Using Songs in the Classroom
The majority of individuals with Williams syndrome remember songs easily, enjoy singing, and have musical talent (Semel & Rosner, 2003). Thus, one approach to incorporating music into the classroom is using songs as a tool for engagement. Music can be effectively used in both instruction and curriculum to create an active learning atmosphere for students with Williams syndrome.
Some common examples may include:
·Using a song or melody when transitioning into a different activity (i.e. line-up song)
·Using a song to introduce new words
·Using melodies to pair science concepts
It is important to note that individual songs have not been tested specifically for students with WS. Having said that, research shows that music can be significantly effective in helping students with WS learn, including verbal memory (Dunning et al., 2015) and new vocabulary. Since music is a strength and interest for individuals with WS, using it in the classroom can have a significant impact on their learning.
Although music is an effective strategy, we recognize that incorporating it into your teaching practice can be more difficult than it sounds, especially for individuals who do not have a musical background. Therefore, we have included a couple of specific examples below to spark imagination and interest. We also encourage you to check out the vast amount of online resources to discover songs that may connect with an area that you are teaching.
The majority of individuals with Williams syndrome remember songs easily, enjoy singing, and have musical talent (Semel & Rosner, 2003). Thus, one approach to incorporating music into the classroom is using songs as a tool for engagement. Music can be effectively used in both instruction and curriculum to create an active learning atmosphere for students with Williams syndrome.
Some common examples may include:
·Using a song or melody when transitioning into a different activity (i.e. line-up song)
·Using a song to introduce new words
·Using melodies to pair science concepts
It is important to note that individual songs have not been tested specifically for students with WS. Having said that, research shows that music can be significantly effective in helping students with WS learn, including verbal memory (Dunning et al., 2015) and new vocabulary. Since music is a strength and interest for individuals with WS, using it in the classroom can have a significant impact on their learning.
Although music is an effective strategy, we recognize that incorporating it into your teaching practice can be more difficult than it sounds, especially for individuals who do not have a musical background. Therefore, we have included a couple of specific examples below to spark imagination and interest. We also encourage you to check out the vast amount of online resources to discover songs that may connect with an area that you are teaching.
Introducing Numbers
Just like introducing the alphabet using a song, a teacher can do so with numbers. The video on the right is a catchy song introducing numbers 1-5. As this clip illustrates, young children often engage with songs that are repetitive and predictable. |
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Teaching Opposites
The concept of opposites is perfect for utilizing songs to help teach it. The video on the left shows a teacher with a small group of children singing about various opposite words. This video also captures the importance of incorporating actions to increase engagement. |
If you are a teacher who is not confident about using music in your classroom, do not feel that you have to sing yourself or create a song. Many teachers play music on a projector for their class to sing-a-long and move to.
Dunning, B., Martens, M., & Jungers, M. (2015). Music lessons are associated with increased verbal memory in individuals with Williams syndrome. Research in Developmental Disabilities, 36, 565-578.
Semel, E., & Rosner, S. (2003). Understanding Williams syndrome behavioral patterns and interventions. Mahwah, N.J.: L. Erlbaum.
Dunning, B., Martens, M., & Jungers, M. (2015). Music lessons are associated with increased verbal memory in individuals with Williams syndrome. Research in Developmental Disabilities, 36, 565-578.
Semel, E., & Rosner, S. (2003). Understanding Williams syndrome behavioral patterns and interventions. Mahwah, N.J.: L. Erlbaum.