How can the collaborative implementation of readers theatre combined with the creation of musical soundscapes in both the music and third-grade classroom help to support the reading skills of third graders?

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York Academy Regional Charter School, York, Pa

CC1.2.3.B Ask and answer questions about the text and make inferences from text refer to text to support responses

CC.1.2.3.A Determine the main idea of a text. Recount the key details and explain how they support the main idea

CC1.2.3.C Explain how a series of events, concepts, or steps in a procedures connected within a text, using language that pertains to time sequence, and cause/ effect.

1.2 Students read, understand, and respond to informational text- with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence

Skills

[2014 Music Standards: ]https://nafme.org/wp-content/files/2014/11/2014-Music-Standards-PK-8-Strand.pdf
Creating: Enduring Understanding: Musicians creative choices :
are influenced by their expertise , context, and expressive intent.

MU:Cr2:13a Selected musical ideas for a simple improvisation or composition to express intent and describe connection to a specific purpose and context

MU. Cr3.1.3.3a Evaluate refine, and document revisions to personal musical ideas, applying teacher provided and collaboratively developed criteria and feedback

Evaluate and refine: Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas , persistence, and the application of appropriate criteria

Analyzing: Analyzing creators context and how they manipulate elements of music provides insight into their intent and informs performance

MU: Pr4.3b when analyzing selected music read and perform rhythmic patterns and melodic phrases using iconic and standard notation

MU:Pr4.2.3c Describe how context (such as personal and social ) can inform a performance

Enduring Understanding: Musicians creative choices are influenced by their expertise, context, and expressive intent.

dynamics

Tempo

Aural instruction

Form

O’Herron, P., & Siebenaler, D. (2007). The intersection between vocal music and language arts instruction: A review of the literature. UPDATE: Applications of Research in Music Education, 25(2), 16–26.https://doi-org.proxy-tu.researchport.umd.edu/10.1177/87551233070250020103

Research supporting music and reading skills

PYP program

Music Literacy

soundtracks

Song Collections for building Music Literacy

Jones, B., & Hawes, B. L. (1987). Step it down : games, plays, songs, and stories from the Afro-American heritage. University of Georgia Press.

Milligan, s. & Rogers, L. (2011). Jazzy Fairy Tales.A resource guide for introducing jazz music to young children.Alfred Music Publishing Co.

Orozco, J.-L., & Kleven, E. (1999). De colores and other Latin-American folk songs for children. Puffin Books.

Arslan, D. (2015). First grade teachers teach reading with songs. Procedia - Social and Behavioral Sciences, 174, 2259–2264.

Diamantes, T., Young, K. M., & McBee, K. (2002). An analysis of reading and content area skills improvement through music instruction. Reading Improvement, 39(3), 114–18.

BLUES THEMED READERS THEATRE

Radbone, T. (2019). Song-writing 101 – musing over literacy learning through song-writing. Practical Literacy: The Early & Primary Years, 24(2), 7–9.

Myers, W. D. (2003). Blues journey. Holiday House.

Marsalas, W. (2012). Squeak,Rumble, Whomp! Whomp! Whomp! Candlewick Press

duration

Timbre

Arts Integration

Vygotsky, L. (1978). Mind in society: The development of psychological processes. Cambridge, MA: Harvard University

Language Arts Texts Blues Based

Griffin, S. M. (2017). The fluid infusion of musical culture: embodied experiences in a grade one classroom. Pedagogies, 12(1), 21–40.

Scripp, L., & Gilbert, J. (2016). Music plus music integration: A model for music education policy reform that reflects the evolution and success of arts integration practices in 21st century American public schools. Arts Education Policy Review, 117(4), 186–202.

Hartle, L. C., Pinciotti, P., & Gorton, R. L. (2015). ArtsIN: Arts integration and infusion framework. Early Childhood Education Journal, 43(4), 289–298.

Arts Integration

International Baccalareaute School

Smigel, E., & McDonald, N. L. (2012). Lessons that bear repeating and repeating that bears lessons: An interdisciplinary unit on principles of minimalism in modern music, art, and poetry (Grades 4-8). General Music Today, 26(1), 5–10.

Inquiry Based learning school wide study

PBIS Program

Character Based Learning

Arts Scope and Sequence

Inquiry in the Primary setting

Collaboration with grade level teachers

Grade 3 Teachers

Mrs. Woods

Mrs. Kerstetter

Mrs. Michaels

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Performance

Commitment to Collaboration

York Academy Program of Inquiry

Marschall, C. & French, R., (2018). Concept based inquiry in action

rhythms

Centeral Idea

Key Concepts

Lines of Inquiry

Marsala, K. (2011). Rhythm Play! Rhythm activities and initiatives for adult facilitators, teachers, and kids*. Kenya Marsala and Source Consulting Group

Hansen, D., Bernstorf, E. D., & Stuber, G. M. (2014). The music and literacy connection. Rowman & Littlefield. pp. 41-55

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Sub-question: What growth and change do we see with two central aspects: understanding key ideas and supporting detail after a six week integrated music intervention where these skills are doubley reinforced in the two classes?

Reading Comprehension

Readers Theatre

Locke, E. G., & Goodfellow, R. (1988). Sail away : 155 American folk songs to sing, read, and play. Boosey & Hawkes.

Erdei, P., & Komlós, K. (1974). 150 American folk songs to sing, read and play. Boosey & Hawkes.

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Perform and describe music that tells a story

Drama Based instruction https://dbp.theatredance.utexas.edu, 2019 University of Austin

Prendiville, F., & Toye, N. (2007). Speaking and Listening Through Drama 7-11. London: SAGE Publications Ltd

Ritchart, R., Church, M., Morrison, K. (2012).
Making thinking visible, Jossey-Bass

builds schema

Creativity

Collaborative Teaching

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PA Academic Standards for the Arts and Humanities

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PA States Standards Website

9.3.3.D. Explain meanings in the arts and humanities through individual works and the works of others using fundamental vocabulary of critical response.

9.3 Critical Response

9.2.3.k. identify, explain and analyze historical and cultural differences as they relate to works in the arts

9.2.3 Historical and cultural context

9.2.3.f know and apply appropriate vocabulary used between social studies, the arts, and humanities.

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Common Core English Language Arts

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Fredericks, A. D. (2011). Building literacy bridges with readers theatre. School Library Monthly, 27(4), 42–44. Retrieved from http://search.ebscohost.com.proxy-tu.researchport.umd.edu/login.aspx?direct=true&db=ehh&AN=57154262&site=eds-live&scope=site

Vasinda, S., & McLeod, J. (2011). Extending readers theatre: A powerful and purposeful match with Podcasting. Reading Teacher, 64(7), 486–497. https://doi.org/10.1598/RT.64.7.2

Rasisnski, T., Stokes, F., & Young, C. (2017). The role of the teacher in reader’s theater instruction. Texas Journal of Literacy Education, 5(2), 168–174. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1162708&site=eds-live&scope=site

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Troyer, M., Kim, J. S., Hale, E., Wantchekon, K. A., & Armstrong, C. (2019). Relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: A conceptual replication. Reading and Writing: An Interdisciplinary Journal, 32(5), 1197–1218. Retrieved from http://search.ebscohost.com.proxy-tu.researchport.umd.edu/login.aspx?direct=true&db=eric&AN=EJ1212721&site=eds-live&scope=site

D’Agrosa, E. (2008). Making music, reaching readers. General Music Today, 21(2), 6–10.

Intentional Connections among the arts. Excellent examples arts infusion

Gromko, J. E. (2005). The effect of music instruction on phonemic awareness in beginning readers. Journal of Research in Music Education, 53(3), 199–209

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Findings students and teachers were interviewed and several themes occurred. "Students identified a strong theme of authenticity with Readers Theatrework. They spoke specifically about the benefit of repeated readings. They appreciated the social aspect of the work. Finally, students noted that Readers Theatre was challenging and satisfying." (Vasinda, S & McCleod, 2011,p.492)

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Benefits of Readers Theatre
"One of the greatest advantages of using Readers Theatre in the classroom is that it requires students to read with expression or prosody in order to communicate meaning to the audience." (Rasinski, T., Stokes, F., Young, C.)

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The authors refers to repetition with reading comprehension and music. Music teachers present music a variety of ways. "Repitition also will facilitate the transition from the working memory to long-term memory for concepts and skill patterns. The key is for repitition to be accurate and meaningful. For that reason, the teacher must be able to demonstrate good reading and playing skills." (Hanson, D., Bernstorf, E., Stuber, G., 2014, p.122)

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Motivates students to read

Salmon, A. (2010). Using music to promote children’s : thinking and enhance their literacy Development. Early Child Development and Care, 180(7), 937–945

"Soundscapes on the other hand, help us situate ourselves in a place and time." (Salmon, A, p.939). The author explains sound tracks help us think about how sound expresses moods.

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Example of projects including soundtracks. "They did a character study from the book creating claymation scenes in art class about their chosen character and creating music videos with an original sound track in music class. As a result, students developed a deeper understanding of their chosen character, learned about the process of creating claymation video, and learned about using music to express meaning as well as the process of creating a soundtrack to match the scene." (Munroe, A. 2015 p. 16)

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Munroe, A. (2015). Curriculum integration in the general music classroom. General Music Today, 29(1), 12–18. https://doi.org/10.1177/1048371315572878

"Teachers across various content areas have found that establishing curricular connections creates a more integrated, relaistic learning environment." (Munroe, A. 2015, p. 16)

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"Arts afford ways to organize, communicate and understand information and most critically provide humans with what is needed in order to learn and thrive in a changing , global world."

Students are more engaged, motivated, empowered

music is a language of learning that eventually involves children in talking, reading, and drawing (Salmon, p. 937)

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