Why: Just giving the students a list of words to memorize can be daunting and is not very motivating for students to practice. If students have an opportunity to actually use the words in sentences, it will be more interesting for them and they will have a better understanding of what context the words fit in.

How: Give the class a list of about five vocabulary words. Ask them (and give them the resources) to define the words. Have the students write 2-3 example sentences for each vocabulary word. Then, they can share their examples with their peers.

Relate: This could be used with almost any age range. It would probably be used more in the general music classroom. If I was teaching a unit on music notation, I could have students write sentences about the vocabulary words, or even have them practice notating the vocabulary words on staff paper.

Why: Musical notation definitions can seem very abstract unless they are paired with examples. Having students find these vocabulary words in their own music and then playing the passages will help put the concepts into context for the students.

How: Give the class a "word search list" and give them about five minutes to find all the vocabulary words in their music. The students could also be asked to highlight or circle the vocabulary examples when they find them. After the class has had time to find all the examples, ask for some students to give an example of where they found a vocabulary word. Students can play a passage for the class when called on, or the class will play the examples together.

Relate: This strategy is similar to the Vocabulary Examples activity. However, Find It/Perform It is well suited for band and choir settings. The students are used to practicing several different pieces. If they see how the vocabulary is directly related to their music, it will help with their performances and overall understanding of the music.

https://www.midwestclinic.org/literacystrategies.html

Why: When students read the page with the lyrics on it by their own, they will read the sentences multiple times trying to figure out the missing words. As they read the sentences, they will practice comprehending what they are reading.

How: Give the students a page with the lyrics to a song written out. Have some words blank that the students are supposed to fill in. Give them two minutes to read the lyrics and predict what the missing words are. Then, play the song a few times until the students think they have filled in the words correctly. The teacher can also include some reading comprehension questions at the bottom of the page.

Relate: This is good for general music classrooms above third grade. Students will be able to practice reading comprehension skills as well as understanding the meaning behind songs. Listening and aural skills are also critical skills for musicians to develop.

https://www.edutopia.org/article/activities-reading-music-integration/

Why: This activity will help students practice reading aloud clearly and fluently. To do the activity well, students will have to read the lyrics to understand what they are saying. Based on the text, they will realize which words should be emphasized when read aloud. The students will also practice pronouncing words correctly in tricky patterns.

How: The teacher can divide the class into about four or five different groups. Each group will get a page of lyrics to a hip hop song or rhyming lyrics. Together, the group will have to practice reading the lyrics and figure out which words they want to emphasize or if they should be louder or quieter at any parts. After five to ten minutes of working on their songs in groups, they can perform their lyrics for the class. The teacher can also ask them what their song is about to give the students practice their reading comprehension.

Relate: Performing songs well requires the performers to have a good understanding of expression. Songs should have different dynamics that also helps convey the meaning of the piece to the audience.

https://www.edutopia.org/article/activities-reading-music-integration/

Why: This is a fun way for elementary students to practice their vocabulary words. It can also help students associate vocabulary words with certain colors that will help them remember the words better.

How: Take a coloring page and write directions for which colors to use. For example, "color the cowboy's shirt red if you think the song is forte" or "color the horse brown if you hear percussion instruments in this song." The conditions for which color to use will all have to do with the definition of vocabulary words. Have the students color while listening to a song that includes the vocabular words. Depending on what they hear, they will color the page differently.

Relate: This is a good way to combine a fun activity for elementary students with practicing vocabulary. Students will have to recall the definition of their vocabulary words and listen to see if what they are hearing matches the definition.

https://sunshineandmusicblog.com/2024/06/15/music-vocabulary/