Sigma Alpha Iota

saI-natIOnal.ORg sPRIng 2014 PAN PIPES 3 By Taylor ForesTer W ith increasing frequency, elective and non-core teachers are being asked to support core classroom teaching in an effort to provide students with interdisciplinary instruction. As musicians, we know the impact that music has on a wide variety of subject areas from mathematics to science to language skills because we live as examples of such cross-curricular benefits. However, many music teachers with whom I have spoken agree with me that there is something we very rarely did in our pre- collegiate music experience: read and write about music in an academic way. Rehearsal time is valuable. Critical. But I have been amazed at the way students' writing has helped shaped the way that I teach and has given me the tools I need to further deepen their understanding of music. Having students read about music provides them with opportunities for them to increase their musical vocabulary and communicate better with their director and their peers. is article contains a few simple ideas for reading and writing assignments that make reading and writing in the music classroom into something more than "doing what our administration tells us." Find a way that makes reading and writing about music meaningful in your music classroom for your students, even if it is only for 15 minutes on Wednesdays, and see how much more productive your rehearsal time is. Yes, many students will just do the assignment to get an A. But when students are provided with assignments that actually challenge and excite them — beyond the important, but ever-repetitive peer and self- critiques — they might be sparked to continue learning about music independently, beyond our limited reaches into their lives. And isn't that what we as teachers truly want? Finding reading assignments can oen be time consuming and are rarely provided in a district curriculum. Have your students find the materials that they read. Not only does this enable the student to learn what a reliable source is (a valuable lesson in today's world of Buzzfeed and e Onion), but the student will choose material that is interesting to him or her. example reaDing assignments: • Have students print out a current event related to music (you can have theme days for topics), write a brief summary, and then use those 15 minutes on Wednesday to have 3 kids share what they found. Discuss. Intrigue. Remember to use more assignment ideas from the social studies department. • Have an ongoing book report project where students have to read a composer biography or other music-related book per semester. Students could write notes bi-weekly on index cards to store for when they finally write their report, so that you may also insure they are not procrastinating too much. en, students would either write a book report about their selection or create posters that could be shared during those few days aer that winter concert is over. • Create a Facebook page or blog for your classroom. Ask students to share a news article that they read about music on that page, weekly, with a comment about why it interests them. Have your students communicate with you on their platform, and then push the standard a little higher each week by encouraging correct grammar usage and support for opinions in the digital realm. Writing assignments are simpler to incorporate into the classroom and are an incredible way to gain insight into your students' ability to communicate what they know. If a student is struggling with a section in his music, but does not have the vocabulary to communicate what he is struggling with, it takes more valuable time to diagnose the problem than if that student had developed music communication skills. Writing is where we assess those skills and improve them to help our young musicians gain confidence to communicate with each other. example writing assignments: • Have students write about chord progressions, form, ensemble construction, or tone production in the form of a recipe. ey have to list all of the ingredients and then give a step-by-step set of instructions about how to assemble them for the final product. • Ask students to compile a list of 100 adjectives that they may use to describe music, and keep it in the front of their notebook to reference throughout the year. Students must use at least three of their adjectives in a self- or peer- critique each week and then cross those three off of the list. Build vocabulary and help students learn the importance of specificity. • Require students to write an "experience hypothesis" — have students write what they think will happen at their next concert or competition before you go. Not only will you be able to tap into their expectations and potential fears to make the experience a little bit smoother, but also they will have a reference to go back to when writing their post-performance reflections. When considering a new reading or writing assignment for your classroom, open your mind to a world of making literacy fun for your students. Improved communication does improve musicianship and make rehearsals more effective, and therefore it is our job to help our students grow in this area. Find a pocketful of assignments that works for you and your kids and watch their love of music grow. Alpha Zeta initiate Taylor Forester received her Bachelor's in Vocal Music Education from Oklahoma City University. She is the 2011 National Collegiate Leadership Award winner. While at O CU, she helped develop the music program par tnership between O CU Vocal Education, SAI, and Positive Tomorrows, a school for elementar y children who are homeless and need remedial work to transition back into the public school system. After graduation, she began working as the vocal music and class piano teacher at U.S. Grant High School in Oklahoma City. Music Literacy: Reading, Writing in Secondary Music Classrooms musIc medley Rehearsal time is valuable. Critical. But I have been amazed at the way students' writing has helped shaped the way that I teach and has given me the tools I need to further deepen their understanding of music.

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