Teaching music through an “interdisciplinary approach” affects students positively in the acquisition of academic skills. The way in which we experience music, language, and learning has changed due to the advent of interactive technology (i.e. CD-ROM’s,Virtual reality generators currently being developed by cable networks,telephone companies,intemet networks) and the coming of age of interdisciplinary arts presentation. Rarely is music, dance, Literature, film or most any academic subject presented in the class room per se with out the use of some form of media aid or presentation. As a result, how students perceive,experience, and respond to learning subjects such as reading, writting, math, science, and understanding art or music may have also changed over the past fifteen to twenty years.
For teachers, this “change” might not be viewed as positive. It is the goal of this teaching unit to provide teachers with an effective way of organizing resources that build reading, writing, and comprehension skills while providing students with exposure to art and music. In order to do this, I shall use the film genre, as it lends itself easily to the combination and study of three disciplines. Through film, we may have a better understanding of ourselves as people. Seeing a film about someone from a different culture, or viewing someone with special needs might give students insight into how other types of people experience the world, thus giving them a fuller view of themselves in the context of this world. Film might also spark of the imagination the students in ways that just class discussion alone might not. While teachers may have these goals they might run the risk of students not applying themselves; the analysis and critical work has been done for the students in the media presentation.
While students imaginations might be sparked, and their world view expanded, other skills such as the ability to read with comprehension, to think, analyze, and process information critically and express ones personal view and discoveries in writing might go undeveloped. These skills can develop only through consistent work. The quagmire for teachers might be that just working on English grammar and writing skills in a vacuum can be equally troublesome. Without motivation, students will not have the heart or desire to put in the hard work necessary to develop and treasure strong traditional academic skills. Keep those media rescores handy. Imagination or motivation boosters might not be so bad after all.
I have attempted to address the needs of different grade levels as most music teachers work with a variety of levels within a particular school setting. For example, a music teacher assigned to an elementary school might work with kindergarten through fifth grade. There might also be a class or two of students with special needs. The “interdisciplinary approach” of this unit lends itself to adaptation for all grades and needs. I have also outlined ways that material can be adapted to each grade level in the following pages.
I am currently teaching in the New Haven School system as an permanent substitute and I love it. As a permanent Sub, I have been given extra responsibilities such as bus duty, the extended day program, and the Metropolitan Opera, “Create Your Own Opera Program” at Strong School. I have also been a substitute music teacher at both Nathan Hale Elementary School and at Katharine Brennan. I am also teaching part-time at the New Haven Cooperative High School of the Performing Arts, teaching strings: violin, guitar, and electric bass. I have been asked to become involved with the Urban, Suburban Fellowship Orchestra, which features the teaching of improvisation to string players and encourages them to present whatever special skill(s) that they to their peers as well as assisting them to develop basic musicianship skills, such as sightreading, music theory, etc. The Neighborhood Music School has also expressed interest in having me work part time as a person who works with people with special needs.
‘Jurassic Park” is one example of the films to be used in the units to be taught in my second grade elementary class. Film clips will be used to illustrate how film, literature and music treat characterization and theme development. The use of two art forms alone provides a rich environment to enable students to develop academic skills by showing one focal art work such as ‘Jurassic Park’ through the lens of two different disciplines. By adding the third dimension of music, elementary students gain an auditory sense by studying how the music score by John Williams relates to the central themes shown on film.
When presenting “Jurassic Park” the concept of theme
development
would reach students who leam in different ways. The film can be used to show how director Steven Spielberg used writing and visual skills to take the theme from the novel by Michael Crichton and show it on film. Concepts like characterization and theme development can be enhanced with film clips to support listening and viewing skills.
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This process should develop increased attention span and comprehension
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by assisting students in focusing their attention on a single idea with visual and auditory stimulation.
The central musical theme of the film is derived from the theme used by John Williams for the first park scene in the film.
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After students learn how to identify written, visual and musical themes from film clips of “Jurassic Park” , they would then write
music themes
created to accompany each film segment. A list of vocabulary words related to basic music and literary concepts would be explored. Each student might match words correlated in feeling or mood to accompany each character seen on each film clip. In this type of presentation, reading, writing, and comprehension skills are addressed through viewing, listening and discussion of the film.
Teaching music in combination with Film and Literature can be used to stimulate the creative process and address the acquisition of academic skills of elementary school students. The film ‘Jurassic Park’ by Steven Spielberg, based on the novel by Michael Crichton with the score by John Williams would give students a view of theme and character development from the perspective of three art forms.
General Strategies:
To accomplish teaching the above three art forms, I would start off by having each student experience the development of the language of film and music. Writing skills will also be addressed in other activities during school time. As a transition to support reading and writing skills the teacher might want to develop the lesson plan with other teachers. A Music and English teacher might be able to explore together key concepts that are central to both disciplines. This might also be a point of departure for students with special needs.
Through class assignments and activities the teacher might want to have in mind key skills that each student will identify as being developed at the end of each session.
