Or, better yet, provide the opportunity to go through the process by composing their own music. At least classificatory, causal, and other relationships receive some attention.
Sometimes making students aware of these parallels can be powerful. Read-Alouds and Listen-Alouds The key to using music to help teach literacy is in drawing from what students already know and love—in this case, listening to music—and pointing out parallels between the two. Indeed, the potential topics of a metacurriculum are innumerable, just as the potential content-oriented themes for integration are innumerable.
The curriculum is comprised of substantive content and concepts—of knowledge about the world deemed vital for students to acquire. We discuss each distinction in turn. Categorizing and seeking causes and effects are two of the most familiar thinking skills.
Or, better yet, provide the opportunity to go through the process by composing their own music. Perkins Imagine that we have the opportunity to observe two classrooms where the teachers are discussing the Boston Tea Party. Music and literacy go hand in hand. In contrast, a feel good movie will have feel good music.
Skills for a Metacurriculum Perhaps the most obvious question that a metacurriculum raises concerns its content: Proponents of reading and writing in the content areas often are rejected because of unwillingness to sacrifice any amount of subject matter coverage.
In their English classes, however, students actually are instructed in and practice reading literature and writing in a literary vein. However, if we look across several lessons in different subjects, we begin to see the essence of two contrasting attempts at integration across the curriculum.
However, as soon as we depart even a little from the trio of symbolic, familiar, and learning by practicing, we enter the realm of the metacurriculum where conventional instruction ventures less often. There is ample opportunity to integrate skills of decision making, problem solving, creative thinking, and more across the subject matters.
Providing these opportunities for your students can help them to understand what literacy is all about — enjoying a story, thinking about a story, and learning with and through a story, just as they do with music. In many cases a song is a form of storytelling.
Then draw their attention to how this parallels with reading. In addition, most skills invite efforts to restructure them into more effective patterns. Lyrics are the words in music and if you take lyrics of your favorite songs and recite them, you have poetry.
To determine this, a number of pivotal questions must be addressed. In the context of ecology, they could examine the decisions of lawmakers concerned about protecting the environment. Accordingly, a typical agenda in the teaching of thinking is to restructure students' decision making so they pay more attention to creative options.
For instance, students typically approach a reading assignment by beginning at the beginning and reading every word until the end.
Toward an Integrated Metacurriculum: Teaching from within that paradigm is guided by the beliefs that most secondary students already have the kinds of skills in question, that the subject matter already embodies higher-level thinking skills, that skills shouldn't be sacrificed for content in elementary education, and that content shouldn't be sacrificed for skills in secondary education.
As their encoding becomes more automatized, their minds are freed to deal with higher-order aspects of the text. Proponents of higher-level thinking often are discounted on the grounds that the existing subject matter content already is intellectually sophisticated and that to learn it well is to learn to think, at least in an academic context.
Doing this helps the concept stick. She focuses on teacher professional development in arts integration, Common Core State Standards, 21st century learning skills, and technology. Here it is useful to focus on three distinctions that help to chart the range of the metacurriculum: For example, spontaneous decision making tends to be a bit blind: You may also quickly see the connection between music sound tracks and story lines or plots.
What alternatives are possible and what are the trade-offs.
In the secondary schools, subject matter content dominates, and the prevailing assumption is that students have already learned basic skills. I am excited to share more about these and other ways music can help your students with literacy.
But often the activities have more to do with memorizing the answers suggested by the text than engaging students in their own explorations.
Then, we transfer these concepts into our writing and reading.
She lives in Westminster, MD with her husband and daughter. Moreover, like thinking skills, these symbolic skills often are neglected by the conventional curriculum. Build Reading and Writing Skills with Music.
character education, values clarification, writing, reading, thinking, creativity, poetry and vocabulary. Call me an educator, developer, researcher and experimentalist in the classroom.
When taught the basic tools for changing words into mind-pictures in reading.
ACTIVITIES FOR INTEGRATING READING AND WRITING IN THE Ruth Spack and Vivian Zamel inspired me to delve deeper into the nature of the reading and writing relationship and provided me with insights as to how I could encourage Recent thinking about the nature of reading and writing views the two skills as interdependent and transactive.
Though the connection between reading and writing seems to be a "given," reading was not always a dominant force in writing classrooms. In the nineteenth century, students did not typically write analyses of what they read, but instead wrote themes on prescribed topics, such as. the integration of reading and writing literacy into a visual arts curriculum can strengthen literacy skills as well as foster creative thinking at the middle school level.
There is a growing demand for the integration of literacy in all core, and non-core. Integrating Music and Literacy.
you are doing something special with your class, and as you listen, you can also model good skills that transfer to literacy. Visualization. Then, we transfer these concepts into our writing and reading. Doing this helps the concept stick.
Integrating Thinking and Learning Skills Across the Curriculum. and again the teacher divides the class into groups of two or three. The students are to make a “concept map” that shows how key groups involved in the tea party and its surrounding circumstances relate to one another. Teachers planning a metacurriculum would do well to.Integrating reading writing and thinking skills into the music class