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stories, positive experiences with books, and literary discoveries are cherished by children and
adults alike. As educators, it is important to remember the intrinsic value of children’s literature,
but also to promote the educational benefit of using books in the classroom. Although school-
aged children often cherish books for personal reasons, “studies…show that reading to children
and giving them a chance to work with real books helps them learn to read. Reading aloud can
also result in significant increases in their own reading achievement” (Kiefer et al, 2007). In
order to reap the full rewards of reading in the schools, books must be integrated across the
curriculum, including subjects not traditionally considered “core curricular” subjects, such as art,
music, and drama. Using literature in related arts courses not only increases the likelihood that
children will improve their reading proficiency, but also helps to enrich and reinforce concepts
Thanks to a bulk of emerging research on the connection between music and language,
the use of children’s literature in the music classroom is becoming an expected part of the
elementary music curriculum. This marriage of music and literature is rooted not in the
complacent acquiescence of apathetic music teachers to a “passing fad,” but rather in the
educator’s passionate belief that learning music will aide in students’ acquisition and mastery of
the English language, and will help them to become more successful, compassionate,
Literature used in elementary music classrooms have been classified into eight (8)
different categories: books that are songs, songbooks, books whose main theme is the importance
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of music, books about composers and musicians, books about instruments or other musical
concepts, books with a natural rhythm, books in which aspects of music are included, and books
that are creatively associated with musical pieces (Calogero, 2009). Each category can be used
concept. For example, The Music Teacher from the Black Lagoon by Mike Thaler is a fun way to
introduce a wide variety of music concepts including treble clef, bass clef, soprano, alto, bass,
The Little Engine that Could by Watty Piper is another excellent book for use in the
music classroom. Although this book was not written specifically to teach about musical
concepts, it provides an excellent opportunity for children to experience the natural rhythm of
language. It can also be fun to have students choose one “character” to personify, using a
rhythm instrument of their choice. Not only is this an easy way to motivate students to work on
rhythmic concepts, it also helps them to relate to the characters in the story.
The benefits of using literature in conjunction with music instruction are overwhelming.
Primarily, reading aloud in the music class helps to broaden students’ vocabulary, highlights the
importance (and enjoyment) of reading, and increases students’ understanding of literature and
literary concepts (Calogero, 2009). Beyond that, literature makes music seem more tangible for
kids. Connecting music to a story can help children to understand the mood of both the story
and the music. This, in turn, encourages personal and emotional expression (Family Education
Network, 2009). Integrating literature in the music classroom also, “provides an opportunity to
increase the love of music and reading within students, promotes cross-curricular studies, and
can even initiate discussions to deal with difficult issues, such as self-esteem” (Eppink, 2009)
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Most of all, though, integrating literature in the general music classroom give teachers, “an
opportunity to increase the love of music and reading within our students” (Eppink, 2009).
Works Cited
Educators Journal 88.5 (2002): 23-30. Academic Search Complete. Web. 1 Dec. 2009.
Eppink, Joseph A. “Engaged Music Learning Through Children’s Literature.” General Music
Toda 22.2 (2009): 19-24. Academic Search Complete. Web. 1 Dec. 2009.
Kiefer, Barbara Z., Susan Helper, and Janet Hickman. Charlotte Huck’s Children’s Literature.
Illus. Anita Lobel. Ninth ed. Boston, Mass.: McGraw Hill, 2007. Print.
“One, Two, Buckle My Shoe: Music and Children’s Literature.” TeacherVision. Family
<http://www.teachervision.fen.com/music/lesson-plan/5342.html>.