Ms. Ramos and I are interested in enhancing the 4th grade social studies curriculum, which includes study of United States history. Their homeroom teacher, Ms. Spector, was interested in exploring the concept of work with the kids. So, the students will compare and contrast work songs from the United States to complement their economics units in their homeroom. They will also write their own lyrics and tune for a work song, after learning the structural elements work songs have in common. Through this work, we hope the students will better appreciate the potential power of music as a communicative and motivational device; (What are songs actually for? Why do we write songs? How do songs capture historical and cultural identities? How does music make work easier?) and create a song for themselves to assist with internalizing good “kid work” habits!
Bright student. Verbally expressive, but written work varies from excellent to below average. But she participates actively and is always first to catch on to new concepts. I am curious as to whether the variance in her written work is due to boredom, or issues with second language acquisition.
Teachers told me that this student has struggled since kindergarten. He is very engaged by singing and movement and although sometimes disruptive, is good-natured, not negative. I hope the performance elements of our work bring out his true potential.