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Literacy and Music A Brief Powerpoint By Morgan Russell New York University Summer 2008 Why Literacy and Music? Literacy and Music share characteristics and have a symbiotic relationship. From Promoting Literacy Through Music :
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Literacy and Music A Brief Powerpoint By Morgan Russell New York University Summer 2008
Why Literacy and Music? • Literacy and Music share characteristics and have a symbiotic relationship. From Promoting Literacy Through Music: • Music and language both use abstract symbols, and they are both used in “holistic literacy experiences” which build on foundations of students’ prior life experiences. • Through song, “memory skills improve and aural discrimination increases,” which helps with language development.
Why Literacy and Music? (cont.) • Repetition found in song “supports and enhances” the development of literacy, by “offering students opportunities to read higher-level text and read with music” numerous times “in a meaningful context.” From Teaching "Whole Music" Literacy: • “Music is a kind of language… with its own logic and syntax…. Research has shown… music and language literacy… may mutually reinforce each other.”
Specific Ways to Integrate Music and Literacy • From Teaching “Whole Music” Literacy: • The author believes in an experientially-based learning environment. The author suggests, for instance, that a teacher post signage on objects in a room (ex., a light switch) of musical phrases that include the name of the object attached to the signage. The musical phrase helps them learn the name and spelling of the object. • Students can take familiar tunes from their cultures and make up new words to the tunes. • Teach new songs to students while showing them illustrated books that contain the lyrics and basic song notation (not full adult notation, but starting with basic elements).
Specific Ways to Integrate Music and Literacy (cont.) • Muriel Vergnaud teaches young English-speaking students the French language through song. She does so because, as she says: “Foreign language students need more words and images to add to their comprehension. While French natives easily absorb traditional songs which bring them back to the roots of their own culture, others need more everyday vocabulary, using present time and first person; while memorizing short texts makes all young children confident about learning, and happy to repeat something they already know, non-native speakers need even shorter texts and catchier lyrics.” In other words, through song, she creates an experience (a context) through which the students can retain the new language.
Arts Standards • The New York State Arts Standards and New York City Blueprint overall require that a student be able to talk and write about music within its context(s). This requires both language and written literacy skills. • In addition to above, the New York City Blueprint has a category entitled “Making Connections,” which links music to other disciplines. Language literacy is essential to this category.
Information & Sources • Information found in this Literacy and Music presentation comes from the URLs found on my website at: http://homepages.nyu.edu/~mr1845/literacy.html • This presentation is part of the class Technology Resources for Performing Arts Educators, led by Professor John Gilbert.
