1.According to the author, what are the possible cognitive benefits of music in early childhood education (p. 19)?
Helping children acquire vocabulary, symbolic understanding, a sense of sequence, memory, and auditory training. Research also indicates that music training enhances preschoolers’ spatial temporal reasoning.
2.What are some important activities classroom teachers should be aware of in order to enhance young children’s self-esteem (p. 19)?
A well-defined music program integrated into the early childhood curriculum can enhance language development, knowledge of musical concepts (rhythm, steady beat, melody, and dynamics), creative expression, and a sense of collaboration.
Another enhancement is the children’s self esteem, an underlying theme of developmentally appropriate practice.
3.How so (according to the author) development of gross-motor skills and find-motor skills in musical activities can help enhance children’s self-esteem (p. 19)?
Development of gross motor-skills (through such movements as swaying, marching, jumping, hopping, skating, or tapping one’s foot) and fine-motor skills (through finger or hand movements accompanying singing or listening to music) provides an additional dimension to musical expression.
4.What are the guidelines for early childhood educators to implement music program in their classroom (p. 20-23)?
The guidelines are:
· Select music for Preschoolers: That will help them feel successful
· Include movement activities in the music program
· Use children’s name whenever possible
· Use musical terms to enhance concept development
· Incorporate a variety of music into the classroom
Friday, December 11, 2009
Assignment # 8
Worksheet Chapter 81.Children move naturally. List and explain the guidelines suggested in the textbook that help teachers generate ideas for students to learn music through rhythmic bodily response activities (p. 259).
Keep movement within the skill and capabilities for the student (for example, use bilateral motions for young children). These movements may range from the very simple to the highly complex.
Choose musical compositions that lend themselves to interpretative movement. Be careful not to impose a story meaning on a simple melody.
Plan movements so that they flow freely from one to another.
Plan movements carefully. Sometime children will improvise movement as a part of the learning process, where as at other times you will want them to follow a planned patter of movements.
Ask children to help decide on appropriate interpretative movements and to char them with stick figures and captions that give specific directions, along with the text of the song (if there is one).
Make sure children learn each movement well; children must concentrate on the interpretation and not on “What do I do next?”
Be sensitive to children’s ages. Do not choose movement that will be awkward or embarrassing to them.
For performance experiences, you may wish to use simple costumes.
Emphasize important words or syllables. You may choose to do the movement on a strong beat or on a particular word.
Enhance the rhythm of the song with coordinated movement (that is, everyone doing the same thing at the same time).
2. What does locomotor skill means? What is non-locomotor skill?
Locomotor movement – means to move from one place to another.
Non-locomotor movement – means to move within a stationary position.
3. List the four stages in developing children’s body awareness.
1. Movement as an expression of problem solving.
2. Movement as an expression of imagery.
3. Movement with no external beat.
4. Movement to a beat with a sense of timing.
4. What are the musical concepts that can be taught through movement activities?
1. The use of the whole body, involving the larger muscle groups, ensures a more vivid realization of rhythmic experience than does the customary use of the extremities, such as the hands in clapping and the feet in tapping.
2. The physical coordination developed in the well-directed rhythm class give the individual power to control his or her movements in related activities. This is especially true in regard to instrumental skills, where coordination is difficult and specialized.
3. Bodily movement acts as a reference for the interpretation of rhythm symbols, which become truly significant when learned as the result of a vital rhythmic experience.
4. Children develop habits of listening as they engage in the process of identifying what they hear and what they do.
5. Body, mind, and emotion are integrated in rhythmic expression.
6. The freedom of expression that is a cardinal principle in eurhythmics stimulates the creative impulse in every department of musical learning.
5. Choose one concept and summarize the lesson provided in the textbook telling how this particular musical concept is taught through the movement activity.
Concept: Fast, Slow, Getting faster, Getting Slower
The lesson plan is suggested for grades K-3 by using songs to have students demonstrate with their bodies the concept being presented. The songs used have different rhythms and the beats may be longer or shorter where children should express their comprehension of this change with movement. They are to move fast or slow depending on the music.
Keep movement within the skill and capabilities for the student (for example, use bilateral motions for young children). These movements may range from the very simple to the highly complex.
Choose musical compositions that lend themselves to interpretative movement. Be careful not to impose a story meaning on a simple melody.
Plan movements so that they flow freely from one to another.
Plan movements carefully. Sometime children will improvise movement as a part of the learning process, where as at other times you will want them to follow a planned patter of movements.
Ask children to help decide on appropriate interpretative movements and to char them with stick figures and captions that give specific directions, along with the text of the song (if there is one).
Make sure children learn each movement well; children must concentrate on the interpretation and not on “What do I do next?”
Be sensitive to children’s ages. Do not choose movement that will be awkward or embarrassing to them.
For performance experiences, you may wish to use simple costumes.
Emphasize important words or syllables. You may choose to do the movement on a strong beat or on a particular word.
Enhance the rhythm of the song with coordinated movement (that is, everyone doing the same thing at the same time).
2. What does locomotor skill means? What is non-locomotor skill?
Locomotor movement – means to move from one place to another.
Non-locomotor movement – means to move within a stationary position.
3. List the four stages in developing children’s body awareness.
1. Movement as an expression of problem solving.
2. Movement as an expression of imagery.
3. Movement with no external beat.
4. Movement to a beat with a sense of timing.
4. What are the musical concepts that can be taught through movement activities?
1. The use of the whole body, involving the larger muscle groups, ensures a more vivid realization of rhythmic experience than does the customary use of the extremities, such as the hands in clapping and the feet in tapping.
2. The physical coordination developed in the well-directed rhythm class give the individual power to control his or her movements in related activities. This is especially true in regard to instrumental skills, where coordination is difficult and specialized.
3. Bodily movement acts as a reference for the interpretation of rhythm symbols, which become truly significant when learned as the result of a vital rhythmic experience.
4. Children develop habits of listening as they engage in the process of identifying what they hear and what they do.
5. Body, mind, and emotion are integrated in rhythmic expression.
6. The freedom of expression that is a cardinal principle in eurhythmics stimulates the creative impulse in every department of musical learning.
5. Choose one concept and summarize the lesson provided in the textbook telling how this particular musical concept is taught through the movement activity.
Concept: Fast, Slow, Getting faster, Getting Slower
The lesson plan is suggested for grades K-3 by using songs to have students demonstrate with their bodies the concept being presented. The songs used have different rhythms and the beats may be longer or shorter where children should express their comprehension of this change with movement. They are to move fast or slow depending on the music.
Journal # 5
A. Follow the guidelines (those that you followed to write your previous journals) and talk about what you learned throughout the ENTIRE SEMESTER: What, How, and Why?
Throughout the Fall 2009 Semester I have learned a lot about the teaching world. I had my first experience with students at an elementary school and knew the very first day of my clinical that I chose the right path. At the beginning of the semester I was not sure why I was required to take Music 373 but figured it had a purpose and I would know it sooner or later. I personally love music and not until I took this class did I realize how much music is a part of our every day lives. It is an important aspect of life and a very useful resource in the teaching arena. It is great to expose students to music at a young age and not only to inspire the next famous composer but to create a positive and energetic environment.
B. Answer the following questions about keeping an e-portfolio on Blog:
1. List and Explain 5 things that are really cool about having your assignments done this way (postings on Blog) (one paragraph).
The e-portfolio is a really cool way to turn in assignments because it is convenient and always accessible as long as you have a computer and Internet access. The other neat thing about the e-portfolio is that you don’t have to worry about printing out assignments. Sometimes it can be hectic getting to a computer lab or you can run in to technical issues. It is a good tool to communicate with others and with the professor. It also helped to have the assignments as a reference tool for final exam review. One of my favorite things was having the opportunity to introduce myself to the professor by writing an intro on the blog. Sometimes it is easier to write then to actually speak in public. It was also time efficient since we were a big class we were able to get down to business right away.
2. List and Explain 5 things that are problematic about posting assignments on Blog. (One paragraph)
I did not come across to many issues with the blog. I guess because I was not familiar with blogs prior to this experience it freaked me out at the beginning when it was announced to the class that we would be posting to a blog. Not sure why, this freaked me out, perhaps the unknown? I don’t believe we had written instructions and that seemed to raise a lot of questions. Once I got on the blog and posted it was OK and the world was not going to come to an end. Some students had concerns about others copying their work. I can see how some students did not want their work used by someone else but at this level we should not worry about that. You only cheat yourself by doing this. I guess the last thing is that I created several posts that were not followed by the professor therefore they were counted as missing. I was never really clear on how to clean up my blog as I was afraid to delete information.
3. Overall, what do you think about this part of assignment? (One paragraph)
Overall, I think this part of the assignment was pretty straight forward and a good method. I like that although it had structure it also had room for free writing. As mentioned before it was good to have information on the chapters from the book as a reference during the final exam. I also liked that it allowed for our recorded lesson plan teaching be posted for our review. I did not realize some of my mistakes and qualities until I was able to view it. I also had the opportunity to see other lessons being taught and got some pointers for future teaching.
Throughout the Fall 2009 Semester I have learned a lot about the teaching world. I had my first experience with students at an elementary school and knew the very first day of my clinical that I chose the right path. At the beginning of the semester I was not sure why I was required to take Music 373 but figured it had a purpose and I would know it sooner or later. I personally love music and not until I took this class did I realize how much music is a part of our every day lives. It is an important aspect of life and a very useful resource in the teaching arena. It is great to expose students to music at a young age and not only to inspire the next famous composer but to create a positive and energetic environment.
B. Answer the following questions about keeping an e-portfolio on Blog:
1. List and Explain 5 things that are really cool about having your assignments done this way (postings on Blog) (one paragraph).
The e-portfolio is a really cool way to turn in assignments because it is convenient and always accessible as long as you have a computer and Internet access. The other neat thing about the e-portfolio is that you don’t have to worry about printing out assignments. Sometimes it can be hectic getting to a computer lab or you can run in to technical issues. It is a good tool to communicate with others and with the professor. It also helped to have the assignments as a reference tool for final exam review. One of my favorite things was having the opportunity to introduce myself to the professor by writing an intro on the blog. Sometimes it is easier to write then to actually speak in public. It was also time efficient since we were a big class we were able to get down to business right away.
2. List and Explain 5 things that are problematic about posting assignments on Blog. (One paragraph)
I did not come across to many issues with the blog. I guess because I was not familiar with blogs prior to this experience it freaked me out at the beginning when it was announced to the class that we would be posting to a blog. Not sure why, this freaked me out, perhaps the unknown? I don’t believe we had written instructions and that seemed to raise a lot of questions. Once I got on the blog and posted it was OK and the world was not going to come to an end. Some students had concerns about others copying their work. I can see how some students did not want their work used by someone else but at this level we should not worry about that. You only cheat yourself by doing this. I guess the last thing is that I created several posts that were not followed by the professor therefore they were counted as missing. I was never really clear on how to clean up my blog as I was afraid to delete information.
3. Overall, what do you think about this part of assignment? (One paragraph)
Overall, I think this part of the assignment was pretty straight forward and a good method. I like that although it had structure it also had room for free writing. As mentioned before it was good to have information on the chapters from the book as a reference during the final exam. I also liked that it allowed for our recorded lesson plan teaching be posted for our review. I did not realize some of my mistakes and qualities until I was able to view it. I also had the opportunity to see other lessons being taught and got some pointers for future teaching.
Journal # 4
Edith Pacheco
Music 373
Reflection Journal #: 3 (Date: 11/07~11/20)
o In this unit, we learned about movement
o We learned about the C major scale by having a piano scale as a reference. The space between a white key and black key signifies a whole step and the space between two white keys is a half step. We also played and created a song using C major scale with G being the vocal pitch. The class was instructed to create a candy song starting with G and ending with G.
For the Cante Fable Tradition, bringing out the musical elements in stories we were introduced to this concept with the song, “What do we do with the Drunken Sailor.” As a class we learned this song and incorporated dance and animation. We then changed the song to “What shall we Do with the Boo-Hoo Baby?” which is a story appropriate for younger children. With this story we were able to incorporate the song and different sounds tied to the animals in the story.
In lieu of Halloween, the class was separated into different groups and we were assigned a story we would read and add music as well as sound to it with trash we were assigned to bring to class. Each group read the story and presented their own representation of the sounds in the story with the trash assigned to bring in to class and also chose a line from an assigned song to read.
We also worked on two other stories in which all students were given an instrument to play and some students played a melody when instructed. This was a lot of fun and everyone in the class was able to participate by reading the story, playing an instrument, singing, or playing the recorder.
o It was important for me to learn these things because this style of teaching is very effective to use for children. Having the students participate and be part of the story telling engages them to understand the content and pay attention. I was just in a class observation where a student was asked to read from a book and the other students did not engage in the reading at all. It was like the student was reading to herself and not the whole class. Learning how to incorporate music to story telling gives me ideas on how to create effective lesson plans where students will engage in the content.
o It is important for the children in elementary school to learn in a manner that will allow them to reach their potential. In the observation I made of the student reading to the class it seemed that the majority of students were not following along. Perhaps if they were quizzed about the reading the majority of students would not be able to answer questions unless they read the story over. By incorporating music and participation from the class the students will be alert and attentive to the story. They will have to know when to participate and identify the order they are to participate. They have to follow along the story in order to do this. This may also be an effective way for children at a lower level of reading to be able to retain information.
Music 373
Reflection Journal #: 3 (Date: 11/07~11/20)
o In this unit, we learned about movement
o We learned about the C major scale by having a piano scale as a reference. The space between a white key and black key signifies a whole step and the space between two white keys is a half step. We also played and created a song using C major scale with G being the vocal pitch. The class was instructed to create a candy song starting with G and ending with G.
For the Cante Fable Tradition, bringing out the musical elements in stories we were introduced to this concept with the song, “What do we do with the Drunken Sailor.” As a class we learned this song and incorporated dance and animation. We then changed the song to “What shall we Do with the Boo-Hoo Baby?” which is a story appropriate for younger children. With this story we were able to incorporate the song and different sounds tied to the animals in the story.
In lieu of Halloween, the class was separated into different groups and we were assigned a story we would read and add music as well as sound to it with trash we were assigned to bring to class. Each group read the story and presented their own representation of the sounds in the story with the trash assigned to bring in to class and also chose a line from an assigned song to read.
We also worked on two other stories in which all students were given an instrument to play and some students played a melody when instructed. This was a lot of fun and everyone in the class was able to participate by reading the story, playing an instrument, singing, or playing the recorder.
o It was important for me to learn these things because this style of teaching is very effective to use for children. Having the students participate and be part of the story telling engages them to understand the content and pay attention. I was just in a class observation where a student was asked to read from a book and the other students did not engage in the reading at all. It was like the student was reading to herself and not the whole class. Learning how to incorporate music to story telling gives me ideas on how to create effective lesson plans where students will engage in the content.
o It is important for the children in elementary school to learn in a manner that will allow them to reach their potential. In the observation I made of the student reading to the class it seemed that the majority of students were not following along. Perhaps if they were quizzed about the reading the majority of students would not be able to answer questions unless they read the story over. By incorporating music and participation from the class the students will be alert and attentive to the story. They will have to know when to participate and identify the order they are to participate. They have to follow along the story in order to do this. This may also be an effective way for children at a lower level of reading to be able to retain information.
Journal # 1
Edith Pacheco
Music 373
Reflection Journal#: 1 (Date: 08/24~09/18)
o In this unit, we learned about the different ways children learn. Some children are visual learners and some can learn by listening to instruction. We also learned about rhythm, music notes, and how to incorporate music into the classroom.
o We learned these things in different ways and in a way that children of a young age learn best. For rhythm we clapped and tapped at a steady beat to understand that this is rhythm. We later learned that this beat is a quarter note. We chanted and clapped to songs at first and then incorporated singing. We then identified the different beats of a song to music notes. I confirmed that I am definitely a visual learner. I was able to better understand the music notes associated with a song when the notes were drawn on the chalkboard along with the lyrics.
o It was important for me to learn these things because I will be working with young children and this helped me remember that as a child you learn better with visuals and simple steps. For example, I learned that you could incorporate music to a first day of class to use as an icebreaker and learn children’s names. I also think that using music for this type of situation or to for any other subject not just music is a motivating and fun way for kids to learn. It’s like when you can’t get a catchy tune from your mind. If a catchy tune for math or sciences
o It is important for the children in elementary school to learn these concepts because it is a great time for them to be exposed to music and learn to appreciate it for all of its benefits. Children who have an incline to music at this age or discover that playing an instrument or singing comes easily to them they can further develop this skill. It is a great way for children to interact with one another especially at the beginning of a school year. Also, music is a good way to teach a concept in another subject. For example, when we hear a catchy tune we tend remember it and sing it over and over again. If a math concept is taught with a catchy tune then children will be singing the tune over and over again memorizing the concept.
Music 373
Reflection Journal#: 1 (Date: 08/24~09/18)
o In this unit, we learned about the different ways children learn. Some children are visual learners and some can learn by listening to instruction. We also learned about rhythm, music notes, and how to incorporate music into the classroom.
o We learned these things in different ways and in a way that children of a young age learn best. For rhythm we clapped and tapped at a steady beat to understand that this is rhythm. We later learned that this beat is a quarter note. We chanted and clapped to songs at first and then incorporated singing. We then identified the different beats of a song to music notes. I confirmed that I am definitely a visual learner. I was able to better understand the music notes associated with a song when the notes were drawn on the chalkboard along with the lyrics.
o It was important for me to learn these things because I will be working with young children and this helped me remember that as a child you learn better with visuals and simple steps. For example, I learned that you could incorporate music to a first day of class to use as an icebreaker and learn children’s names. I also think that using music for this type of situation or to for any other subject not just music is a motivating and fun way for kids to learn. It’s like when you can’t get a catchy tune from your mind. If a catchy tune for math or sciences
o It is important for the children in elementary school to learn these concepts because it is a great time for them to be exposed to music and learn to appreciate it for all of its benefits. Children who have an incline to music at this age or discover that playing an instrument or singing comes easily to them they can further develop this skill. It is a great way for children to interact with one another especially at the beginning of a school year. Also, music is a good way to teach a concept in another subject. For example, when we hear a catchy tune we tend remember it and sing it over and over again. If a math concept is taught with a catchy tune then children will be singing the tune over and over again memorizing the concept.
Journal # 1
Edith Pacheco
Music 373
Reflection Journal#: 1 (Date: 08/24~09/18)
o In this unit, we learned about the different ways children learn. Some children are visual learners and some can learn by listening to instruction. We also learned about rhythm, music notes, and how to incorporate music into the classroom.
o We learned these things in different ways and in a way that children of a young age learn best. For rhythm we clapped and tapped at a steady beat to understand that this is rhythm. We later learned that this beat is a quarter note. We chanted and clapped to songs at first and then incorporated singing. We then identified the different beats of a song to music notes. I confirmed that I am definitely a visual learner. I was able to better understand the music notes associated with a song when the notes were drawn on the chalkboard along with the lyrics.
o It was important for me to learn these things because I will be working with young children and this helped me remember that as a child you learn better with visuals and simple steps. For example, I learned that you could incorporate music to a first day of class to use as an icebreaker and learn children’s names. I also think that using music for this type of situation or to for any other subject not just music is a motivating and fun way for kids to learn. It’s like when you can’t get a catchy tune from your mind. If a catchy tune for math or sciences
o It is important for the children in elementary school to learn these concepts because it is a great time for them to be exposed to music and learn to appreciate it for all of its benefits. Children who have an incline to music at this age or discover that playing an instrument or singing comes easily to them they can further develop this skill. It is a great way for children to interact with one another especially at the beginning of a school year. Also, music is a good way to teach a concept in another subject. For example, when we hear a catchy tune we tend remember it and sing it over and over again. If a math concept is taught with a catchy tune then children will be singing the tune over and over again memorizing the concept.
Music 373
Reflection Journal#: 1 (Date: 08/24~09/18)
o In this unit, we learned about the different ways children learn. Some children are visual learners and some can learn by listening to instruction. We also learned about rhythm, music notes, and how to incorporate music into the classroom.
o We learned these things in different ways and in a way that children of a young age learn best. For rhythm we clapped and tapped at a steady beat to understand that this is rhythm. We later learned that this beat is a quarter note. We chanted and clapped to songs at first and then incorporated singing. We then identified the different beats of a song to music notes. I confirmed that I am definitely a visual learner. I was able to better understand the music notes associated with a song when the notes were drawn on the chalkboard along with the lyrics.
o It was important for me to learn these things because I will be working with young children and this helped me remember that as a child you learn better with visuals and simple steps. For example, I learned that you could incorporate music to a first day of class to use as an icebreaker and learn children’s names. I also think that using music for this type of situation or to for any other subject not just music is a motivating and fun way for kids to learn. It’s like when you can’t get a catchy tune from your mind. If a catchy tune for math or sciences
o It is important for the children in elementary school to learn these concepts because it is a great time for them to be exposed to music and learn to appreciate it for all of its benefits. Children who have an incline to music at this age or discover that playing an instrument or singing comes easily to them they can further develop this skill. It is a great way for children to interact with one another especially at the beginning of a school year. Also, music is a good way to teach a concept in another subject. For example, when we hear a catchy tune we tend remember it and sing it over and over again. If a math concept is taught with a catchy tune then children will be singing the tune over and over again memorizing the concept.
Sunday, November 8, 2009
Reflection Journal # 3
Edith Pacheco
Music 373
Reflection Journal #: 3 (Date: 10/12~11/06)
o In this unit, we learned about C major scale including the difference between whole steps and half steps in C major scale. We also learned to incorporate music in story telling, The Cante Fable Tradition. We learned three new musical notes for the recorder C,D, and E.
o We learned about the C major scale by having a piano scale as a reference. The space between a white key and black key signifies a whole step and the space between two white keys is a half step. We also played and created a song using C major scale with G being the vocal pitch. The class was instructed to create a candy song starting with G and ending with G.
For the Cante Fable Tradition, bringing out the musical elements in stories we were introduced to this concept with the song, “What do we do with the Drunken Sailor.” As a class we learned this song and incorporated dance and animation. We then changed the song to “What shall we Do with the Boo-Hoo Baby?” which is a story appropriate for younger children. With this story we were able to incorporate the song and different sounds tied to the animals in the story.
In lieu of Halloween, the class was separated into different groups and we were assigned a story we would read and add music as well as sound to it with trash we were assigned to bring to class. Each group read the story and presented their own representation of the sounds in the story with the trash assigned to bring in to class and also chose a line from an assigned song to read.
We also worked on two other stories in which all students were given an instrument to play and some students played a melody when instructed. This was a lot of fun and everyone in the class was able to participate by reading the story, playing an instrument, singing, or playing the recorder.
o It was important for me to learn these things because this style of teaching is very effective to use for children. Having the students participate and be part of the story telling engages them to understand the content and pay attention. I was just in a class observation where a student was asked to read from a book and the other students did not engage in the reading at all. It was like the student was reading to herself and not the whole class. Learning how to incorporate music to story telling gives me ideas on how to create effective lesson plans where students will engage in the content.
o It is important for the children in elementary school to learn in a manner that will allow them to reach their potential. In the observation I made of the student reading to the class it seemed that the majority of students were not following along. Perhaps if they were quizzed about the reading the majority of students would not be able to answer questions unless they read the story over. By incorporating music and participation from the class the students will be alert and attentive to the story. They will have to know when to participate and identify the order they are to participate. They have to follow along the story in order to do this. This may also be an effective way for children at a lower level of reading to be able to retain information.
Music 373
Reflection Journal #: 3 (Date: 10/12~11/06)
o In this unit, we learned about C major scale including the difference between whole steps and half steps in C major scale. We also learned to incorporate music in story telling, The Cante Fable Tradition. We learned three new musical notes for the recorder C,D, and E.
o We learned about the C major scale by having a piano scale as a reference. The space between a white key and black key signifies a whole step and the space between two white keys is a half step. We also played and created a song using C major scale with G being the vocal pitch. The class was instructed to create a candy song starting with G and ending with G.
For the Cante Fable Tradition, bringing out the musical elements in stories we were introduced to this concept with the song, “What do we do with the Drunken Sailor.” As a class we learned this song and incorporated dance and animation. We then changed the song to “What shall we Do with the Boo-Hoo Baby?” which is a story appropriate for younger children. With this story we were able to incorporate the song and different sounds tied to the animals in the story.
In lieu of Halloween, the class was separated into different groups and we were assigned a story we would read and add music as well as sound to it with trash we were assigned to bring to class. Each group read the story and presented their own representation of the sounds in the story with the trash assigned to bring in to class and also chose a line from an assigned song to read.
We also worked on two other stories in which all students were given an instrument to play and some students played a melody when instructed. This was a lot of fun and everyone in the class was able to participate by reading the story, playing an instrument, singing, or playing the recorder.
o It was important for me to learn these things because this style of teaching is very effective to use for children. Having the students participate and be part of the story telling engages them to understand the content and pay attention. I was just in a class observation where a student was asked to read from a book and the other students did not engage in the reading at all. It was like the student was reading to herself and not the whole class. Learning how to incorporate music to story telling gives me ideas on how to create effective lesson plans where students will engage in the content.
o It is important for the children in elementary school to learn in a manner that will allow them to reach their potential. In the observation I made of the student reading to the class it seemed that the majority of students were not following along. Perhaps if they were quizzed about the reading the majority of students would not be able to answer questions unless they read the story over. By incorporating music and participation from the class the students will be alert and attentive to the story. They will have to know when to participate and identify the order they are to participate. They have to follow along the story in order to do this. This may also be an effective way for children at a lower level of reading to be able to retain information.
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