purpose (To persuade, inform, entertain, explain).
  73. Analyze how a song is organized – Comparison / contrast, chronological, argument / support.
  74. Analyze word choice in songs.
  75. Compare dynamics to punctuation and conventions.
  76. Talk to composers and songwriter about where they get their ideas.
  77. Work on music pitch to build phonological awareness (in first and second languages).
  78. Study historic events through song re-makes (The Too Late to Apologize uTube video with the Founding Fathers)
  79. Compare the 6 traits of writing to the traits of music.
  80. Compare effective repetition in music and literature.
  81. Analyze how variety keeps interest.
  82. Compare and contract two musician’s voices
  83. How to musician improvise? What does this teach us about writing or speaking?
  84. Analyze chord tones compared to word choice.
  85. Why did the composer choose a certain note / chord? (Saving Mr. Banks movie – Spoon Full of Sugar – the unexpected – note goes up).
  86. Compare sentence fluency to melody – how do rhythm and flow add to a text?
  87. Consider transitions between themes and sections of music – compare them to transition words in writing.
  88. Create a KWL chart for a popular song
  89. Give student examples of fluent reading and with expression.
  90. Listen to Disney songs and look for clues about character traits.
  91. Practice unison reading to improve listening and pacing.
  92. Create classroom chants for hard to remember concepts.
  93. Play music between classes that is fun and inspirational.
  94. Compare sight-reading strategies to reading aloud.
  95. Compare song titles and book titles to anticipate what it’s about.
  96. Create a web or mind-map of a song.
  97. Write new words to a well known song (Think Weird Al)
  98. Compare perseverance in learning to play an instrument to learning to read – both take practice!
  99. Teach inference using a new piece of music.
  100. Practice active listening to build listening skills and an ear for pitch and fluency.
  101. Encourage passion for learning using music to make literacy fun!

Friday Reflection – the classroom library

What a long week it has been. I am waiting for my son to finish cross-country practice and taking a few minutes to reflect on the first two weeks of school. It’s nice to just catch my breath…

Three weeks ago I was given the opportunity to move from social studies to language arts. I loved what I taught, but this is truly an opportunity to “do what I always wanted to do when I grow-up.” Bonus – I get to it with an amazing team of co-teachers and a very supportive administration. I actually left an in-service asking another teacher if it was possible that our jobs could get better? I am that kind of happy!

All summer I have been hanging out in twitter world with the English teachers, the librarians,  and the authors. I instantly had ideas for what, why, and how I was going to tackle the world of English teacher. 40 book challenge… writer’s workshop… mini lessons… I was motivated!

Reality – after two weeks – I’m tired. 8th hour on Friday and I realize I’ve forgotten to eat anything since breakfast.

I’ve spent hours talking with students and parents about expectations and ideas. We will do the work of writers and we will try to become independent, veracious readers. I am working to establish the culture of passionate learning and stay one step ahead of the kids.

“No, you can’t turn that in yet… we are going to learn how to revise. That’s what real writer do.”

“Yes, I know it’s hard to write a poem, but we are going to give it a try.”

“Yes, I do have ideas for books you can read even if you have not read one since second grade.”

The students leave interested, wondering, tired – a lot like me.

Then a knock on the door brings a visitor with a box full of books. Books for my new library. Books for the new English teacher. Books to sort. Books I have not read. Books I read and loved. Books already being checked-out by my son who has wondered in.

And suddenly, I am not so tired after all…

 

A Template for Responding to Non-Fiction Articles

I’m preparing to teach a mini class on study skills this year. There’s lots of great things to cover. I’m having a blast reading and learning and being the student so that I can model great things in the fall. I know this makes me especially nerdy – but that’s okay.

As I define the topics I want to cover, I realize that many of the articles I’ve been reading would be perfectly appropriate for my middle school students to read. Doing so would provide an opportunity:

  • to respond to non-fiction in their journals and blogs,
  • do their own investigating, and
  • provide an authentic opportunity to teach web site evaluation.

This all seems so obvious, but I am enjoying my “ahhh moment” so much that I thought I’d share the template I just created:

Reading Response Journals – Responding to Non-fiction Articles

After reading the article, use the following template to respond in your journal:

  • URL: _________________________________________________________________
  • Is the author’s contact information included? YES_____ NO_____
  • Author’s Name ____________________________________________
  • Are the author’s credentials given?  (education, position) YES_____ NO_____
  • Is there a known organization or institution associated with or sponsoring the site?  YES_____ NO_____
  • Name of organization or institution:________________________________
  • Is the Web site designed to teach you something?  YES_____ NO_____
  • Is the website an .edu, .org, .gov, or .com? _________
  • What is the purpose of the Web site? (Is it to entertain, persuade, educate, or sell?)
  • Does the author try to persuade you in any way? How?
  • Quickly try to identify the facts from the opinions. Make a list.
  • What new information did you learn?
  • Were there any photographs, charts, graphs, or diagrams that were important?
  • After reading, what unanswered questions do you have? What are you curious about?
  • What connections did you make with the information provided?
  • What is your opinion of the author’s (or interviewee’s thesis)? Do agree or disagree with the point of the article?

Okay – feedback, ideas, advise?