Download School Project Report: 2008
View School Project Digital Portfolio: 2007
View Music Learning Leadership Team Planning Digital Portfolio: 2009
Arts integration Model School, wanting to be more proficient in music integration, seeks out partnerships with higher education and arts organizations, target professional development, and make a commitment to develop, document, and disseminate multiple instructional and assessment strategies. Consortium Member from 2005-2009.
Arts Education in Maryland Schools Alliance (AEMS)
Music-in-Education National Consortium (MIENC)
Integrating Music and Writing: Students listen to a piece of music several times and each time generate a list of ten words or phrases that describe either the music or something it brought to mind, then write a story using as many of the descriptive words and phrases from their lists as possible. Students’ ability to use descriptive words improves dramatically. The success is most obvious with previously reluctant writers.
Music and History: “Follow the Drinking Gourd”: Students research the history, music, and symbolism of the Underground Railroad in order to compose their own spirituals, create story boards in the style of Jacob Lawrence, and write historical fiction. Students’ ability to match emphasized lyrics to the strong beats and rhythms to lyrics improves. They also improve their use of proper musical notation to write their melodies.
Rhythm and Poetry: A project designed to improve reading fluency with a group of fifth grade students with reading difficulties by performing drum rhythms. Project also seeks to improve the students’ self esteem through the composition and performance of the students’ original compositions and to see if this new learning would transfer to other classes. By-product of project is greater teacher communication and mutual understanding.