Chants & Music in the Classroom

Alright Dr. P I need to ask for your forgiveness! You may not remember, but a couple of weeks ago during class I said to you that singing is one of the reasons I am aiming towards one of the upper grade levels (5th or 6th). As you will recall I am not much of a singer and when you asked us to sing in front of the class my affective filter went sky high! Well, I have done some research (for another class) and have discovered that songs and chants have a huge positive impact on learning no matter your students grade level or first language spoken. I will now repent for what I said and tell you that I will use music and chants in my room no matter what grade I am hired to teach! Read on to see what has convinced me other wise.

Students learn languages in many different ways. Research shows that for most ESL students you need to lower the affective filter, or their fear of failure, by creating a relaxed, low-anxiety environment. Doing this helps build motivation, self-confidence and self-esteem, particularly within the classroom environment. Patricia A. Richard-Amato suggests (2003), “Chants, music, and poetry often produce lowered anxiety and greater ego permeability among second language learners” ( p. 210). I must admit I am one of the least musically talented future teachers. In fact, I have even held onto the belief that if I teach in an upper grade level, chants and music will not have to be a part of my curriculum. As I have researched chants and music, my eyes have been opened. I must ask for forgiveness about my attitude, especially towards music in the classroom. I now recognize that by using chants and or music in my teaching, no matter the grade level, not only will I make learning more fun, but also it will make what has been taught more effective and longer lasting. Using chants and music will also reduce anxiety and inhibition in my second language learners (Richard-Amato, 2003) as well as with my first language learners.
A chant is a rhythmic group recitation that is characterized by repetition. As the teacher, you are the creative leader and looking for opportunities to involve your listeners (Dunn 1999). Chanting has many of the same benefits of song. Chants can be performed anywhere, even if your voice is as bad as mine! Incorporating chants into lessons will build energy towards learning (Dunn, 1999). There are many benefits to using chants in the classroom. Sonja Dunn (1999) suggests that chanting uses rhythm and rhyme in a fun, enjoyable way. Chants offer opportunities for academic growth in repeated readings, which build fluency. They can serve as a writing prompt, offering students the chance to write new verses. Chants also provide patterns that can make learning easier. They provide a change of pace and mood to improve student motivation. Chants also offer opportunities for social growth. Using chants builds student’s confidence in oral language and can promote a sense of community, which is conducive to learning.
There are many reasons to sing. Patricia A. Richard-Amato (2003) suggests, “Music reduces anxiety and inhibitions in ELL students” ( p. 202). Songs also help children learn information quickly and accurately. Through songs, children store and retrieve information more quickly and they can access this information over longer periods of time (MacDonald, 2008). When a teacher chooses songs to sing with his/her class these six guidelines should be kept in mind. First, the teacher needs to make sure that the chosen songs are relevant, meaningful, and interesting to the students in the classroom. Second, the teacher needs to make sure the song tells a simple story, it is important to choose songs that have a beginning, middle, and an end, this will also help students develop an understanding of story structure. Next, the songs need to have a simple, memorable melody; you know the kind of song that gets stuck in your head. Next, the chosen song should build a base for future learning. The selected song should have some information in it that you need to teach. Next, the song should review information and practice skills. Finally, the songs need to be age appropriate (MacDonald, 2008). Music can be used to teach many different things, basic vocabulary, colors, body parts, simple actions, clothes and names of people are just a few of the concepts that can be taught through music (Richard-Amato, 2003).
Sharon MacDonald, an early childhood educator and teacher trainer, stated in Cara Bafile’s (2008) article that “There are valid conclusions that can made from what we know about songs and chants --they teach." Songs and chants are an excellent way to begin or end a lesson (Linse, 2008). Using a song or chant at the beginning of a lesson, will help the students make the transition from their native language into English as the lesson warm-up. If I were teaching a lesson about body parts, I could easily begin the class by singing “Head, Shoulders, Knees and Toes.” Then, at the end of the lesson, a good way to dismiss the students would be to sing the verse again. This could even be done while students are lining up to leave or while they are waiting at the door for the bell to ring. Chants and music if used correctly, by a creative teacher, can be effective in teaching content across the curriculum and confidence-to both ELL students and first language learners.