Grades Prek - 12 New York City Department of Education © 2005

schools.nyc.gov/artseducation website:

[email protected] [email protected] Email: Email:

Fax: 212.374.5598 Fax:

Phone: 212.374.0300 Phone:

New York, New York 10007 York New York, New

52 Chambers Street, Room 205 Room Street, Chambers 52

New York City Department of Education of Department City York New Office of Arts and Special Projects Special and Arts of Office

For Teaching and Learning in

Carmen Fariña, Chancellor Second Edition (2008) Contributors Third Edition (2015) Contributors Dorita Gibson, Senior Deputy Chancellor Phil Weinberg, Deputy Chancellor of Teaching Music Curriculum Development Co-Chairs Music Educators, Music Curriculum Development Co-Chairs New York City Department of Education and Learning Barbara Murray, Director of Music Programs Barbara Murray, Director of Music Anna Commitante, Senior Executive Director, Office of Arts and Special Projects, Donald Christiansen Robert Lamont, Music Consultant Curriculum, Instruction & Professional Learning New York City Department of Education Roberta Feldhusen Paul King, Executive Director, Office of Arts and Shellie Bransford, Music Consultant Janet Grice Special Projects Elizabeth Norman, Director of Education, Elizabeth Guglielmo Music Educators, St. Luke’s Orchestra New York City Department of Education First Edition (2004) Contributors Jaime Jacobs Gregory Pierson, Director of Education, Maria Schwab Eric Dalio Music Curriculum Development Co-Chairs Brooklyn Philharmonic Thomas Toriello Elaine Fauria Nancy Shankman, Director of Music/ George Wanat Ian Kanakaris Deputy Senior Instructional Manager for Arts Education Moishe Weidenfeld Music from the Inside Out Contributors Portia Lagares Thomas Cabaniss, Director of Education, Jerome Korman, Project Director, Music Consultant, New York Philharmonic Office of Arts and Special Projects Cultural and University Community Music Educators, Nancy Shankman, Director of Music, Deputy Senior Dr. Victor Bobetsky, Hunter College Cultural and University Community Instructional Manager New York City Department of Education Dr. Heidi Andrade, University of Albany John Schaefer, WNYC Shellie Bransford, Consultant Jonathan Dzik William Bassell, Principal, Long Island City High School Mark Caruso, Orchestra of St. Luke Shellie Bransford, Music Consultant Roberta Feldhusen Barbara Murray, Assistant Principal, Bryant High School Jerome Korman, Musical Director, National Dance Cathy Guy, Third Street Music School Settlement Douglas Harris William Rodriguez, Principal, Celia Cruz High School of Music Institute; Program Director, Planet Arts Dr. Elise Sobol, New York University Jeannie Kim Leonard Treretola, Principal, International Arts and Business High School Elizabeth Norman, Orchestra of St. Luke Martin Kirschenbaum David LaMorte, Assistant Principal, Tottenville High School Gregory Pierson, Brooklyn Philharmonic David LaMorte Patricia Glunt, Assistant Principal, Barbara Murray Long Island City High School Nancy Shankman, New York University Dr. Jonathan Dzik, Music Educator, Music Organization Representatives Christopher Columbus High School (Ret.) Elise Sobol, New York University Dianne Berkun, Brooklyn Youth Chorus Martin Kirschenbaum, Music Consultant, Theodore Wiprud, New York Philharmonic Office of Arts and Special Projects John Bertles, Brooklyn Philharmonic Dr. Nicholas A. Aiello, Former Director, Reviewers Mark Caruso, Metropolitan Opera Association Office of Instructional Publications David Dik, Metropolitan Opera Guild Christopher Sgarro, Director, Dr. Victor Bobetsky, Hunter College Office of Instructional Publication Joan Finkelstein, New York City DOE Aaron Flagg, The Juilliard School Kim Parker, Graphic Designer, Lisa Halasz, Carnegie Hall Office of Instructional Publications Patricia Glunt, New York City DOE Laura Johnson, Jazz at Lincoln Center Barbara Gurr, Director of Visual Arts, Office of Arts and Special Projects Janet Grice, New York City DOE Francisco J. Nuñez, Young People’s Chorus Gary Fogel, Music Educator, Barbara Gurr, New York City DOE Sara Lise Raff, Education Through Music Fiorello H. LaGuardia High School Sarah Johnson, Carnegie-Weill Institute Theodore Wiprud, Brooklyn Philharmonic Laura Johnson, Vice President of Education, Jazz at Lincoln Center Paul King, New York City DOE Music Advisory Group Tom Van Buren, Center for Traditional Music and Dance Dr. David Elliott, New York University Melanie Fallon-Houska, Program Director, Bertelsmann Laurie Lock, VH1 Save The Music Foundation, World of Expression Scholarship Program Karen Rosner, New York City DOE Dr. Jerrold Ross, St. John’s University Joanne Bernstein-Cohen, Executive Director, Young Audiences New York Music Reviewers Maria Schwab, New York City DOE Music From the Inside Out was prepared for publication Music Educators Association of New York by the Office of Instructional Publications. Judy Goldberg Barry Stern, New York City DOE was contributing writer, researcher and project editor. Pam Pollack designed the book and cover. Theodore Wiprud, New York Philharmonic 2 n Blueprint for the Arts n Music Appendix C Pre-K and Early Childhood: Music & Movement

By Cathy Guy, Third Street Music School Settlement Music develops language with steady beat rhythmic activities: recorded music played during quiet or rest times can be Clapping hands, stamping feet, and using rhythm instruments comforting and help children to relax. Role of the Arts in a Pre-K Setting in time to music develops important pre-reading skills. Young Music naturally delights young children. They love to sing, children recognize words, sounds, rhythms, tones, and pitches Music makes transitions easier: play instruments, move, create, and respond to music in all long before they talk, sing, or dance. Singing songs that are full Getting children to move from one activity to another is easy sorts of interesting ways. Children often sing while they play, of rhymes and repetition strengthen phonological awareness. when you sing a song. For example, sing to the tune of “The both familiar songs and new creations of their own. They twirl, Farmer in the Dell,” “It’s time to go to lunch,” and you’ll see rock, and move to music every chance they get; it is interesting Music helps develop children’s self-esteem: that the children will get ready much faster. Keep making up to them. A pre-K classroom that includes time for music and Music is a wonderful way to address the many needs of verses: “Let’s pick up the toys. … Now let’s wash our hands,” etc. movement provides an outlet for children’s high spirits and children because music is nonjudgmental. There is no right or Getting on the “train” while singing “Engine, Engine Number creative energy. wrong; it just is what it is. Listening to different types of music Nine” can make moving the whole group an orderly, happy nurtures self-esteem and encourages creativity, self-confidence, experience. Student Development and curiosity. Effective music teaching in the pre-K classroom should: Environment Music helps develop children’s listening skills: • Support the child’s total development—physical, emotional, Play is the primary vehicle for young children’s growth, and social, and cognitive. Music encourages the ability to listen and thus to concentrate. developmentally appropriate early music experiences should Songs encourage speech and auditory discrimination. Through occur in child-initiated, child-directed, teacher-supported • Recognize the wide range of normal development in music, children learn to hear tempos, dynamics, and melodies. play environments. In Pre-kindergarten, the teacher’s role pre-kindergartners and the need to differentiate their Listening for loud and soft, up and down, fast and slow is to create a musically stimulating environment and then instruction. encourages auditory development in the brain. to facilitate children’s engagement with music materials and • Facilitate learning through active interaction with adults and activities by asking questions or making suggestions that other children, as well as with music materials. Music helps develop children’s math skills: stimulate children’s thinking and further exploration. A A simple song can include basic math skills such as counting, classroom filled with music is typically a happy place. • Consist of learning activities and materials that are real, repeating patterns, and sequencing. concrete, and relevant to the lives of young children. Children can learn number concepts by singing number songs, Music and movement involve children in listening activities, • Provide opportunities for children to choose from among rhymes, or chants (“Big Fat Hen,” “Five Little Monkeys”). joining in group experiences, and experimenting with materials a variety of music activities, materials, and equipment of Concepts of measurement, especially time, can be explored on their own. Therefore, the environment should include a varying degrees of difficulty. by moving quickly or slowly. Comparisons can be made in specific location where you store musical instruments, CD movement activities by taking long steps, short steps, or by player, and props. This should be a place where children should • Allow children time to explore music through active making yourself a tiny seed or a great, big giant. feel free to make, listen, or dance to music if they wish. Group involvement. music or movement activities may occur wherever there is Music and movement go together: enough space for children’s safe expression. Music helps develop children’s language and literacy: Children naturally respond to music by moving and being When young children listen to familiar words in songs, active. Music helps children learn about rhythm and develop Suggested materials for the music center: the neural transmitters in their brains are firing away, and motor coordination. Group dances like the “Hokey Pokey” • Drums, tambourines their brains are building connections to the sounds they help children learn about their body parts (“You put your right • Bell bands are hearing and the words they are singing. Singing songs foot in …,” “You put your left hand in …”), sense of direction • Triangles and reciting poems and rhymes with children helps them (turning around, going left and right, moving back and forth), • Finger cymbals develop early literacy skills. Utilizing books that can be sung and rhythm patterns (clapping to the beat). • Maracas, egg shakers or chanted facilitates an understanding of text and concepts • Rhythm sticks or claves about print. Writing songs down on chart paper reinforces an Music relieves stress: • Xylophones or glockenspiels understanding of letters and words. Stress can be relieved with songs, chants, finger plays, and • CD player and high-quality recorded music moving to music. Singing together creates a feeling of safety • Scarves and makes learning in a classroom much easier. Quality 143 n Blueprint for the Arts n Music Appendix C

Pre-K and Early Childhood: Music & Movement continued

Socialization Ten Tips for the Pre-K Classroom 9. Include music from children’s cultures and from countries Children need group music time to experience the important 1. Sing simple songs that you know and love. Don’t worry if around the world. Young children respond enthusiastically social and musical aspects of sharing music and making music you think you can’t sing; children won’t care. to joyous, rhythmic music. Music from other cultures can inspire children to find new ways to move and react to the together. These shared experiences can encourage feelings of 2. Sing to children throughout the day. You can sing while you new sounds they hear. group solidarity. are tying shoes, zipping up jackets, and applying sunscreen. Teachers can make up songs that include children’s names. 10. Invite children to play shakers and bell bracelets while Singing or chanting can help make routine activities and For example, sing “Kelsey’s putting her jacket on, her jacket listening to lively music with a steady beat. Encourage transitions, such as gathering children into a circle or group on, her jacket on” to the tune of “Here We Go ’Round children to play the instruments in different ways. For activity, smoother and more enjoyable. Quiet, soothing music the Mulberry Bush.” Young children are magnetized by example, children can slide shakers on the floor, make the calms and relaxes children, while a lively marching tune rouses the sound of a singing voice. It also helps them focus and shakers jump when held upright, or stir them like a spoon. them for energetic clean‐up time. Music and movement are absorb the language. also social activities that help children feel part of the group. Group singing and action games help children to cooperate 3. Sing classics every day. For preschoolers, “Twinkle, Please refer to the Bibliography, “Resources For Teaching Music with others, including singing when the group is singing and Twinkle, Little Star,” “The Itsy-Bitsy Spider,” and “Old in Pre-K and Early Childhood,” p. 184, compiled by Cathy Guy. being quiet when everyone else is being quiet. MacDonald” never get old. 4. Sing when reading stories aloud. Phrases such as “uh-oh,” Music making can be a dynamic social learning experience. “ding-dong,” and “meow” lend themselves to two-note Making music together, children learn to work as a team while mini-songs. Children can wait for their cue to sing and join they each contribute to the song in their own way. At the same in. Singing engages and involves children in the story. time, music helps children learn that together they can make something larger than the sum of its parts. 5. Clap rhythms over and over again. Start with simple nursery rhymes such as “Peas Porridge Hot” or “Humpty More benefits of music for children include learning Dumpty sat on a wall.” Clap and say the words at the same cooperation, sharing, compromise, creativity, and time, and have the children echo or repeat after you. Later, concentration—skills that become invaluable as they enter take the words away and just clap the rhythm, and see if school, face new challenges, and begin to form new friendships the children can eventually recognize the rhyme by just and develop social skills. listening to your clapped rhythm. 6. Use finger cymbals to quiet and bring order to the classroom. The quiet ringing tones of this instrument somehow makes children stop what they are doing and listen. 7. Keep it simple and casual. Movement activities do not have to be planned. Teachers can put on lively music and bounce around. Occasionally suggest movements, saying, “Let’s pat our legs” or “Can you wave your hands in the air?” 8. Join in movement activities with energy and a smile. Watch how a child moves, and then copy his/her movements. Young children find it fun and empowering when they see teachers follow their lead.

144 n Blueprint for the Arts n Music Bibliography and Web Resources continued

National Art Education Foundation Barton, Linda G. Quick Flip Questions for the Revised Bloom’s Teacher Tube www.naea-reston.org Taxonomy. 2nd ed. Edupress, 2007. www.teachertube.com

National Endowment for the Arts (NEA): Cultural Funding Creative Educational Systems Teachers College – Columbia University www.arts.gov/grants www.creativeeducationalsystems.com www.tc.columbia.edu www.arts.gov/artistic-fields/arts-education Education Commission of the States Teachers Network National Endowment for the Humanities (NEH) www.ecs.org www.teachersnetwork.org www.neh.gov Education Policy Institute The Teaching Channel New York State Council on the Arts (NYSCA) www.educationalpolicy.org www.teachingchannel.org www.nysca.org Engage NY Teaching Matters The New York State Foundation for the Arts www.engageny.org www.tminet.org www.nyfa.org Gordon, Edwin. Music Learning Theory for Newborn and Young Van Manen, Max. The Tact of Teaching: The Meaning of Pencil NYC Children. 2013 ed. GIA Publications, Inc., 2013. Pedagogical Thoughtfulness. The Althouse Press, 1991. www.pencil.org Learning Forward (formerly National Staff Development Van Manen, Max. The Tone of Teaching: The Language of Target Field Trip Grants Council) Pedagogy. 2nd ed. Althouse Press, 2003. https://corporate.target.com/corporate-responsibility/grants/ www.learningforward.org field-trip-grants United Federation of Teachers Music Education Brain Development Advocacy Page (NAfME) www.uft.org The P. Buckley Moss Foundation for Children’s Education http://www.nafme.org/take-action/what-to-know/all-research/ www.mossfoundation.org U.S. Department of Education National Education Association (NEA) www.ed.gov U.S. Department of Education – Grants www.nea.org www.ed.gov/fund/grants-apply.html 4. Resources for Teaching Music in Pre-K and Early Childhood New York State Art Teachers Association Compiled by Cathy Guy, Third Street Music School Settlement Wallace Foundation www.nysata.org www.wallacefoundation.org Books That Lend Themselves to Singing School Tube 3. Resources for Professional Practice – All Strands www.schooltube.com Barker, Keith. Big Fat Hen. Harcourt and Brace Publishing, ArtsEdge – Connect, Create: Lessons, How To’s Standards – 1994. The Kennedy Center Share My Lesson www.artsedge.kennedy-center.org/educators.aspx www.sharemylesson.com Cabrera, Jane. Over in the Meadow. Gullane Children’s Books, 2004. American Musicology Society: Sites for Musicologists Startcher http://www.ams-net.org/www-musicology.php www.startchr.nyc Cabrera, Jane. Row, Row, Row Your Boat. Holiday House Children’s Division, 2015. Barton, Linda G. Quick Flip Questions for Critical Thinking. TaskStream: Assessment Planning Edupress, 2006. www.taskstream.com Cabrera, Jane. Twinkle, Twinkle Little Star. Holiday House Children’s Division, 2012.

184 n Blueprint for the Arts n Music Bibliography and Web Resources continued

Fleming, Denise. Barnyard Banter. Henry Holt & Co., 2001. Putamayo Kids [Party, Playground, Singalong and Dreamland Glasser, William. Stations of the Mind: New Directions for series of CDs.] CD. Reality Therapy. Harper & Row, 1982. Fleming, Denise. In the Tall, Tall Grass. Square Fish Publishers, www.putumayo.com 1995. Goodlad, John I. What Are Schools For? 2nd ed. Phi Delta Various Artists. Classics for Kids. RCA, 1993. CD. Kappa Educational Foundation, 1994. Hort, Lenny. Seals on the Bus. Square Fish, 2003. Various Artists. Jazz for Kids: Sing Clap Wiggle & Shake. Verve, Hallahan, Daniel P., James M. Kauffman, and Paige C. Pullen. Litwin, Eric. Pete the Cat and His Four Groovy Buttons. Harper 2004. CD. Exceptional Learners an Introduction to Special Education. 12th Collins, 2010 ed. Pearson Education, 2012. 5. Resources for Teaching Music in Special Education – This updated text serves as a comprehensive introduction to the Martin, Bill. Brown Bear, Brown Bear What Do You See? Henry Compiled with annotations by Dr. Elise S. Sobol, NYSSMA characteristics of exceptional learners, including English language Holt & Co., 1992. Chair, Music for Special Learners learners and gifted and talented. Its emphasis is on classroom practices and considerations of social, emotional, Psychological, Adamek, Mary S., and Alice-Ann Darrow. “Current Profile of Williams, Linda. The Little Old Lady Who Wasn’t Afraid of and medical aspects of disabilities and giftedness. The text offers Students with Disabilities in Public Schools with Implications Anything. Harper Collins, 2002. links for further research and information as well as perspective for Music Professionals” and “Management Techniques to for inclusion practices for general and a variety of special Promote Motivation, Responsibility and Learning.” Music Zimmerman, Andrea. Trashy Town. New York: Harper Collins, educational settings. in Special Education. 2nd ed. American Music Therapy 1999. Association Inc., 2010. 3-16: 81-102. Hammel, Alice M., and Ryan M. Hourigan. Teaching Music to – Excellent to the point content in chapters to help prepare Books with CDs Students with Autism. Oxford University Press, 2013. teacher candidate for New York State Education Department – Hammel and Hourigan’s latest publication is a compassionate Hays, Michael, and Pete Seeger. Abiyoyo [Book and CD]. Simon requirements for meeting the needs of Students with Disabilities scholarly text on the many facets of teaching students within and Schuster Books for Young Readers, 2001. in inclusive and differentiated settings. the wide autism spectrum. All strategies and approaches can be Lach, William. Can You Hear It? [With CD.] Harry N. Abrams, Anderson, William, and Joy E. Lawrence. Integrating Music into adapted for successful educational intervention in the music 2006. the Elementary Classroom. 9th ed. Cengage Learning, 2013. classroom. Well organized and accessible. This is an important – Geared for hands-on practice in the elementary classroom, this reference for the teaching and learning community. Prelutsky, Jack. The Carnival of the Animals. [With CD.] Knopf text provides a wealth of curriculum information for using music Hammel, Alice M., and Ryan M. Hourigan. Teaching Music to Books for Young Readers, 2010. to enhance instruction. Includes model lesson plans with musical Students with Special Needs: A Label-Free Approach. Oxford activities to reach and interest children of different cultures and University Press, 2011. Schulman, Janet. Sergei Prokofiev’s Peter and the Wolf. [With backgrounds. CD.] Knopf Books for Young Readers, 2004. – Newest release for music in special education classes; excellent examples for discussion of best practices in variety of settings. Feuerstein, Reuven, Rafael S. Feuerstein, and Louis H. Falk.

Witte, Anna. Lola’s Fandango. [With CD.] Barefoot Books/Pap/ Beyond Smarter Mediated Learning and the Brain’s Capacity for Mixon, Kevin. Reaching and Teaching All Instrumental Music Com edition, 2011. Change. Teachers College Press, 2010. Students. 2nd ed. R&L Education, 2011 . – Author provides his experience and techniques for teaching Recorded Music for Moving and Listening Gardner, Howard. Frames Of Mind: The Theory of Multiple instrumental music students. Helpful to the new or veteran Orozco, Jose-Luis. Decolores and Other Latin American Folk Intelligences. 3rd ed. Basic Books, 2011. teacher; reader will gather valuable information for teaching Songs. Arcoiris Records, Inc., 2004. CD. Gardner, Howard. “Multiple Intelligences as a Catalyst.” English students with diverse learning styles in inclusion performance programs. Orozco, Jose-Luis. Diez Deditos/Ten Little Fingers. Arcoiris Journal. 84.8 (1995): 16-18. Records, Inc., 2004. CD Gardner, Howard. “Probing More Deeply into the Theory of Multiple Intelligences.” NASSP Bulletin. 80.583 (1996): 1-6. 185 n Blueprint for the Arts n Music