"Language teaching demands a variety
of approaches and methodologies." (Primary School Curriculum,English Language,
Teacher Guidelines p. 34)"
Music is an indispensable part of the child-centred curriculum as one of the
range of intelligences and as a special way of knowing and learning."(Primary
School Curriculum,Music,Teacher Guidelines p.2)
Extensive research has shown that music has the power to help you think, focus
and work. It energises the brain in many different ways and facilitates deeper
learning.(See bibliography)
This CD has been produced by teachers for teachers. It demonstrates in a very
down-to-earth fashion how the auditory brain system can be stimulated by music
and rhythm to promote the teaching and learning of reading and spelling in the
primary school.
No special musical talent is needed to get the best out of this method.
By following the practical examples on the CD, all teachers can become equally
proficient in using music as a gateway to learning. It is ideal for groupwork,
as it actively encourages the participation of the pupils.
This CD has been produced by teachers for teachers.
It is a practical aid in the teaching of reading and spelling using music.
Why music? Dr. Howard Gardner, Hobbes Professor of Cognition at Harvard University,
published his seminal book on the theory of Multiple Intelligences in 1983.
The theory suggests that the traditional notion of intelligence, based on I.Q.
testing, is far too limited. Instead he proposes (at least) eight different
intelligences to account for a broader range of human potential in children
and adults. These are: linguistic, logical-mathematical, spatial, bodily kinesthetic,
musical, interpersonal, intrapersonal and naturalist.
Our schools focus mostly on linguistic and logical-mathematical but Dr. Gardner
suggests we pay equal attention to the other intelligences, and that lessons
be presented in a wide variety of ways using music, role-play etc. (This is
what creative teachers have always done. What this theory adds is a coherent
explanation as to why these alternative ways can be effective.) If a teacher
is having difficulty reaching a student in the more traditional linguistic,
logical-mathematical mode, the theory of MI suggests several other ways in which
the material might be presented to facilitate effective learning. We have chosen
the musical gateway into reading and spelling.