Music+in+the+Curriculum

"Music is the last true voice of the human spirit. It can go beyond language, beyond age, and beyond colour - straight to the mind and heart of all people." -- Ben Harper



=Curriculum Requirements =

"Music - that's been my education. There's not a day that goes by that I take it for granted." ~Billie Joe Armstrong

[|NZ National Curriculum : The Arts] Achievement objectives

=Music and Learning=

"Music is the universal language of mankind."~Henry Wadsworth Longfellow [|Eight ways to use music for teaching and learning.]

Video: [|Music and Learning]

[|Research on how Music promotes learning.]

Dee Dickinson at [|New Horizons for Learning] has written a [|fascinating article about the importance of music education]. New Horizons contains a wealth of additional reading on brain research and educational innovation. [|Muzine] is a Webzine for families who are interested in music. They have an interesting series on [|Music and the Home Computer]. The [|most complete Web resource on the topic of the Mozart Effect] may be found at [|Parenting Central] from the [|Suzuki Music Academy].
 * More on Music and Learning from the Web**

Learning through Music: [|The support of Brain Research] = =

=Integrating Music into the Curriculum=

Songs for Teaching
“Educators have always known that learning and life are maximal where play and work coincide.” -- L. W. Gibbs

[|Have Fun Teaching].

[|Units for Engaging with the NZ Curriculum] - Arts Online

Music and Maths
“Music is the pleasure the human soul experiences from counting without being aware that it is counting. German mathematician and philosopher Gottfried Wilhelm von Leibniz (1646-1716) who co-discovered calculus
 * [|Connecting Music to Maths and Science] || [|Music and Maths Teaching Ideas] || [|Count the Beat] - Nrich activity || [|Numbers and Songs]Students will create and perform songs based on math concepts and facts, with this lesson plan. It is designed for students in 5th through 7th grades, but can be customized to meet your classroom needs.

Read more on FamilyEducation: [|http://www.teachervision.fen.com/math/resource/10340.html#ixzz2Cclr3j7E] ||
 * [| Mean, median and mode with Music : video] || [|Jazz and Math: Improvisation Permutations][[image:http://i.infopls.com/images/tv/arrw_yel_theme.gif width="8" height="15"]][|Curious George "Ten Little Monkeys" Song][[image:http://i.infopls.com/images/tv/arrw_yel_theme.gif width="8" height="15"]][|Numbers and Songs Student Guide][[image:http://i.infopls.com/images/tv/arrw_yel_theme.gif width="8" height="15"]][|Mozart][[image:http://i.infopls.com/images/tv/arrw_yel_theme.gif width="8" height="15"]][|//Curious George at the Parade//: Band Member Shuffle][[image:http://i.infopls.com/images/tv/arrw_yel_theme.gif width="8" height="15"]][|Tips for Writing a Song][[image:http://i.infopls.com/images/tv/arrw_yel_theme.gif width="8" height="15"]][|Help the Music Monster]

<span style="background-color: #ffffff; color: #000000; display: block; text-align: left; text-decoration: none;">Read more on FamilyEducation: [|http://www.teachervision.fen.com/music/teacher-resources/6647.html#ixzz2CclUHggI] || <span style="background-color: #ffffff; color: #000000; display: block; text-align: left; text-decoration: none;">* [|Math and Music: Fibonacci Sequence]Students discover that patterns in music that relate to the Fibonacci Sequence.
 * [|Patterns in Music and Math]Students learn how to solve music and math problems by finding patterns.


 * [|Graphing Pitch]Distribute a group activity that explains the musical relationship between length of instruments and their pitch.

<span style="background-color: #ffffff; color: #000000; display: block; text-align: left; text-decoration: none;">Read more on FamilyEducation: [|http://www.teachervision.fen.com/math/resource/10340.html#ixzz2Cclj8KMy] || <span style="background-color: #ffffff; color: #000000; display: block; text-align: left; text-decoration: none;">[|The Music Mouse]Try a math activity that focuses on skip counting by five's to 100.

<span style="background-color: #ffffff; color: #000000; display: block; text-align: left; text-decoration: none;">Read more on FamilyEducation: [|http://www.teachervision.fen.com/math/resource/10340.html#ixzz2Ccm0LsnZ]

<span style="background-color: #ffffff; color: #003399; display: block; text-align: left; text-decoration: none;">[|Counting Songs]

<span style="background-color: #ffffff; color: #003399; display: block; text-align: left; text-decoration: none;">More [|Counting Songs]

<span style="background-color: #ffffff; color: #003399; display: block; text-align: left; text-decoration: none;">[|Number chants and counting songs] ||

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Music and Writing
<span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 140%; text-align: center;">"Well-written words are music."William Shatner

Soundtracking Ourselves - scholarly article on the impact of music on creative writing. ||
 * [|Visualisation and Writing] with the help of music - interesting article. || [|The connection between poetry and music.] Read.Write.Think. Six 30-minute lessons. || Lesson Plan: [|Music is Poetry.] || [[file:Soundtracking Our Selves.pdf]]
 * Sherrilyn Kenyon, author, talks about how [|music inspires her writing]. || [|Using song lyrics as mentor texts]: WritingFix. || Songs that teach [|writing strategies.] || [|Drama and Music]: Powerful Tools for teaching Reading and Writing. A video for educators.

[|10 Tips to Teach Writing through Music] ||

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Music and Literacy
<span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 170%; text-align: center;">"Oral language is an interactive and social process, and music is a natural way for children to experience rich language in a pleasurable way." <span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 170%; text-align: center;">~ Woodall and Ziembroski


 * [|Popular Music Activities for Reading and Language Arts] || [|Songs] that promote reading. || [| Music Poems] - Poems about music. || [|Music and Literacy... A Perfect Match]. Great article with ideas for using music in literacy teaching. ||
 * [|Studies on Music and LIteracy.] || [| ABC Music & Me] || [|Nursery Rhymes] for early readers. ||  ||

<span style="color: #008000; font-family: 'Comic Sans MS',cursive;">Music and other curriculum areas
<span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 160%; text-align: center;">Plato:

<span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 160%; text-align: center;">“Music is a more potent instrument than any other for education.”

<span style="background-color: #ffffff; color: #000000; display: block; text-align: left; text-decoration: none;">Students will explore ragtime music and gain an understanding of its development in relation to jazz. They will also investigate the historical events during the time the genre evolved.
 * History: [|Interactive Timeline]

<span style="background-color: #ffffff; color: #000000; display: block; text-align: left; text-decoration: none;">Read more on FamilyEducation: [|http://www.teachervision.fen.com/history-of-music/lesson-plan/4746.html#ixzz2Ccmkj1d7] || Art: [|Music Crafts] || [|Songs for Teaching] A fantastic range of songs covering every curriculum area.

Songs for Teaching [|blog] - all about teaching music ||  ||

<span style="color: #808000; font-family: 'Comic Sans MS',cursive;">Musical Literacy
<span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 170%; text-align: center;">"Most people live and die with their music still unplayed. <span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 170%; text-align: center;">They never dare to try."

<span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 170%; text-align: center;">-Mary Kay Ash

http://artsonline2.tki.org.nz/resources/lessons/music/
 * [|Composition and Notation] || [|Approaches to Music Literacy] || [|Music Resources for Teachers] - links to lessons and websites. || Video: [|Rhythm Clock Game] ||
 * ====**From:**====

> > The unit and learning outcomes are based around the first teaching example - entitled 'A Soundscape' - in the 'Creating and Representing' chapter of Into Music 2. The lesson sequence is written to ensure that students develop the skills, knowledge and understanding required to ensure the learning outcomes are met in a sequential manner. (level 3)
 * [|Creating a Soundscape]

> > This resource is intended to help teachers integrate music learning with approaches to literacy. In this way, the socially enjoyable, artistic, cognitive and aesthetic aspects of music learning can support language development. (levels 2 - 4)
 * [|Making Links between Language/s and Music]

> > This is a collaboratively planned school-wide overview for the arts. The overview is thematically inspired, and ensures sequential, carefully considered skill-building experiences in all four arts area - dance, drama, music, and the visual arts. It focuses on learning to explore the pentatonic scale in composition and performance. (level 2)
 * [|A School-Wide Music Programme Based on a Pentatonic Theme]

> > An overview of how to approach singing in primary schools levels. (levels 1 - 4) PDF (95kb)
 * [|Singing in the Primary School]

> > This is an example of a music planning process. The dance-related unit is based on listening, singing and jiving to disco music. (levels 2 - 3) > > > The planning material in this resource outlines how to set up an improvisation circle, describes a music improvisation circle and offers suggestions on extending the activity to include wider sound arts and compositional learning. (levels 3 - 4) > > > This resource is intended to help teachers integrate music learning with approaches to literacy. In this way, the socially enjoyable, artistic, cognitive and aesthetic aspects of music learning can support language development. (levels 2 - 4) > > > An integrated Primary School Arts resource based on super heroes aimed at level 3 of the curriculum. (level 3) > > > An overview of how to approach singing in primary schools levels. (levels 1 - 4) PDF (95kb) > > > Mark Edwards - E-Learning Fellow > > A music unit which was developed as part of a research project for an e-learning fellowship. Students are given the opportunity to experiment with different music technologies that could then be built on to create a larger unit incorporating the skills learnt. Plenty of excellent online references are provided. || ==[|Music – Sound Arts]==
 * [|Blame it on the Boogie]
 * [|Improvisation Circle in Music]
 * [|Making Links between Language/s and Music]
 * [|Maui: A Pacific Super Hero]
 * [|Singing in the Primary School]
 * [|Using Music Technologies]

[|Teacher resource exchange]

[|Units and sequences]

[|Reviewed resources]

[|Professional readings]

|| BBC School Radio [|Music]

School Radio **Music** offers resources across the primary school for both Key Stages 1 and 2. || ====**Professional support**==== [|ASK]

[|Virtual Learning] [|Network] [|Music] [|organisations]

[|Commercial] [|Arts key] [|collections]

[|Performing arts facilities in schools] ||

[|Music across the Curriculum] - great ideas to integrate music. (TIP: Click on 'Look Inside' for the document.)

Music and Te Reo Maori
<span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 160%; text-align: center;">"Waiata tamariki (children's songs) are an integral component of Māori language acquisition in early childhood education settings." <span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 160%; text-align: center;">~ Rotu Mihaka

[|Voices of Tāwhirimatea] This level 2/3 music unit, written by Maria Winder, focuses on traditional Māori musical instruments that carry sounds (pūoro) connected to the natural world e.g. earth, sky, wind, rain, rain, plants and animals. The voices of Tāwhirimatea, the God of winds, are represented by Māori wind instruments such as kōauau, putorino and nguru. Through a variety of learning experiences, students explore the use of traditional Māori instruments, sing and accompany songs, and create a digital soundtrack using hand-made taonga puoro. [|//Digistore//] photos are included.

[|Waiata] What better way to incorporate //te reo Maori// into our children's learning than with music. The //waiata// are simple, with themes that capture the children's interest.

NZ Folksongs [|Maori Songs] This website has heaps of traditional waiata, with interesting anecdotes to explain the heritage of the song, and the themes.

EPS Waiata Maori



<span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 25.6px; text-align: center;">"Nothing separates the generations more than music. By the time a child is eight or nine, he has developed a passion for his own music that is even stronger than his passions for procrastination and weird clothes."

<span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 25.6px; text-align: center;">Bill Cosby