PI 34 licensing and mentoring project
with classroom teachers may provide an opportunity. Once again it’s up to the music teacher to start the communica- tion, ask questions, make suggestions and provide leadership and materials. Some simple writing projects might be the way to start; for example, the follow-up to an experience with active music making or listening in the music class could be a writ- ing assignment in the regular classroom. The study of poetry or poems written by students in a language arts class could be enhanced by composition in the music class. Two resources which may serve as a springboard for creative collaboration: The Word in Play: Language, Music and Movement in the Classroom, second edi- tion (2004), by Katz, Susan A. and Judith A. Thomas (Paul H. Brookes Publishing Co.) and Weaving in the Arts: Widening the Learning Circle (1998) by Blecher, Sharon and Kathy Jaffee (Heineman – Publisher).
Closing the Achievement Gap in Reading Two amazing programs, Rock ‘n’ Read and Tune Into Reading, are being utilized in combination to help close the achieve- ment gap in reading in the Minneapolis public schools. Former music teacher Ann Kay, founder of the Center for Lifelong Music Making, is working with class- room teachers to implement programs based on regular classroom singing and movement. Action research and data collected by the teachers indicates that participation in these music experiences increases reading ability dramatically. The mission of Rock ‘n’ Read is helping all children read at grade level through singing. Both programs are taught by the regular classroom teacher; however, this is another opportunity for the music teacher to provide leadership and support for training and implementation. What are the benefits? Children have regular experience with singing and movement,
they develop in-tune singing and rhythm skills more quickly and their reading skills increase, as shown by test scores. In addi- tion, the place of music as a core subject is strengthened.
Concluding Thoughts
As co-chair of the WMEA PI 34 Licensing and Mentoring Project, it is my hope that some Wisconsin music teachers thinking about a potential PDP project will consider the ideas in this article, and I hope there will be some action research regarding the ways students may benefit from collabora- tion and communication between music teachers and classroom teachers. Please send questions, comments or thoughts about future plans to
jbond@uwsp.edu.
Judy Bond is professor, coordinator of music education and conductor of the women’s choir at UW-Stevens Point. Email:
jbond@uwsp.edu
Wisconsin School Musician
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