listening project


Dear Administrator, I Teach Reading, Too! Aimee Swanson, WMEA State Co-Chair, Listening Project


Dear Administrator,


I know that we are in a time when reading and math scores are critical to our school’s success. I’m writing to let you know that not only do I feel strongly that reading is an important part of every curriculum, I also teach reading in a diverse number of ways. Our music program is essential in helping students succeed in the educational environment.


Aimee Swanson teaches choral and general music at Lake Geneva Middle School.


Email: aimee.swanson@ badger.k12.wi.us


In our music classroom, students learn to read in several different ways. First, students experience and become successful in reading several languages. They learn to read music, musical symbols and descriptive words from foreign languages. Reading these “musical languages” not only helps the student become successful in creating music, but helps them develop reading skills for other areas. Second, in our music class we focus on learning how to read about music. Students develop skills and strategies to help them comprehend text in the music classroom and beyond.


When I teach a piece of music, I try to help students understand more than just the notes on the page. I help them understand why, how, by whom and where the song was written. This focus on the gestalt happens in five to 10 minute activities we do within a rehearsal. These activities include previewing a text, using various ways to approach and comprehend a text, and consolidating learning. Each activity brings the student a broader understanding of the selection of music.


There are various activities I use to prepare students for what they are about to read and they include:


• Alphabet Game – Have students list up to 26 words about the topic that start with different letters of the alphabet.1


• True/False Statements – Give students controversial statements about the upcoming reading. Students will then need to agree with or change the statement to make it agreeable.2


• “Guided Imagery”3 – Guide a student’s imagination to place them in an experience related to the text and having them write about this experience.


I also provide students with many different ways to break down a text and make it easier to understand. Some of my favorite strategies include:


• Giving students worksheets that guide them to understanding the context of the work relating to: • Cause and effect • Proposition/support • Changes in history


• Challenging students to become reading detectives and find the three most important ideas and the three most interesting ideas the author is trying to portray.


• Breaking the reading down into two to three paragraph sections and assigning a student or a group of students to read each section.4


Finally, I help students apply their knowledge using different techniques as well, including: • RAFT papers 5


• Short journal reflections. • Student created lesson to teach the class about their reading, or section of the reading. • Student created program notes or talking points for a concert.


20 January 2011


– students write a paper in which they choose or I assign a role, audience, format and topic (RAFT) to inform about the knowledge they gained in reading.


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