Blending Music and Literacy with Technology

Blending Music and Literacy with Technology

Kate Smith and Sally Gilbride

ACTEM Fall Conference

October 12, 2007

Kate Smith and Sally Gilbride

ACTEM Fall Conference

October 12, 2007

A literate person…A literate person…

“Has the ability to communicate in real-world situations… which involves the abilities of individuals to read, write, speak, listen, view and think.” (Cooper, 265)

“Has the ability to communicate in real-world situations… which involves the abilities of individuals to read, write, speak, listen, view and think.” (Cooper, 265)

Music and Reading Integration: Parallels

Music and Reading Integration: Parallels

Supporting parallels between music and literacy help build vital cognitive pathways

When children learn to perform, create, listen or respond to music they are simultaneously practicing skills that are integral to reading.

These skills include phonological and phonemic awareness, sight identification, cueing systems, decoding, comprehension, and fluency (Hansen, et. 2007)

Supporting parallels between music and literacy help build vital cognitive pathways

When children learn to perform, create, listen or respond to music they are simultaneously practicing skills that are integral to reading.

These skills include phonological and phonemic awareness, sight identification, cueing systems, decoding, comprehension, and fluency (Hansen, et. 2007)

My philosophy:My philosophy:

WHAT we teach is vital to a child’s cognitive and social development. HOW we teach can dramatically improve a child’s growth.

As an integral part of the professional learning community, Music teachers must look at their instruction through the lens of literacy. In turn, classroom teachers will increase students’ learning when integrating music in their literacy instruction. There must be a common language between teachers.

WHAT we teach is vital to a child’s cognitive and social development. HOW we teach can dramatically improve a child’s growth.

As an integral part of the professional learning community, Music teachers must look at their instruction through the lens of literacy. In turn, classroom teachers will increase students’ learning when integrating music in their literacy instruction. There must be a common language between teachers.

Technology Integration:Be Innovative

Technology Integration:Be Innovative

Technology integration allows students to explore music and literacy in an innovative and engaging way.

It heightens creative communication between music and literacy

It opens new doors to students It’s relevant to today’s world

Technology integration allows students to explore music and literacy in an innovative and engaging way.

It heightens creative communication between music and literacy

It opens new doors to students It’s relevant to today’s world

Central School’s Technology Integration Projects

Central School’s Technology Integration Projects

First Step- “Dabbling” in Apple Pie

First Step- “Dabbling” in Apple Pie

Experimenting Trying something new

“for fun”

Experimenting Trying something new

“for fun”

Step 2: Doing Old Things in Old Ways

Step 2: Doing Old Things in Old Ways

Substituting technology to accomplish the same net result

Ensemble and individual assessment Sub plans Saving time… (sort of).

Substituting technology to accomplish the same net result

Ensemble and individual assessment Sub plans Saving time… (sort of).

Step 2 Integration Examples:Written Reflections

Step 2 Integration Examples:Written Reflections

Nina singing Eliza Jane Jeff on Recorder Middle School Ensemble

Nina singing Eliza Jane Jeff on Recorder Middle School Ensemble

Step 3: Old Things in New WaysStep 3: Old Things in New Ways

Songwriting

Audiobooks

Fairy Tale Raps

Songwriting

Audiobooks

Fairy Tale Raps

AudiobooksAudiobooks

“Just a Thunderstorm” by Gina and Mercer Mayer

Mrs. Ames’ Kindergarten Class reading “Baa for Beginners” by Deborah Fajerman

Mrs. Mulcahey’s Second Grade Class reading “Dinosaur Bones” by Bob Barner

“Just a Thunderstorm” by Gina and Mercer Mayer

Mrs. Ames’ Kindergarten Class reading “Baa for Beginners” by Deborah Fajerman

Mrs. Mulcahey’s Second Grade Class reading “Dinosaur Bones” by Bob Barner

SongwritingSongwriting

Mrs. Bostock’s 1st grade Class Mrs. Deluca’s Multigrade 1/2 Class Mrs. Dorr Garrity’s 1st grade Class “Back to School Blues”

Mrs. Bostock’s 1st grade Class Mrs. Deluca’s Multigrade 1/2 Class Mrs. Dorr Garrity’s 1st grade Class “Back to School Blues”

Fairy Tale RapsFairy Tale Raps

Mrs. Bousquet’s Second Grade Class performing “Little Red Hen”, a story from Ann Urbansky’s “Three Singing Pigs”

Mrs. Bousquet’s Second Grade Class performing “Little Red Hen”, a story from Ann Urbansky’s “Three Singing Pigs”

Step 4: New Things in New Ways

Step 4: New Things in New Ways

Programmatic Music in ABA form Podcasts Video Projects

Programmatic Music in ABA form Podcasts Video Projects

Programmatic Music in ABA form

Programmatic Music in ABA form

Mrs. Whicher’s Second Grade Class Mrs. Gilbride’s Third Grade Class Mrs. Wendell’s Third Grade Class

Mrs. Whicher’s Second Grade Class Mrs. Gilbride’s Third Grade Class Mrs. Wendell’s Third Grade Class

Individual ProgrammaticABA projects

Individual ProgrammaticABA projects

Celine and Nik Emily and Madison William and Brandon

Celine and Nik Emily and Madison William and Brandon

Mikayla’s PodcastMikayla’s Podcast

Alaina’s PodcastAlaina’s Podcast

Making it Happen- Baby StepsMaking it Happen- Baby Steps

Start small- one unit, after school programs, Music Club

Celebrate any and all successes… loudly Find support- financial, peer Embrace opportunities to model overcoming

adversity… because things WILL go wrong You might as well have fun… the kids are.

Start small- one unit, after school programs, Music Club

Celebrate any and all successes… loudly Find support- financial, peer Embrace opportunities to model overcoming

adversity… because things WILL go wrong You might as well have fun… the kids are.