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MUSIC LITERACY REFLECTION
BY VENORA AARON

Never underestimate the power of music. Dr. Edwin Gordon (the creator of music
literacy theory) was on target when he argued that when children are able to cognitively
understand music, they are able to apply those same skills to reading and writing (GIML
2008-2015). Music is relaxing, enjoyable and it encourages active listening. When
implemented properly, music literacy can prove to be very instrumental in effectively
teaching beginners readers to read and write and developing stronger reading skills in
reluctant readers. The students will actually began to enjoy reading because they
understand what they are reading.
As I studied and researched music literacy, I could not help but reflect on my
years as a young child. Unknowingly at the time, my first interaction with literacy was
through songs, music and movement. Remember the ABC song; Mary had a Little
Lamb; One Little, Two Little, Three Little Indians; If You Happy and You Know It; Head,
Shoulders Knees and Toes; Hokey Pokey, Patty Cake; Twinkle Twinkle Little Star?
These songs and nursery rhymes assist students in developing early sounds, words
and concepts; all accomplished through rhythm, cadence and repetitions of songs and
music. Appling this information to songs and movements soothes children and assist
them in learning. As I observed various music literacy programs, I watched as the music
put the children at ease and how each child interacted and responded to music.
Children who entered the room who stuck closely to their parent or guardian began to
gradually focus more on the music rather than their shyness. Developing research for
music literacy has been extremely enlightening, informative and educational. The

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collected information has been instrumental in introducing me to music literacy

programs both traditional and non-traditional and has encouraged me to develop a
music literacy program in the in the library community in which I work. This information
was valuable to me because it opened up an entirely different avenue for me to teach
early literacy to children. In addition this research allowed me to actually observe
children hands-on and their reaction to music. Even the shy and reserved children
responded to the music. The music also encouraged social interaction amongst the
children.
Researching music literacy also encouraged me to think outside of the box and
be more open to non-traditional music literacy programs. The yoga program that I had
an opportunity to observe was phenomenal. It promoted communication and a bond
between the parents and the children, aided in developing their early literacy skills and
abetted the children and parents in relaxing. For example, the children parents helped
their children to learn the different yoga movements and demonstrated them.
I believe that Nancy Stewart (the Music Literacy Specialist that I interviewed) said
it best when she stated, There is definitely a strong connection between music and
language development and that music and songs assist and developing childrens
language and literacy skills (Stewart 2015). However the link between music,
movement and literacy music be properly developed by the adult. In an effort to connect
the link, I will make a special effort to add music to story-times and other children
programs. As a childrens librarian (in my opinion) the opportunity to develop childrens
literacy skills through music and movement is a responsibility as well as an honor. This
course has provided me with necessary tools and resources to fulfil that obligation.

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Reference

GIML. "Music Learning Theory." Gordon Institute for Music Learning. 2008-2015.
http://giml.org/mlt/ (accessed April 20, 2015).
Natalia Golva, MD, Anthony J Alario, Patrick M Vivler, Margaret Rodriguez, and Pamela
C. High. "Literacy Promotion for Hispanic Families in a Primary Care Setting: A
Randomized, Controlled Trial." Office Journal of American Academy of Pediatrics
Vol 103, 1999: 993-997.
Stewart, Nancy, interview by Venora Aaron. Music Literacy Specialist (February 19,
2015).