Musical Integration
Reading Integration!
- Similarities: oral fluency - read smoothly and quickly, fluctuations, expressions, pauses for punctuations, pacing, timing, rhythm, natural speech. Reading comprehension: make sense of a story, identify characters, setting, cause and effect, understand visual and auditory words.
- Why integrate reading and rhythm? Timing, pacing of sounds, flow, pulse, breath & coordination!
- 3 connections to literature:
- Chanting books with existing beat and rhythm (familiar and unfamiliar)
- Chant that alternates between verse and refrain
- Modifying texts to create a chant
Chanting books that students already know:
- Select a book.
- Apply a beat to the text.
- Determine the phrases, stanzas, stresses, and inflection.
- Create a cue that fits the text. Practice it.
- Decide how to perform the chant with the class (echo, unison, call and response). Practice it.
- Display the book or text.
Chanting books with existing beat and rhythm:
- Apply a beat to the text.
- Determine the appropriate stresses and inflection.
- Create a cue to start.
- Practice!
Chant that alternates between verse and refrain:
- Allows children to participate in the reading, while still hearing the vocabulary and fluency modeled by the teacher.
- Possible extensions: perform the beat on instruments, create beat movements to the refrain, and create movements using specific elements.
Modifying texts to create a chant:
- Find a book with potential.
- Create a class chant.
- Choose which words should get emphasis.
- Practice, give them a cue first.
- Choose when it should occur.
Science Integration!
- Movement Element Review: F (flow), W (weight), S (space), T (time)
- Work = the exertion of force overcoming resistance or producing molecular change.
- Simple Machines = tools that help us work.
- Activity: hand shape duets: have students think about how their bodies can move and hold shapes in a particular way. Body shape duets: transition to moving whole body. Take turns being the force and the object. Think of a simple machine from the list. You and your partner must come up with a movement story in ABC form, in which you show a problem, show the tool, and show work being done.
- Water Cycle: states of water - solid, liquid, gas - transition into different states: solid into liquid into gas. Repeat adding beats and then a dance phrase.
Math Integration!
- Not everyone is a visual learner.
- Experiential, active learning
- Music cards: AA BB CC AA
- One-to-one correspondence, internal and external counting: BB CC AA; ABBA ABCA ABA AAB A
- Shapes and angles: 2-D and 3-D geometry, bound flow, space (levels), individual lines, partner: 2-D shapes (partner lines and angles), small groups: 3-D shapes