Running Head: INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING
Integrating Music in Children’s Library Programming
Trends and Recommendations
Rebecca Ballard
Completed as partial fulfillment of the requirements for the
Master of Library and Information Science Capstone
November 12, 2018
INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 2
Abstract
The integration of music in children’s library programs has become increasingly popular in recent years. Music is often incorporated in traditional library programs, such as storytimes.
Music is also the focus of many different types of standalone children’s library programs, such as music classes, music clubs, concerts, and instrument exploration. Some libraries are now even circulating a wide variety musical instruments for children to check out. This report surveys the cognitive benefits of children’s musical library programs and makes recommendations for best practices in incorporating music in children’s library programming.
Keywords: music in libraries, library services to children, public libraries, child development, activity programs in children’s libraries, best practices
INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 3
Integrating Music in Children’s Library Programming
Children’s programming is an essential service offered by public libraries. “A high level of literacy contributes to the positive quality of life in a community. Literacy does not begin when children enter school; the roots of literacy are nourished even from birth” (Georgia Public
Library Service, 2002). Librarians strive to meet both the educational and recreational needs of the patrons in their communities (Baker, 2017). Children’s librarians today are reaching out to young patrons of all ages and are expanding their literacy programming in a variety of ways.
The incorporation of music in library programming has become increasingly popular in recent years. Why should librarians use music in library programs? Isn’t children’s library programming supposed to be all about books? Don’t librarians just read in storytime? Are there real reasons or benefits of including music in library programs? The purpose of this study is to review the research and reasoning behind incorporating music in children’s library programming, to discuss why music is beneficial, and to investigate best practices and make recommendations in developing music-related library programs for children.
Children’s librarians are adapting their storytime and library program designs in response to early childhood development research on the ways children learn and take in information
(Jacobson, 2017). Research shows that exposure to musical experiences improves memory and caters to multiple intelligences. Music also improves the acquisition of language skills, helps develop pre-writing skills, and increases print motivation. Music also creates a sense of community.
Music Improves Memory
Incorporating music into educational experiences improves a child’s memory. A child’s healthy brain growth develops from a combination of both inherited genetics and environmental INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 4 experiences. Combining music with reading books, such as singing a song about a story while a child looks at a picture book, helps encourage healthy brain development and enhances learning experiences (Diamant-Cohen, Riordan, & Wade, 2004). “Studies show that people who practice or are exposed to music have better word recall and verbal memory, and babies exposed to music learn faster than their peers” (Sullivan, 2013). Extremely complex mathematical or science concepts, or even very basic skills such as reciting the alphabet, the names of the planets, or the names of all the fifty United States are much more easily learned when they are set to music and sung as a song (Hansen, Bernstorf, & Stuber, 2014; Brown, 2014). Information that a child learns to the tune of a song is more easily recalled than information learned by rote (Hansen, et al.,
2014). Repetition of sensorimotor experiences combined with oral, auditory, and visual stimulation assist in infant and toddler synaptic brain development (Gallagher, 2005). Repeated experiences develop and strengthen brain synaptic connections, and repeated musical experiences imprint on a child’s memory (Diamant-Cohen, 2018).
Music is a multisensory experience and is easily utilized to help children memorize information (Baker, 2017). “Music has the power to help students learn and remember important information and experiences all while having fun” (Brown, 2009).
Music Caters to Multiple Intelligences
Howard Gardner’s theory of multiple intelligences is based on the belief that human cognition and intelligences are complex, varied, and changeable. The eight intelligences Gardner describes are linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist (Brown & Meyers, 2008). Children can hear music in the womb, and a child will naturally feel the rhythm of their mother’s heartbeat; the first intelligence a child develops is musical (Hill-Clarke & Robinson, 2004). INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 5
Music that is incorporated in children’s programming also caters to multiple intelligences. Movement to music, playing musical instruments, and songs with fingerplays interacts with bodily kinesthetic intelligences. Singing a non-fiction picture book caters to logical-mathematical intelligences (Brown, 2014). Children observing, exploring, and playing with musical instruments incorporates both spatial and bodily-kinesthetic intelligences.
Connecting through music with others utilizes both intrapersonal and interpersonal intelligences
(McEwing, 2011). And, using instruments made of natural materials such as wood and singing stories about nature caters to naturalist intelligences (Brown, 2014). Music helps children develop in multiple ways: physically, mentally, emotionally, socially, and aesthetically
(Diamant-Cohen, 2018).
Music Improves the Acquisition of Language Skills
Singing songs increases children’s vocabulary. The Association for Library Service to
Children [ASLC] has shown in studies that by the time children from low-income families reach the age of four, they will have heard thirty million fewer words than their more advantaged peers
(The Association for Library Service to Children, 2018). The ASLC’s campaign, “Talk, Read,
Sing, Play,” encourages playful ways, like singing, to share words with babies and young children (Celano & Neuman, 2015). Songs sung to children can demonstrate new and unfamiliar words, and children’s songs can also describe objects that children might not be familiar with; this musical introduction to new concepts increases a child’s vocabulary. For example, the song
“Old MacDonald Had a Farm” can introduce a child to the names of new animals and sounds they make that were previously unfamiliar to them (Brown, 2014). “The easiest and most effective way to build young children’s vocabulary is to talk and sing with them” (Diamant-
Cohen, 2018). INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 6
Singing songs also improves phonological awareness. Phonological awareness is simply the parts that make up language; syllables, sounds, rhymes, and words. When one sings a song, the words to that song are sung at a slower tempo than they would be produced in speech.
(Baker, 2017). This reduction in tempo offers children additional time to listen and hear individual syllables and words. (The Association for Library Service to Children, 2018).
Children who are able to discern and recognize different rhymes, syllables, and phonemes will develop into better readers (Bryant, MacLean, Bradley, & Crossland, 1990). Additionally, the syllables of words in a song are often individually separated and are associated with different specific musical notes. That note-syllable association is an audible cue that helps children notice and realize that words are made up of different sounds. Both of the musical concepts of tempo, which is speed, and tone, which are the audible musical notes, assist in developing phonological awareness (Brown, 2014). “Each time children learn a chant or nursery rhyme, their reading skills grow. Each time children learn a rhythmic pattern, they strengthen their accenting and syllabication skills.” (Hill-Clarke & Robinson, 2004).
Music Helps Develop Pre-writing Skills
Pre-writing skills are the fine sensorimotor skills that a child develops which are necessary for a child to learn how to hold and use a writing implement, such as a crayon or a pencil. As pre-writing skills are developed and improve, a child then develops the ability to write words, draw pictures, copy, and color (Royal Children’s Hospital, 2005). Fingerplays are songs that combine motion with a child’s hands and/or fingers to follow along with the words of the song or chant (Gruncheva, 2015). Songs with fingerplays increase fine motor skills and muscle coordination that later contribute to a child developing the ability to hold and manipulate a pencil
(Diamant-Cohen, 2018). Fingerplays also contribute to children’s neuro-physiological INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 7 development and stimulate a child’s interest while they are developing pre-writing skills
(Gruncheva, 2015).
Music Increases Print Motivation
Print motivation is, simply stated, a child’s desire to read. A child’s interest and enjoyment of books is an essential literacy skill (Arnold, 2003). Children are motivated to read when they find the experience of reading to be both interesting and enjoyable, and, children who find reading to be a pleasurable experience are more likely to continue reading even when it is difficult (Idaho Commission for Libraries, 2009).
Singing songs is enjoyable experience for young children because it captures their attention and energies; music is a joyful experience (Brown, 2009; Gallagher, 2005). Making music in library programs both motivates children’s learning and gives aesthetic enjoyment
(Hill-Clarke & Robinson, 2004; Hansen, et al., 2014). Singing songs combined with stories, such as “Old MacDonald Had a Farm,” is a pleasurable learning experience because children can make amusing animal noises and create their own verses. Children engaging in the composition and creation of music concurrently with building language in entertaining ways assists in print motivation (Brown, 2014).
Music Creates Community
Sharing music with other children and families in a library program is a social activity that can create community (Brown, 2014). Babies and children require socialization in order to develop into healthy, thriving individuals (Knoll, 2016). Playing music in group library activities involves interacting socially with other children (Diamant-Cohen & Hetrick, 2014). Adults will participate along with their children in musical library programs (Dietzel-Glair, 2013).
Engagement with music in groups encourages learning, social skills, and social participation INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 8
(Berger, 2017). As children participate in group musical activities, their brains are focused as they create a community together (Carlow, 2008). Library storytimes are social events, and
“sharing books is a wonderful means of supporting and advancing social exchanges” (Knoll,
2016). Librarians should create programming that encourages social interactions among children, caregivers, and the librarians, providing opportunities for engaging in community (Knoll, 2016).
Mannes notes that Bobby McFerrin stated, “the most wonderful thing about music is that it’s not really meant to be kept close to the breast, as they say. You know it’s not for yourself alone. I think music is something to be shared with people” (Mannes, 2013). Shared musical experiences provide community and mutual understanding, and music traditions bring people together
(McEwing, 2011).
Trends and Best Practices
Children’s librarians are implementing a variety of musical programs that build on early childhood developmental research (Diamant-Cohen, 2018). “Librarians’ most urgent wish is that parents make the connection between activities such as playing and singing and early literacy”
(Celano & Newman, 2015). There are many ways a librarian can create children’s programming that incorporates music.
Storytimes
Storytimes for children of all ages are the cornerstone of children’s library programming.
Music can be incorporated via many methods in traditional library programs.
Opening and closing songs. Storytime programs for all ages, whether they are for babies, toddlers, preschoolers, or school-aged children, have some commonalities in structures.
Opening and closing rituals are repeated actions that commence and end every storytime program. They help designate the beginning and ending of the program, and the repetition helps INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 9 children know what to expect (Diamant-Cohen & Hetrick, 2014). Songs can be incorporated in the opening and closing ritual, and the songs that are used to begin and finish a storytime program can be either familiar and traditional songs, or songs created by the librarian specifically for the storytime program (Brown, 2014). Some librarians choose to rotate songs and pick new opening and closing songs depending on the storytime theme (Reid, 2007), while others choose to repeat the same songs each week to give a defined and reassuring structure (Diamant-Cohen, et al., 2004). Children will learn and join in on the opening and closing songs with repeated experiences (Diamant-Cohen, et al., 2004; Pica, 2013).
Example opening and closing songs.
The More We Get Together: “The more we get together, together, together, the more we
get together, the happier we’ll be. ‘Cause your friends are my friends, and my friends are
your friends. The more we get together the happier we’ll be.”
Shake Our Sillies Out: “We gotta shake, shake, shake our sillies out! Shake, shake, shake
our sillies out! Shake, shake, shake our sillies out and wiggle our waggles away.”
(Repeat, substituting other motions.)
Skinnamarink: “Skinnamarink a dinky dink, skinnamarink a doo, I love you.
Skinnamarink a dinky dink, skinnamarink a doo, I love you. I love you in the morning
and in the afternoon, I love you in the evening underneath the moon. Skinnamarink a
dinky dink, skinnamarink a doo, I love you.”
Transition songs. Transition songs bridge sections of a library storytime program, and these songs also can assist in settling children down if they begin getting restless. Interactive rhymes and lullabies can focus a child’s attention and help children relax (Diamant-Cohen,
2005). Changing the music tempo and pacing can help direct the transition (Hansen, et al., 2014). INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 10
Example transition songs.
Clap Your Hands: “Clap your hands, clap your hands, clap them just like me. Clap your
hands, clap your hands, clap them just like me. Clap your hands, clap your hands, clap
them just like me. Clap them just like me.” (Repeat, substituting other motions.)
If You’re Happy and You Know It: “If you’re happy and you know it clap your hands
(clap, clap). If you’re happy and you know it clap your hands (clap, clap). If you’re
happy and you know it then your face will surely show it. If you’re happy and you know
it clap your hands (clap, clap).” (Repeat, substituting other motions.)
The Tiny Mice are Creeping: “The tiny mice are creeping, shh, shh, shh. The tiny mice
are creeping, shh, shh, shh. They do not make a sound when their feet touch the ground.
The tiny mice are creeping, shh, shh, shh.”
Fingerplays and counting songs. Fingerplay songs and counting songs that combine manipulation and sensorimotor skills with music reinforce and enhance literacy learning in an entertaining way (Hansen, et al., 2014). Fingerplays in storytimes can include traditional nursery rhymes, nonsense songs, and educational concepts. For example, the fingerplay “Where is
Thumbkin” introduces several concepts, such as identification of body parts, locations and positions, and echo singing (Pica, 2013).
Example fingerplays and counting songs.
Where is Thumbkin: “Where is thumbkin, where is thumbkin? Here I am, here I am. How
are you today, sir? Very well, I thank you. Run away. Run away.” (Repeat, moving and
substituting other fingers.)
Two Little Blackbirds: “Two Little Blackbirds sitting on a hill, one named Jack, and one
named Jill. Run away, Jack. Run away, Jill. Come back, Jack. Come back, Jill. Two little INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 11
blackbirds sitting on a cloud, one named Soft, and one named Loud. Run away, Soft, run
away, Loud. Come back, Soft, come back, Loud.”
One Little, Two Little: “One little, two little, three little kittens, four little five little six
little kittens, seven little eight little nine little kittens, ten little kittens say, ‘meow, meow,
meow!’”
Singing books. Books are the focus of library storytimes. Traditionally, books are read aloud to the children and caregivers in attendance, but books can also be sung as a song.
Children’s early literacy skills are enhanced by integrating music with picture books (Mueller,
2016). Some children’s books are written in a song format that can easily be presented by a librarian with the included sheet music or recording; these types of books are an easy way to incorporate music into a storytime (Brown, 2009). However, any children’s picture books that have a rhythmic format can be sung in a library storytime program; books can be chanted, set to a familiar tune, or the librarian can make up their own tune. Singing a book will readily gain the children’s attention, and the children will remember the tune and the story long after the program
(Brown, 2009). Librarians can get the children involved with the story by teaching a repeated chorus or refrain, or by creating a song to accompany the appearance of a certain character (Hill-
Clarke & Robinson, 2004).
Example books to sing.
Pete the Cat: I Love My White Shoes (Litwin & Dean, 2010).
I Got Two Dogs (Lithgow & Neubecker, 2008).
I Got the Rhythm (Schofield-Morrison & Morrison, 2015).
Sing, Sophie! (Dodds & Litzinger, 1997).
I Saw Anaconda (Clarke & Dodd, 2017). INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 12
Kitchen Disco by (Foges & Murphy, 2017).
Zoom, Rocket, Zoom! (Mayo & Ayliffe, 2012).
Driving my Tractor (Dobbins & Sim, 2009).
Feltboard songs. Feltboard or flannel board pieces that have been traditionally used to present stories in storytime programs are also useful in illustrating songs. Introducing music into other activities is stimulating and promotes interactivity and learning (Hill-Clarke & Robinson,
2004). The felt or flannel pieces utilized are tactile, visual representations of the story in the song
(Diamant-Cohen, 2014). Feltboard songs can be both traditional nursery rhymes and educational songs.
Example feltboard songs.
Five Green Speckled Frogs: Librarian places five felt frogs sitting on a felt log on the
feltboard. Everyone counts the frogs together, then sing: “Five green and speckled frogs,
sitting on a speckled log, eating the most delicious bugs; yum, yum. One jumped into the
pool, where it was nice and cool. Now there are four green speckled frogs; croak, croak.”
Librarian moves one frog off the log; everyone counts the frogs, and then sings again,
removing a frog for each verse.
Down Around the Corner at the Bakery Shop: Librarian places six felt cupcakes of
different colors on the feltboard and uses a puppet to interact with the cupcakes.
Librarian asks the children to name the colors of each cupcake. Everyone counts the
cupcakes together, then sing: “Down around the corner at the bakery shop were six little
cupcakes with the cherries on top. Along comes the baker with a nickel to pay…”
Librarian uses puppet to remove one cupcake. “And he took the pink one and he ran INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 13
away.” Librarian asks the children how many are left. Everyone counts together, and the
song continues, removing a cupcake each verse.
Rainbow Stew: Librarian places felt pieces of fruit on the feltboard and has a prepared
pot with colored felt pieces in the shape of a rainbow hidden inside. Librarian asks
children to name the fruits, and then suggests cooking them together. Then sing: “Take
an apple, put it in the pot.” Librarian places apple felt piece in the pot. “Stir it, stir it stir
it a lot. Take it out now, what will it be? The prettiest color you ever did see!” Librarian
removes red rainbow felt piece from the pot and places it on the feltboard and asks the
children to name the color. The song continues, removing fruit and replacing with
corresponding the color in order to form a rainbow.
Movement songs. Creative movement activities in library programs spark children’s imaginations (Pica, 2013). Singing songs along with movement will strengthen both fine and gross motor skills, and children learn better in programs that include both music and movement
(Diamant-Cohen, 2014). Children with different abilities and needs need the opportunity to move around in library programs, and regular movement can help children focus (Baker, 2017).
Example movement songs.
Come Under My Umbrella: Librarian says, “We’re going to make thunder and
lightning!” Everyone kneels on the floor and makes an umbrella shape over their heads
with their arms, swaying left and right to the beat of the song. Sing: “Come under my
umbrella, umbrella, umbrella. Come under my umbrella, it’s starting to rain. With
thunder!” Librarian leads everyone in patting the floor loudly with their hands. “And
lightning!” Librarian leads everyone in throwing their hands up high and yelling,
“flash!” “With thunder!” Everyone repeats patting the floor. “And lightning!” Everyone INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 14
repeats the lightning flash motion. Then everyone makes the umbrella shape over their
heads again, sways, and sings, “Come under my umbrella, it’s starting to rain.” (Repeat
song two or three times.)
Owl Hokey Pokey: Librarian says, “Let’s pretend to be owls! We’re going to do the Owl
Hokey Pokey!” Everyone follows along with movements indicated in the song. Sing:
“You put your left wing in, you put your left wing out. You put your left wing in and you
shake it all about. You do the owl hokey pokey and you turn yourself around. That’s what
it’s all about! Hokey pokey!” (Continue song and movements with other body parts.)
I’m a Little Chickie: Librarian says, “Let’s be baby chicks! Let’s all get down inside our
egg.” Everyone crouches down and makes an egg shape above their heads. Sing (to the
tune of I’m a Little Teapot): “I’m a little chickie, waiting to hatch.” Everyone rocks egg
back and forth. “Pecking at my shell, scratch, scratch, scratch.” Use hand to peck at egg
shell above. “When I crack it open, out I’ll peep.” Hop up and bring arms to sides like
wings. “Fluffing up my feathers, cheep, cheep, cheep.” Hop and flap wings. (Repeat song
two or three times.)
Puppet songs. Puppets can be incorporated with songs to encourage children’s attention; they gather a child’s focus and can calm children who are distracted (Diamant-Cohen, 2013).
Children enjoy interacting with puppets in storytimes, and shy children who are nervous interacting with an adult will more readily sing with a puppet (Dietzel-Glair, 2013; Diamant-
Cohen, 2013).
Example puppet songs.
Funny Fat Frog: Librarian uses a frog puppet. Librarian says, “Let’s all be frogs
together! Let’s get down low and get ready to jump.” Everyone crouches low with the INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 15
frog. Sing: “The funny fat frog, winking and a’blinking, getting sooooo sleepy, sitting
and a’thinking, when all of a sudden he jumps!” Everyone hops up together with the frog.
(Repeat two or three times.)
Old MacDonald Had a Farm: Librarian uses multiple animal puppets. Librarian holds up
first animal, “What animal is this?” Children answer, “a cow!” Librarian asks, “what
sound does a cow make?” Children answer, “moooooo.” Librarian says, “let’s sing a
song with a cow in it!” Sing: “Old MacDonald had a farm, E-I-E-I-O. And on that farm
he had a cow, E-I-E-I-O. With a moo, moo here, and a moo, moo there. Here a moo,
there a moo, everywhere a moo, moo. Old MacDonald had a farm, E-I-E-I-O.” (Repeat
with other animal puppets and sounds.)
Where is Brown Bear: Librarian uses two bear puppets. Librarian asks, “what are
these?” Children answer, “bears!” Librarian asks, “what color are they?” Children
answer, “brown!” Librarian says, “how many are there? Let’s count together- one, two!
Let’s pretend we all have two brown bears. Can you show me your hands? Let’s see your
bears.” Children show their hands. Librarian says, “Ok! Let’s hide our bears behind our
backs!” Everyone hides their bears. Librarian sings (to the tune of Where is Thumbkin):
“Where is brown bear, where is brown bear? Here I am, here I am.” Librarian and
children pull bears and hands out from behind them, and make the bears talk to each
other. “How are you today bear? Very well I say, bear. Growl, growl, growl! Growl,
growl, growl!” (Repeat two or three times.)
Scarf, shaker, and props songs. Props such as scarves and shakers can engage children in storytime songs. Children are excited by the tactile interaction and enjoy becoming active INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 16 participants in the music (Dietzel-Glair, 2013). Playing a shaker or with a scarf along with a song is both fun and engages a child with the song’s rhythm (Brown, 2014).
Example scarf, shaker, and props songs.
The Waves in the Sea: Librarian hands scarves to everyone. Librarian says, “Let’s
pretend our scarves are the waves in the sea. How do they move?” Everyone moves their
scarves up and down. Librarian sings (to the tune of The Wheels on the Bus), “The waves
in the sea go up and down, up and down, up and down. The waves in the sea go up and
down, all day long.” Librarian says, “Now let’s pretend our scarves are fish. How do
they move?” Everyone swishes their scarves from side to side. Librarian sings, “the fish
in the sea go swish swish swish, swish swish swish, swish swish swish. The fish in the
sea go swish swish swish, all day long.” (Repeat with several other sea creatures and
different motions.)
Shake Our Sillies Out: Librarian hands out shakers to everyone. Librarian says, “I’m
feeling very silly and wiggly today. Is anyone else here feeling silly and wiggly? I know-
let’s all shake our sillies out together!” Librarian sings and everyone shakes their shakers
and wiggles together, “We’ve gotta shake, shake, shake our sillies out, shake, shake,
shake our sillies out, shake, shake, shake our sillies out, and wiggle our waggles away.”
(Repeat with other motions.)
Feed the Shark: Librarian hands out red, yellow, and blue paper fish to everyone.
Librarian holds up a box decorated as a shark with a big open mouth. Librarian asks,
“who is this?” Children answer, “a shark!” Librarian says, “my friend shark is so hungry.
Does anyone here know what shark like to eat?” Children answer, “fish!” Librarian says,
“oh, does anyone here have any fish? I think shark wants to eat certain colors!” Librarian INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 17
sings, “If you have a red fish, red fish, red fish. If you have a red fish, feed the shark!”
Children come up to the shark and feed it the red fish, while librarian makes munching
noises. (Repeat with other colors.)
Instrument and Music Exploration Programs
Children’s library programs can incorporate the exploration of music and musical instruments in a variety of ways.
Music jams. Children of all ages enjoy exploring and learning the sounds that musical instruments can make. Instruments can be brought out individually or in large groups for children to play and experiment. It is not necessary to instruct children in any specific method of holding or playing the instruments; allow the children to explore and learn the different and creative ways they can make a sound with the instrument (Brown, 2009). Any musical instruments can be utilized in a music jam; simple rhythm instruments, inexpensive orchestral instruments, or homemade instruments are all appropriate (Brown, 2014). Children can play along with a leader, such as the librarian singing and playing an instrument, or, the librarian can lead with a musical recording while the librarian and children play along together with the recording.
Music classes and clubs. Librarians can teach classes or recruit teachers to offer small- group music classes for children in libraries. Ukuleles are both inexpensive and easy for children to learn, which allows for early success in music achievement (Eades, 2013; Colombo & Vines,
2017). Librarians can also teach classes on various instruments that the library circulates, such as guitars and drums, or sets of instruments that remain in the library, such as piano keyboards
(Cooley, 2008; Eades, 2013; Harris, 2011). Music clubs that focus on exploring one of more instruments are another fun option for children; children can meet regularly at the library to INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 18 practice and focus on a single instrument such as the ukulele, or to experiment and try several new instruments at each club meeting (Colombo & Vines, 2017). Music clubs in libraries are also a unique opportunity for children to meet and talk with visiting professional musicians who focus on their instrument (Buggs, 2012).
Instrument listening and exploration. Libraries can host concerts and events that cater to children exploring musical instruments. Individual performers, musical groups, or even large groups such as local school or community orchestras can perform in the library and bring instruments into the library for children to touch and explore (Buggs, 2012). Listening to live musical performances has many cognitive benefits for children, and live concerts are also a joyful experience for children (Berger, 2017; Kerchner & Abril, 2009).
Music therapy. Music therapy workshops in the library allow children an entertaining way to discuss and express their thoughts and emotions through music and movement (Kerchner
& Abril, 2009). Certified music therapists use the basic building blocks of music, such as rhythm and melody, to help children explore instruments and play games with music to express their feelings (Berger, 2017). Music therapists can be recruited locally to volunteer in the library, or music therapy students from local schools can teach workshops in the library as a part of their internship requirements.
Movement with music. Children naturally want to sway or move to the beat of a song
(Brown, 2014). Children’s music and movement library programs can be both librarian-led and free-form. Librarians can lead children in creative movement to music, such as moving slowly like a turtle to a slower rhythm (Pica, 2013). Children can practice shaking and moving to music and then stopping when the music stops (Dietzel-Glair, 2013). Children can also participate in a INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 19 free-dance program; everyone in the program dances in any manner they choose, moving along with a variety of musical styles (Brown, 2014).
Circulating instruments. Libraries today circulate a variety of items, including musical instruments. Circulating instruments gives children and families the ability to try out and explore a new instrument without spending large amounts of money before they are sure they want an instrument (Eades, 2013). Ukuleles are becoming a popular instrument choice for libraries to circulate due to their ease of portability and inexpensive cost (Eades, 2013; Colombo & Vines,
2017). Libraries also circulate general rhythm instrument sets, such as boomwhackers, and larger instruments such as guitars, basses, drums, and keyboards (Cooley, 2008). Children can explore and experiment with the instruments in their own homes when they check them out from the library.
Making instruments. Librarians can make inexpensive instruments to use in library programs with children, and children can also make musical instruments as part of a library program. Simple rhythm instruments, such as drums, tambourines, shakers, and kazoos can be created with easily obtained recycled materials such as water bottles and paper plates (Brown,
2014). Shaker eggs can be constructed with plastic eggs and rice or dried beans, and a shoe box combined with rubber bands can become a guitar (Colombo & Vines, 2017; Brown, 2009).
Instruments can also be built from everyday objects; a can or bowl can become a drum, and spoons can be clicked together (Brown, 2014). Children can experiment with the different sounds their new instruments make (Brown, 2009).
Conclusion
The integration of music in children’s library programming has many benefits. Cognitive studies show that exposure to music is extremely beneficial in early childhood development, and INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 20 music also has direct impacts on intelligence and literacy. Music improves memory development in children, and it also caters to multiple intelligences as children grow and develop. Music experiences improve the acquisition of language skills; singing increases children’s vocabulary and phonological awareness. Songs with fingerplays promote the development of sensorimotor pre-writing skills, and the joyful experience of making music increases print motivation in children. Making music with others is a social, community experience that brings people together. Librarians today are creating a variety of children’s programs that incorporate music and bring many patrons into the library. Music can be blended into traditional storytimes in multiple ways. Libraries can also offer a myriad of musical exploration experiences for children, from basic singalongs and exploring instruments, to advanced classes, instrument checkouts, and even the experience of creating their own musical instruments. Musical library programming is both extremely beneficial and enjoyable for children of all ages.
INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 21
References
Arnold, R. (2003). Public libraries and early literacy: Raising a reader. American Libraries,
34(8), 48-51.
Association for Library Service to Children. (Ed.). (2018). Every child ready to read. Retrieved
September 15, 2018, from http://everychildreadytoread.org/
Baker, R. (2017). Creating literacy-based programs for children. Chicago: American Library
Association.
Berger, D. (2017). Kids, music, 'n' autism: Bringing out the music in your child. London: Jessica
Kingsley.
Brown, A. (2014). Let’s start the music: Programming in primary grades. Chicago: ALA
Editions.
Brown, A. (2009). Don’t stop the music! Creating tuneful times at your library. Children &
Libraries: The Journal of the Association for Library Service to Children, 7(2), 36-42.
Brown, A., & Meyers, M. (2008). Bringing in the boys: Using the theory of multiple
intelligences to plan programs that appeal to boys. Children & Libraries: The Journal of
the Association for Library Service to Children, 6(1), 4-9.
Bryant, P., MacLean, M., Bradley, L., & Crossland, J. (1990). Rhyme and alliteration, phoneme
detection, and learning to read. Developmental Psychology, 26(3), 429-438.
Buggs, L. (2012). Vivace! Music for the masses. Florida Libraries, 55(1), 4-6.
Carlow, R. (2008). Exploring the connection between children's literature and music. Westport:
Libraries Unlimited.
Celano, D., & Neuman, S. (2015). Libraries emerging as leaders in parent engagement. Phi Delta
Kappan, 96(7), 30–35. INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 22
Clarke, J., & Dodd, E. (2017). I saw anaconda. Somerville: Nosy Crow.
Colombo, S., & Vines, L. (2017). The library is a musical place. Public Libraries, 56(2), 7-8.
Cooley, S. (Ed.). (2008). ‘Classic Rock Cares’ at Parks Memorial. Georgia Library Quarterly,
44(4), 30-30.
Diamant-Cohen, B. (2018, September). Mother Goose on the loose: A dynamic method for
presenting early literacy storytimes and activities. Presentation conducted at the
StoryCamp Workshop, Athens, GA.
Diamant-Cohen, B. (2005). Mother Goose on the loose. New York: Neal-Schuman.
Diamant-Cohen, B., & Hetrick, M. (2014). Transforming preschool storytime: A modern vision
and a year of programs. Chicago: ALA Neal-Schuman.
Diamant-Cohen, B., Riordan, E., & Wade, R. (2004). Make way for dendrites: How brain
research can impact children's programming. Children & Libraries: The Journal of the
Association for Library Service to Children, 2(1), 12-20.
Dietzel-Glair, J. (2013). Books in motion: Connecting preschoolers with books through art,
games, movement, music, playacting, and props. Chicago: Neal-Schuman.
Dobbins, J., & Sim, D. (2009). Driving my tractor. Cambridge: Barefoot Books.
Dodds, D. A., & Litzinger, R. (1997). Sing, Sophie! Cambridge: Candlewick Press.
Eades, R. (2013). News-Athens Regional Library System. Georgia Library Quarterly, 50(1), 40-
41.
Foges, C., & Murphy, A. (2017). Kitchen disco. London: Faber and Faber Limited.
Gallagher, K. (2005). Brain research and early childhood development: A primer for
developmentally appropriate practice. YC Young Children, 60(4), 12-20. INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 23
Georgia Public Library Service. (2002). Children’s and Youth Services Staff Handbook. Atlanta:
Board of Regents of the University System of Georgia.
Gruncheva, L. (2015). The role of fingerplays for the development of language skills when
teaching English in the kindergarten. Pedagogy, 87(7), 943-953.
Hansen, D., Bernstorf, E., & Stuber, G. (2014). The music and literacy connection. Lanham:
Rowman & Littlefield.
Harris, C. (2011). Music made possible at San Diego County library. Public Libraries 50(2), 10-
11.
Hill-Clarke, K., & Robinson, N. (2004). It's as easy as A-B-C and Do-Re-Mi: Music, rhythm,
and rhyme enhance children's literacy skills. YC Young Children, 59(5), 91-95.
Idaho Commission for Libraries. (2009). Print motivation. Retrieved September 11, 2018, from
http://libraries.idaho.gov/files/LitCentersPrintMotivation_0.pdf
Jacobson, L. (2017). A story about storytime. School Library Journal, 63(7), 22–25.
Kerchner, J., & Abril, C. (2009). Musical experience in our lives: Things we learn and meanings
we make. Lanham: Rowman & Littlefield Education.
Knoll, D. (2016). Engaging babies in the library: Putting theory into practice. Chicago: ALA
Editions.
Lithgow, J., & Neubecker, R. (2008). I got two dogs. New York: Simon & Schuster.
Litwin, E., & Dean, J. (2010). Pete the cat: I love my white shoes. New York: Harper Collins.
Mannes, E. (2013). The power of music: Pioneering discoveries in the new science of song. New
York: Bloomsbury USA.
Mayo, M., & Ayliffe, A. (2012). Zoom, rocket, zoom! New York: Walker & Co. INTEGRATING MUSIC IN CHILDREN’S LIBRARY PROGRAMMING 24
McEwing, H. (2011). Music, movement, and early literacy: A best practices primer for “Gotta
Move!”. Children & Libraries: The Journal of the Association for Library Service to
Children, 9(2), 29-35.
Mueller, A. (2016). Enhancing young children's literacy and musical skills through picture
books. Perspectives: Journal of the Early Childhood Music & Movement Association,
11(1/2), 26-29.
Pica, R. (2013). Experiences in movement & music: Birth to age 8. Belmont: Wadsworth
Cengage Learning.
Reid, R. (2007). Something musical happened at the library. Chicago: ALA Editions.
Royal Children's Hospital. (2005). Department of occupational therapy. Retrieved September
17, 2018, from https://www.rch.org.au/uploadedFiles/Main/Content/ot/InfoSheet_H.pdf
Schofield-Morrison, C., & Morrison, F. (2015). I got the rhythm. New York: Scholastic.
Sullivan, M. (2013). Fundamentals of children's services. Chicago: American Library
Association.