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Writing is the logging of words or ideas either on paper or through another medium of text. This is the end of the cycle of reading knowledge before the cycle begins again with new English speakers. Keeping record of words and deciding how you would like to make these words more permanent than a moment you say them requires great thinking and understanding of what you wish to say.

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Once a student can understand how music is performed, their next step is to compose their own music using what they have learned in the music class and on their instrument. The puzzle pieces are now on the table for the student to craft their own melodies (or sentences) to put together into their own piece of music (a passage).

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Vocabulary is the definition we give to certain sounds that help us identify or imagine what people are talking about. It is a measure of how many words we know (having a robust vocabulary or a minute vocabulary). People may be able to say words, but without the vocabulary behind the word, they would not be able to comprehend it.

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Vocabulary adds context to the music that we perform. As mentioned in comprehension, without vocabulary to our notes, the performances become very bland and uninspiring. Vocabulary adds rigor and meaning that changes a piece from mediocre to masterful. Every single symbol on a piece of sheet music has a definition that we must decode as we read the piece.

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Comprehension is the ability to understand what other people are saying, either verbally or through text. It is the area between fluency and vocabulary.

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Comprehension in music is understanding the words around the music. It adds the vocabulary to the notes we play through dynamics (volume), tempo (speed), and articulation (note length). It is the difference between teaching somebody how to pronounce a word and them knowing exactly what it is they are talking about.

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Fluency is the ability to perform (or communicate) at different levels of complexity. It is required to be able to communicate your ideas to others. If you are not fluent, you will face many barriers to getting your ideas from your brain to your mouth and into the ears of those you are trying to communicate with.

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As we become better with our instruments in music, we develop a fluency from playing individual notes, to playing 3 notes, to playing a full measure, to a full line, and it continues to expand and expand until we no longer face any issues in connecting the sheet music to our brain and out of our instrument to perform with the ultimate expression of ideas.

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Phonics are a system used to correlate sounds with visual written words.

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Phonics loosely applies to music, but one way I can think of applying phonics to music would be the way we match our vowel sounds to what we see on paper with different vowels, we see our sheet music giving us notes, and being able to identify a particular note on the staff and playing it is similar to the replication of a sound from a letter we are shown on a piece of paper.

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Phonological awareness is a skill necessary to communicate using oral language. It is the ability and sensitivity to different oral sounds that, when put together, can make different words for use to decode.

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Music teaches phonological awareness through the teaching of songs. Many songs use rhyme schemes similar to poetry, and this allows students the opportunity to add movement to the sounds they are hearing to practice replicating sounds they hear in songs.

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Learning to read is an important milestone in child development, yet for some young learners reading is a struggle. Let's explore the relationship between music, language, and literacy, and discover ways that music and music therapy can help improve reading skills.

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Oral language is the way humans communicate with each other. We use sounds to make words for others to decode, and then we eventually combine those words we know in order to make sentences to communicate not only simple ideas, but to verbally paint entire pictures.

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In the music classroom, we use oral language to convey ideas on how to improve our performances. Rehearsals can sometimes be done with no speaking, but most of the time there is a cycle of teacher directive, student performance, and teacher feedback that continues infinitely as long as class is in session.

We use a lot of words from other languages, such as Italian, German, or French to define musical terms and symbols, as well as sing songs in choir that is written in other languages.

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Oral language encompasses both speaking and listening. Oral language skills include learning how spoken words sound, what words and sentences mean, and how to communicate ideas. Nurturing oral language skills provides a strong foundation for learning to read.