Enhancing Lessons with Music

1. Enhancing Lessonswith Music TED 387 Music Methods Dr. Steve Broskoske This is an audio PowerCast. Make sure your volume is turned up. Sound will begin on slide #2.

2. Outline • Enhancing lessons with music. • Fostering multiculturalism through music. • African culture. • Many nations. • Native Americans. • Preparing for practice lessons.

3. How Music Can BeUsed in the Classroom • Music can be incorporated in the classroom at 3 levels: High Teach educational content (content songs). • Enhance educational content. (Use music to help students understand, feel, and appreciate educational content.) • Set tone/atmosphere. (Create an atmosphere conducive to effective teaching/learning: music to prepare, music to focus & concentrate.) Low

4. Enhancing Lessons with Music • When we enhance a lesson with music: • We don’t necessarily use songs to teach content. • We use music to help students appreciate and understand the content better/deeper. • Experience. • Feel. • Relate. • Gain an appreciation of content.

5. Theme: Freedom Give Me Your Tired,Your Poor Song of Freedom

6. Theme: Martin Luther King, Jr. I Have a Dream

7. Theme: Thanksgiving You can explore lyrics of a song to enhance a lesson. Lyrics: My Country‘Tis of Thee Over the River andThrough the Woods This Land IsYour Land

8. Theme: Renaissance (4th - 6th) • Robin Hood • Scarborough Fair • Now is the Monthof Maying • Merry Minstrels • Oliver Cromwell • Sumer Is Icumen In • Troubador Song For older students, have them listen to music rather than expect them to sing. Use of advanced dances is effective.

9. What Can We LearnAbout the Renaissance? Lyrics andInterpretations Video Midi File Search for Photos Music ofTroubadours Troubadour Info.

10. Fostering Multiculturalism through Music How can we enhance a lesson with music, literature, and the arts?

11. Fostering Multiculturalism through Music • Music and the arts are a natural for teaching multiculturalism. • Allows learners to experience and feel the culture. • What people value and respect. • What people feel. • What customs and traditions people follow and hold dear. • What people do for fun.

12. Fostering Multiculturalism • Culture consists of: • Language. • Dress. • Food. • Music. • Dance. • Beliefs. • Customs.

13. Fostering Multiculturalism • About different cultures, you can teach: • Knowledge of history, geography, culture. • Respect: • Diversity as well as commonalities. • Separate stereotypes from reality. • Skills for global citizens: • Communication, tolerance, problem solving, cooperation. • Concern for the future of all people.

14. Fostering Multiculturalism • As you teach this topic, you can provide a framework for understanding differences by introducing values, beliefs, and social organization. • Using music and the arts, you can enable students to experience (see, hear, smell, taste, touch, and get a feeling for) different cultures.

15. What do all children/people do? Play games. Eat. Dress. Sing and dance. Live in some type of structure. How can you help children experience? Make/play games. Taste food. See type of dress. Learn/hear songs. See/participate in dance. Learn about geography, homes, society online. Posters. Dolls. Fostering Multiculturalism

16. African Culture Multiculturalism/Diversity Example

17. Enhancing a Lesson • Music can be one way to enhance a lesson. • You can also weave in… • Art. • Literature. • Drama. • Games. • Dance and movement. • Puppets. • Other sensory experiences (food, apparel).

18. Compare Cinderella Tales

19. The Egyptian Cinderella • A Greek maiden named Rhodopis is sold into slavery in Egypt. The servant girls in the household treat her poorly, but her master gives her a pair of gold slippers to honor her grace. • One day a falcon steals one of the slippers and brings it to the Pharaoh Anasis. The Pharaoh accepts the shoe as a sign, and announces that he will marry the woman who can wear it. • The Pharaoh searches the land for the owner, and when it fits only Rhodopis, she becomes his bride.

20. Nomi and the Magic Fish(Zulu) • Nomi’s mother dies at Nomi’s birth and her father remarries. Nomi’s stepmother treats her cruelly. • But one day a magic fish appears to Nomi and gives her food. When the stepmother learns of the fish, she captures and cooks it for dinner. • Nomi saves the bones and places them in the Chief’s garden. But when the Chief tries to pick them up, he cannot. • The Chief announces that he will marry the girl who can pick up the bones. • When only Nomi can pick up the bones, she becomes the Chief’s wife.

21. Compare the Stories • How are the stories similar? • How are the stories different culturally? • Family. • Village life. • Objects. • Dress. • Roles of men and women.

22. African Storytelling Hat • West Africa storytelling tradition: The village storyteller is a highly respected member of the community. • When the storyteller is invited to tell stories, he arrives wearing a hat with the names (or symbols) of all the stories he will tell that night.

23. African Storytelling Hat • Have children create a storytelling hat. • Wear a storytelling hat and tell a story. • Tricksters are popular and delightful characters found in folk literature around the world. The two best known African tricksters are Anansi the Spider and Trickster Rabbit.

24. Anansi the Spider Anansis the Spider Story Sesame Street video Anansis the Spider Story African reader with music

25. Activity: Writing • Anansi and Trickster Rabbit attempt to outwit someone, but in the end are usually outsmarted. These stories are often designed to teach listeners a moral, and are entertaining. • Have students identify these elements in the stories. • Have students write their own trickster story.

26. Dosu: African “Trickster” Game • Have a group of children sit in a sandbox. • Give one student an object to hide in a pile of sand. • Then, the student should form more piles of sand (that do not contain objects). • Have other children try to findthe object. The person who finds the object hides it again. Discuss games we create out of our environment (hopscotch). What can we infer about the lives of African children from the game Dosu?

27. African Customs • African children learn to balance and carry items on their head. Can you balance things on your head?

28. African Food African Food

29. African Dance • Secular dances for everyone. • Special occasions, marriages, births, at the naming of a child. • Initiation dances. • Performed as rites of passage at various stages of a person’s life. • Dances for the dead. • Performed during funerals and burials.

30. African Music Always “set the stage” so students are prepared for what they will see. African Drumbeats (TeacherTube) Traditional African Dance (YouTube) West African Dance (YouTube) You could have studentsplay drums as well!

31. There Are Many Nations(Not Just Ours) Multiculturalism/Diversity Example

32. Flags Flags of the World

33. National Anthems National Anthems Of the World

34. Multicultural Songs • It’s a Small World • Children in the World (Raffi) • Hello to All the Children of the World Multicutural Songs that Teach Diversity

35. Children in the World (Raffi) • Verse:Janet lives in England.Pierre lives in France.Bonnie lives in Canada.I met Liz in Egypt.Mochia lives in Israel.Bruces lives in Australia.Ching lives in China.Olga lives in Russia.Ingrid lives in Germany.Geeta lives in India.Pavlo lives in Spain.Jose lives in Columbia. • Refrain:And each one is much like another.A child of a mother and a father.A very special son or a daughter.A lot like me and you.

36. Hello to All theChildren of the World Chorus:Hello, Bon Jour, Buenos Dias!G'day, Guten-Tag, Konichiwa.....Ciao, Shalom, Do-BreyDien,Hello to all the children of the world! See the Lyrics

37. Native Americans Multiculturalism/Diversity Example

38. Our Native Americans (2nd) • Children often come to this topic with stereotypes, and many times teachers continue it. • How many Native American stereotypes can you think of?

39. Our Native Americans • Common stereotypes: • Feathers, tipi, “whooping” sound, associated with Thanksgiving and the Pilgrims. • Other: • “Sit like Indians.” • “You act like a bunch of wild Indians.” • “I'm dressing like an Indian for Halloween.” • “You're an Indian giver.” • “Play cowboys and Indians.” • “Too many chiefs, not enough Indians.”

40. Our Native Americans • Realities: • The number of Native Americans killed in battle was small; what really defeated them were the diseases brought from Europe for which they had no immunity. • Native Americans are unique from other ethnic groups in that they were dispossessed of their lands.

41. Our Native Americans • Important themes to teach: • Native ways of life have meaning today. Native arts have long been the subject of interest and respect. • Most important in today’s world is the Native American philosophy of life. . . respect for land, every form of life and for living in harmony with nature.

42. Our Native Americans GatheringOfNations.com Traditional Dance at Pow-Wow(YouTube) Hip-hop Dance at Pow-Wow(YouTube)

43. How Can We Enhance This Unit? • Games. • Songs. • Coloring. • Puzzles. • Posters. • Videos. • Web sites. • Art activities. • History. • Dolls/costumes. • Artifacts (arrow heads). • Literature/legends/beliefs. • Set the tone: Have students enter class to music. Native American Resources(Apples4theTeacher.com)

44. Preparing for Practice Lessons

45. Practice Lesson • Module 3: Teaching a Practice Lesson (25 points) • Present a music-enhanced demonstration lesson. • Individually, teach one (1) 15-minute lesson in class.

46. Practice Lesson • Plan to engage the entire class in your lesson (get everyone involved). • Please provide copies of the lyrics of the music you plan to teach and any other instructional materials for each class member.

47. Practice Lesson • About the lesson: • The lesson should require about 15-20 minutes to teach. • The lesson MUST incorporate music and a major curricular area. A major curricular area could be: Math, Reading, Science, English, or Social Studies. • Note: Art, Spelling, and Handwriting are NOT considered major curricular areas. • Select a grade level of students for whom the model lesson will be prepared.

48. Practice Lesson • You should incorporate music into the lesson to enhance educational content (use music to help students understand, feel, and appreciate educational content). • Additionally, you may use music to: • Teach educational content (content song). • Set tone/atmosphere (create an atmosphere conducive to effective teaching/learning: music to prepare, music to focus & concentrate).

49. Practice Lesson • What to submit to the instructor: • Prepare a lesson plan and submit it to the instructor right before teaching the lesson. Use the Misericordia University Lesson Plan (found on our course Website). • Fill in your name(s) and other information on the top of the Practice Lesson Critique. Submit this form to the instructor right before teaching the lesson.

50. Practice Lesson: Evaluation • Students will be formally evaluated on planning and presentation skills, as well as the effective and appropriate use of music to enhance the lesson. • Find the evaluation criteria listed on the Practice Lesson Critique attached to module 3.