Music Content Area Literacy

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Lecture: Introduction

 

What is literacy?

 

Literacy may be generally understood as simply as the ability to read and write, or to describe an educated or learned person, but these are manifestations of literacy, not the origins or foundations. To be literate is to be able to find and communicate meaning. This is the key to continuous, life-long learning. In other words, how does a person become educated, and how would that person continue to become more educated?

 

For example, those unable to find meaning in the hieroglyphics or runes below are illiterate, at least within the context of those codes, or in that content.

 

 

 

 

 

 

 

 

 

However, the ability to decode meaning and to communicate meaning to others is of profound benefit. Literacy, in its many forms, is fundamental to the process of learning. For example, a very young child learning to read will look at a shape, and learn it is a “C.”  The shape has a name, a bit of meaning. The child will subsequently learn that the “C” has a sound (more meaning) and is combined with other shapes (letters) to form words (more meaning).

 

The word, CAT, is code for        , which finally has concrete meaning for the child.

 


 

So, to decode is to take something out of coded form. To encode is to put something into coded form.

 

DECODE

ENCODE
 

Take out of code

 

Put into code
 

 

 

CAT
 

Put into a form for understanding

 

Put into a form for transmission
 

Visual/concrete

 

Representative
 

Find meaning

 

Communicate meaning

 

 

Literacy: to find and communicate meaning

 

 

 

But meaning is different than just knowledge. Remember Bloom's Revised Taxonomy? Meaning can be found and expressed in all of the levels of learning.

 

 

What is content area literacy?

 

Well, if we use the previous definition of literacy, "to find and communicate meaning," then content area literacy is finding and communicating meaning in a specific content area; in this case, music. In other words, what we do to learn (find meaning) and share (communicate meaning) music content.

 

 

 

 

What do we do?

 

 

Here are some ways that we find and communicate meaning about music, and what we need to be able to do these things:

 

 

 

Find meaning

Communicate Meaning

Knowledge/Skills Needed

Read about music

Textbooks, song descriptions, program notes, research papers, biographies

 

Language vocabulary

Music vocabulary

Reading fluency

Reading comprehension

 

Write about music

Program notes, school assignments, journal entries, written discussions

Language vocabulary

Music vocabulary

Writing proficiency

Editing/proofreading skills

Read music notation

Band, choir, orchestra pieces, elementary songs, private music lessons

 

Music theory knowledge

Audiation skill

Tracking skill

 

Write music notation

Learning music notation, composition, transcription, arranging

Music theory knowledge

Notation software knowledge and access

Listen to others talk about music

Elementary music class, secondary ensembles, YouTube videos

 

Language vocabulary

Music vocabulary

Listening comprehension

 

Talk about music

Class discussions, presentations, exchanges with other musicians, friends

Language vocabulary

Music vocabulary

Verbal communication skills

Listen to music

Exposure to new styles, preparing for new performance pieces, just for enjoyment

 

Listening skills

Knowledge of music elements to identify

 

Perform music

Experiencing the level of performance, interpreting existing pieces, improvising

Listening skills

Knowledge of performance practice

Study scores

Identifying contrast and repetition, memorization aids, performance practice information, identify style

 

Music theory knowledge

Audiation skills

Knowledge of performance practice

Knowledge of styles

 

Lead groups

Conducting, teaching, private instruction, leading groups

Conducting skills

Error detection skills

Audiation skills

 

 

 

 

 

 

 

This is how we decode (find meaning) and encode (communicate meaning) in the area of music.

 

 

 

 

Why do we care?

 

Content Area Reading courses are a requirement for teacher certification in many states, including Texas. The Texas Administrative Code (Title 19, Part 7, Chapter 228) requires educators to "provide instruction that improves students' content-area literacy" (Edmondson, 1999).

 

Why would that need to be mandated??

 

Well, students were struggling to read and understand textbooks, which was keeping them from learning new content outside of the Reading or English class. The mandate was to encourage teachers of all subjects to teach literacy that would apply across all subject areas.

 

You are future teachers, and I can just imagine what you are thinking right now . . .

 
 

 

 

 

 

 

 

I'm not even

sure what content

area literacy is.

 

 

 

 

I won't have time

 to do that.

 

 

 

 

 

 

 

 

I don't know how

to teach that.

 
 
 

 

That's the

Reading/English

teacher's job.

 

 
         

 

 

Is it the Flu or just a cold? - Kids First Pediatric

If you want to be a good teacher, you will want to teach students how to learn and how to keep learning,

not just how to play/sing a piece of music.

 

 

 

 

 

Preparing for literacy

 

Students will not find meaning if they are not engaged, so some groundwork is necessary to prepare for learning. This is not specific to literacy learning, but psychological safety is the first step to set up a classroom for success. Amy Edmondson, a Harvard Business School professor coined the term, which she describes as “a belief that one will not be punished or humiliated for speaking up with ideas, questions, concerns or mistakes."

 

 

Here is an example of how one teacher set up her classroom for success:

 

"A few weeks ago, I started the 'I need' box in my class, a way for my students to ask for help without having to come directly to me. They write their needs on a card and leave it in the box.

 

The first week, two boys let me know about a bullying situation. We got it taken care of. The next week, I changed the format a little and started having EVERY student put a card in the box every day. They didn’t have to write on it, but every student visits the box daily.

 

Since then, I’ve had a plethora of 'needs' submitted. They range from specific supply needs, seat changes, special handshakes when entering class, after-school help, bullying situations, and even hugs.

 

What’s even better is students are starting to come to me directly with issues/challenges they are having bypassing the box completely. I’ve been teaching middle school for 15 years, and I can honestly say this is the best thing I’ve ever done to reach my kids this early in the school year."

 

Credit: Julia Brown

 

 

 

Vocabulary

literacy

decode

encode

psychological safety

self-regulation

content area literacy

music literacy

music content area literacy

Bloom's Revised taxonomy

taxonomy

domain

2-minute applications

Elementary music classroom

  • Show and Tell: bring the real object to teach a word

  • Familiar words to rhythms: huckleberry

  • Simon Says with new vocabulary

  • Articulate musical thoughts/feelings

  • Assign pictures to composers

Secondary ensemble/classroom

  • Play topical music while students enter classroom; identify composer, genre, title, etc.

  • Composers in context: what else was happening at this time?

  • Show video of dance that inspired the musical piece

  • Word of the day

Individual/private instruction

  • Assign student to research new piece

  • Quick theory lesson

Topics for discussion

  1. How does a person learn?

  2. How does a person become educated?

  3. What codes do you use?

  4. What literacy problems can you imagine in a music classroom?

  5. How do you find meaning in music?

  6. How can a teacher ensure psychological safety in a classroom?

 

 Edmondson, A., Psychological safety and learning behavior in work teams, Administrative Science Quarterly, June 1999, 44: 350-383.

  

Created and maintained by Vicky V. Johnson