Project Year 4: Music & Voice Integration 2024-25
Yr. 4 Deliverables
Music Connections to EL Strategies in Modules
Music Connections to EL Strategies in Modules
Music Connections to EL Strategies in Modules
Music Connections to EL Strategies in Modules
Music Connections to EL Strategies in Modules
Strategies to Develop Literacy through Music/Voice:
Integrated Arts & ELD Lesson Planning
Music Connections to EL Strategies in Modules
Music Teaching Artists' Lessons & Resources
Music Teaching Artists' Lessons & Resources
Music Teaching Artists' Lessons & Resources
Music Teaching Artists' Lessons & Resources
- Andrew Grueschow (Strategy 1: Creative Use of Vocal Sound)
- Education Through Music LA (Strategy 2: Focused Listening-Responding)
- Kellen Law (Strategy 3: Singing to Learn a Language)Music & Voice Booklist
- 'Inhale-Exhale' Song Exercise
Coaching Support
Music Teaching Artists' Lessons & Resources
Family and Community Engagement
Contact Dotti Ysais, Project Director (Ysais_Dotti@lacoe.edu)
OR
Arleen Bates, Project Coordinator
(562) 922-8852
Family and Community Engagement
Music Teaching Artists' Lessons & Resources
Family and Community Engagement
MUSIC INTEGRATION MODULE UNIT 4-LESSON 5
Strategy 2: Focused Listening-Space Exploration
English learners must make use of very focused listening to comprehend their new language, even at the more advanced levels of proficiency, and especially when learning the academic language of new content. This focused listening includes listening for linguistic features, such as the organization of a text, how the use of particular sentence patterns, clauses, and phrases impact meaning, and of course, vocabulary. In addition, ELs’ focused listening must also include paralinguistic features, such as intonation, pitch, speed of speech, hesitation noises, gestures, and facial expressions. Listening is very complex but is a skill that English Learners bring to the music experience.
A simple but effective activity for learning to recognize elements of music such as rhythm, dynamics, tempo, and pitch is Focused Listening. This is similar to Close Reading and Close Viewing discussed in previous modules and the focused listening described in the previous paragraph. Focused Listening has an additional benefit of calming and allowing listeners to think creatively. Practicing Focused Listening benefits both English Learners and English Only students and is especially relevant when learning about music.
MUSIC INTEGRATION MODULE UNIT 3-LESSON 4
Strategy 3: Singing to Learn Language
Singing has always had a place in the elementary classroom and is an activity many adults today still remember fondly. Connecting singing to the ELD standards, the CA Arts Standards, and content standards can serve to joyfully reinforce language and content acquisition.
In this strategy, students follow the protocols for Close Reading to listen to, analyze, and perform a song using rote singing. In the process, students are asked to engage in analytical and reflective discussions with partners, small groups, and the whole class.
Materials
Age appropriate songs, including lyrics and recordings, unless the teacher can accompany the students on an instrument.
Context
Whole class instruction, extended with pairs and collaborative groups.
Instruction
Close Listening follows the protocols for Close Reading in the ELA/ELD Standards, Reading a painting in TEAL Visual Arts, and Reading a Dance in TEAL Dance.
- Ask students to share their favorite song with a partner and why that’s their favorite song. Partners share with the whole class to make a graph of favorite songs. Students might all sing the most popular song together.
- Students listen to a recorded version of an age appropriate song without seeing the lyrics and then read through and discuss the lyrics with the teacher.
- Students then sing along with the recorded version (rote singing).
- Teacher leads discussion of characteristics of the song, employing musical terms (rhythm, pitch, personal/cultural connections, melody, etc.).
- In pairs, students discuss why they like/dislike this song, using appropriate music terminology. Scaffolds such as word banks and sentence frames will allow English Learners to participate effectively in the discussion and will encourage students to elevate their levels of academic language. Teachers should acknowledge and affirm high levels of academic language that they overhear in these discussions, perhaps noting student examples on the board for student reference.
