U.S. patent application number 09/826769 was filed with the patent office on 2001-11-01 for teaching method and kit.
Invention is credited to Logan, Marie G..
Application Number | 20010036621 09/826769 |
Document ID | / |
Family ID | 26897953 |
Filed Date | 2001-11-01 |
United States Patent
Application |
20010036621 |
Kind Code |
A1 |
Logan, Marie G. |
November 1, 2001 |
Teaching method and kit
Abstract
A method and kit for teaching disabled students, such as
children with developmental delays and disabilities such as autism,
through music. The method makes extensive use of an illustrated
song book and individual sound recordings of appropriate songs with
lyrics, and tying the pages of the song book with the individual
sound recordings of the songs by the use of icons or graphic
images, including icon cards, representing respective ones of the
songs. The method permits the students to find the appropriate page
in the song book for following along as the selected song is being
played, while also permitting the students to have a choice in the
selection of songs to be experienced. The method and kit also
provide the teacher with suggestions of activities for engaging the
children, such activities being specific to the selected song being
played.
Inventors: |
Logan, Marie G.; (Visalia,
CA) |
Correspondence
Address: |
David Weiss
2551 Colorado Blvd.
Los Angeles
CA
90041-1040
US
|
Family ID: |
26897953 |
Appl. No.: |
09/826769 |
Filed: |
April 4, 2001 |
Related U.S. Patent Documents
|
|
|
|
|
|
Application
Number |
Filing Date |
Patent Number |
|
|
60202714 |
May 8, 2000 |
|
|
|
Current U.S.
Class: |
434/317 |
Current CPC
Class: |
G09B 5/062 20130101 |
Class at
Publication: |
434/317 |
International
Class: |
G09B 005/00 |
Claims
I claim:
1. A method of teaching disabled students through music,
comprising: providing each student with a song book including pages
each having printed thereon the title of a different song of a
plurality of songs, the lyrics of that song, and an icon
representing that song from a plurality of icons respectively
representing said songs; providing sound recordings of performances
of said songs the lyrics of which are printed on said pages;
providing a plurality of icon cards each having thereon a one of
said icons; selecting one of said icon cards for identifying a song
represented by the icon on the selected icon card; displaying to
the students the selected icon card for permitting each student to
find the page in his or her song book having thereon the title and
lyrics of the identified song by matching the icon on the displayed
icon card to one of the icons on the pages of his or her song book;
and playing back the sound recording of the song identified by the
icon on the selected icon card.
2. The method according to claim 1, further including: encouraging
the students to sing along to the recording being played back.
3. The method according to claim 1, wherein: one of the students
selecting the icon card during the selecting step.
4. The method according to claim 1, further including: the students
viewing the page with the matched icon during the playing back
step.
5. The method according to claim 1, further including: providing to
a teacher an activity book including first pages respectively
having printed thereon the title and lyrics of said songs, said
activity book including second pages in respective correspondence
with said first pages and having printed thereon suggested
activities that may be implemented in connection with a performance
of the song the lyrics of which are printed on a corresponding one
of said first pages.
6. The method according to claim 5, further including: the teacher
selecting an activity from the second page of said activity book
corresponding to the first page having thereon the lyrics of the
identified song; and the teacher implementing the selected activity
with the students during the recording playing back step.
7. The method according to claim 1, wherein: said sound recordings
provided comprise individual recordings of respective ones of said
songs, the packaging of each of said individual recordings being
marked with the icon representing the song on that particular
recording.
8. The method according to claim 7, further including: one of the
students matching the icon on the displayed icon card with an icon
on the package of a one of the individual recordings for
identifying the recording to be played back.
9. The method according to claim 8, further including the student
handing the identified sound recording to a teacher; and wherein
the teacher causing said identified sound recording to be played
back during the playing back step.
10. The method according to claim 8, wherein: the student causing
the identified sound recording to be played back during the playing
back step.
11. A method of teaching a disabled student through music,
comprising: providing the student with a song book including pages
each having printed thereon the title of a one song of a plurality
of songs, the lyrics of that song, and a one icon representing that
song of a plurality of icons respectively representing said songs;
providing a plurality of sound recordings of performances of said
songs the lyrics of which are printed on said pages, the packaging
of each of said recordings marked with the icon representing the
song on that recording; the student matching the icon on a one of
said pages of said song book to the icon on the packaging of a one
of said recordings; and playing back the recording having the
matched icon.
12. The method according to claim 11, wherein: the student causing
said sound recording having the matched icon to be played back
during the playing back step.
13. The method according to claim 11, further including the student
handing said sound recording having the matched icon to a teacher;
and wherein the teacher causing said sound recording having the
matched icon to be played back during the playing back step.
14. A kit for teaching disabled students through music, comprising
the combination of: at least one song book including pages each
having printed thereon the title of a one song of a plurality of
songs, the lyrics of that song, and a one icon representing that
song of a plurality of icons respectively representing said songs;
sound recordings of performances of said songs the lyrics of which
are printed on said pages; and a plurality of icon cards each
having thereon a one of said icons.
15. The kit according to claim 14, wherein: said pages of said song
book having printed thereon illustrations corresponding in location
and context to said lyrics.
16. The kit according to claim 14, wherein: said sound recordings
comprise a master recording of performances of at least some of
said songs.
17. The kit according to claim 14, wherein: said sound recordings
comprise individual recordings of respective ones of said songs,
the packaging of each of said individual recordings being marked
with the icon representing the song on that individual
recording.
18. The kit according to claim 17, wherein: each one of said icons
on said pages of said song book is contained within a graphic
border.
19. The kit according to claim 18, wherein: each one of said icons
on said icon cards is contained within a graphic border similar to
the graphic borders on said pages.
20. The kit according to claim 18, wherein: each one of said icons
on the packaging of said individual recordings is contained within
a graphic border similar to the graphic borders on said pages.
21. The kit according to claim 14, further including: an activity
book including first pages respectively having printed thereon the
title and lyrics of said songs, said activity book including second
pages in respective correspondence with said first pages and having
printed thereon suggested activities that may be implemented in
connection with a performance of the song the lyrics of which are
printed on a corresponding one of said first pages.
22. The kit according to claim 21, wherein: said pages of said song
book and said first pages of said activity book have printed
thereon illustrations corresponding in location and context to said
lyrics.
23. A kit for teaching a disabled student through music, comprising
the combination of: a plurality of sound recordings of performances
of songs, each of said sound recordings having packaging marked
with an icon representing the song on that recording of a plurality
of icons respectively representing said songs; and a song book
including pages each having printed thereon the title of a one of
said songs, the lyrics of that song and the icon representing that
song.
24. The kit according to claim 23, wherein said pages of said song
book have printed thereon illustrations corresponding in location
and context to said lyrics.
25. The kit according to claim 23, further including: a plurality
of icon cards each having thereon a one of said icons.
26. The kit according to claim 23, wherein: each of said icons on
said pages of said song book is contained within a graphic
border.
27. The kit according to claim 25, wherein: each of said icons on
said icon cards is contained within a graphic border similar to the
graphic borders on said pages.
28. The kit according to claim 23, wherein: each of said icons on
the packaging of said recordings is contained within a graphic
border similar to the graphic borders on said pages.
29. The kit according to claim 23, further including: an activity
book including first pages respectively having printed thereon the
title and lyrics of said songs, said activity book including second
pages in respective correspondence with said first pages and having
printed thereon suggested activities that may be implemented in
connection with a performance of the song the lyrics of which are
printed on a corresponding one of said first pages.
30. The kit according to claim 29, further including: a plurality
of icon cards each having thereon a one of said icons.
31. The kit according to claim 29, wherein: said pages of said song
book and said first pages of said activity book have printed
thereon illustrations corresponding in location and context to said
lyrics.
Description
CROSS REFERENCE TO RELATED APPLICATION
[0001] This application claims the benefit of U.S. Provisional
Patent Application No. 60/202,714, filed May 8, 2000, which
application is incorporated herein by reference.
FIELD OF THE INVENTION
[0002] This invention relates to music-based teaching systems, and
more particularly to methods and kits for encouraging
developmentally delayed or disabled children to interact through
music and music-related activities.
BACKGROUND OF THE INVENTION
[0003] Music has been used for several years in working with
children with severe developmental delays and disabilities such as
autism. My own experiences in this connection began with my
conducting "sing-along" sessions with groups of such children,
playing my guitar and singing children's and folk songs while
encouraging participation by the group. This developed into my
providing the children with small song books and later in my
experimenting with recording performances of several of the songs
on a tape cassette and playing back the recorded songs while
encouraging group participation through use of the song books.
[0004] The impact these music sessions have had on the children was
quite noticeable, and I was curious to learn of the experiences of
other professionals using music in working with this population of
people with extreme disabilities. I chose to research the topic in
partial fulfillment for the Degree of Masters of Arts in Special
Education, and my project report entitled "Use of Music in the
Instruction of Children with Severe and Profound Developmental
Delays and Disabilities" was submitted on Nov. 11, 1998 to
California State University, Fresno, School of Education and Human
Development. Although this project report has not been published
nor has it otherwise been made available to the public, a portion
of the report is of interest to the background of the present
invention in that it describes specific curricula concerning music
therapy or music instruction offering goals of attending,
responding, imitating and/or self initiation by developmentally
delayed or disabled children.
[0005] In one curriculum for students with severe mental and
physical impairments, Barringer and Liesman (1982) described a
variety of activities including several based on music which were
designed to stimulate gross motor movement. One example of an
activity used the song "Shake" by Best of Buddha. While listening
to the song, the children were to shake any part of their body they
could. Another example used the song "Streamers" by Hap Palmer.
Arms or legs were tied with crepe paper streamers and the children
were encouraged to move them in rhythm with the song. The
objectives for both of these activities were to have students
respond to the sensory stimuli with a change in facial expression
and/or body position and to have the students respond with a gross
motor pattern when presented with music stimuli.
[0006] Barringer and Kosal-Smither (1985) presented an activity
guide, designed for use with a large group of students with severe
developmental delays. It offered a thematic approach to planning,
and included activities with cooking, creative movement, and music,
with music again being an important part of their offering. Their
music activities were designed to teach cognitive, psychomotor and
affective objectives. Music selections were chosen to allow work on
the students' instructional objectives. A sample lesson plan
included a hello song, a motor song (any song to encourage motor
movements), an expressive song (to encourage sound-making), a
receptive song (listen and perform the required task), a one-step
command song, an academic song, an emotional or social song, and a
goodbye song. It was recommended that the hello and goodbye songs
remain the same for every session. They chose their songs from
various albums of children's and popular music. Each of the ten
complete music lesson plans consisted of eight recommended songs
from various albums by well-known recording artists. The lessons
were designed for children with at least good receptive
communication skills and motor control, and assumed accessibility
to numerous recordings.
[0007] Another curriculum, this one specifically offering music
techniques for use with students with severe and profound
disabilities, was developed by Pedigo (1986). She offered four
levels of participation: awareness, attention, imitation, and
self-initiation. Precise definitions of the response levels and
clear, simple to follow activity plans were offered. Pedigo based
her project upon the observation that students with severe and
profound handicaps can learn important skills through music. In her
introduction, she stated the belief that it is apparent that this
population of students can respond at more complex levels than once
though possible. The purpose of her activities was not to teach
music, but to use music as a tool to teach other useful behaviors.
Examples of some of the behaviors in each category sought are eye
contact for awareness, reaching toward and/or touching the
instrument for attending, duplication of the teacher's motion for
imitation, and beginning or originating a movement or action for
self-initiation. She too, believed in the use of music as a strong
motivator.
[0008] An earlier guide to the use of the arts in populations with
severe and profound disabilities was offered by Kohn and Williams
(1980). The Kohn and Williams arts activity guide, including the
category of music, aimed at three levels of development: awareness,
imitation, and self-initiation. While the document did not report
results of testing, it did offer a multitude of clear, concise, and
interesting activities, including a substantial number with a
musical motif.
[0009] These authors have presented curricula which use music as a
tool in the attainment of other goals. Pedigo (1986) used music to
teach a variety of useful behaviors such as eye contact and
attention to the instructor or task. The Barringer and Liesman
(1982) curriculum used music to develop gross motor skills. The
Barringer and Kosal-Smither (1985) curriculum used music to teach
cognitive, psychomotor, and affective skills. The Kohn and Williams
(1980) arts curriculum and Pedigo's (1986) music curriculum were
developed to meet a variety of cognitive levels. Each one advocates
the use of music in special education for the severely
disabled.
[0010] The publications of the authors referred to above, each of
which is identified below, are incorporated herein by reference as
indicative of the background of the present invention and as
illustrating the state of the art:
[0011] Barringer, M. and Liesman, C., Stimulating our Senses: A
Summer Enrichment Curriculum of Sensory Experiences for Severely
Mentally and Multiply Impaired Students. Detroit, Mich.: Wayne
County Intermediate School District. (ERIC Document Reproduction
Service No. ED 224 210) (1982)
[0012] Barringer, M. and Kosal-Smither, C., Really Together Now! A
Resource and Activity Guide for the Developmentally Disabled.
Molehills out of Mountains. Washington, D.C.: Department of
Education, (ERIC Document Reproduction Service No. ED 260 524)
(1985)
[0013] Kohn, M. and Williams, J., Integrative Arts Activities Guide
for the Severely and Profoundly Handicapped. Washington, D.C.:
National Committee, Arts for the Handicapped. (ERIC Document
Reproduction Service No. ED 232 370) (1980)
[0014] Pedigo, J., Music Techniques with Severely/Profoundly
Handicapped Students, Indianapolis, Ind.: Very Special Arts of
Indiana, Indianapolis. (ERIC Document Reproduction Service No. ED
277 195) (1986)
SUMMARY OF THE INVENTION
[0015] Reflecting upon my own experiences and the various curricula
discussed in the literature as noted above, it occurred to me that
further development of music-based curricula and materials were
needed for better engaging children with severe developmental
delays and disabilities to participate in activities through the
sharing of music. Of specific concern to me was the creation of
methods and materials for permitting a generally non-communicative
child to have a choice as to which song he or she would like to
experience, and for encouraging participation in activities through
the sharing of music, and in so doing teaching the disabled child
some measure of subjects including reading, counting and number
recognition, group skills, interpersonal skills, leisure skills and
critical thinking skills, while at the same time permitting the
child to experience music for its own sake.
[0016] The teaching method of my invention attempts to accomplish
these goals, according to one aspect thereof, by making extensive
use of an illustrated song book and individual sound recordings of
appropriate songs with lyrics, and tying the pages of the song book
with the individual sound recordings of the songs by the use of
icons or graphic images representing respective ones of the songs.
The method permits the students to find the appropriate page in
their song book for following along as a selected song is being
played, while also permitting the students to have a choice in the
selection of songs to be experienced. At the same time, the method
and materials of the present invention provide the teacher with
suggestions of activities for engaging the children, such
activities being specific to the selected song being played.
[0017] Cards having printed thereon icons or graphic
representations of the various recorded songs may be utilized in
practicing certain aspects of the method of the present invention.
Picture cards have been previously used in teaching systems for
developmentally delayed or disabled children, such as the
well-known Picture Exchange Communication System (or "PECS"),
wherein a disabled child is taught to give a picture of a desired
item to a communicative partner (a trainer or teacher) in exchange
for that item. As will be appreciated from the description herein
of the present invention, the manner in which the present invention
utilizes pictures or icon cards differs significantly from the
teaching of PECS.
[0018] A preferred embodiment of the method of teaching disabled
students, such as children with developmental delays and
disabilities such as autism, through music in accordance with the
present invention, comprises: providing each student with a song
book including pages each having printed thereon the title of a
different song of a plurality of songs, the lyrics of that song,
and an icon representing that song from a plurality of icons
respectively representing the songs; providing sound recordings of
performances of such songs the lyrics of which are printed on the
song book pages; providing a plurality of icon cards each having
thereon a one of such icons; selecting one of the icon cards for
identifying a song represented by the icon on the selected icon
card; displaying to the students the selected icon card for
permitting each student to find the page in his or her song book
having thereon the title and lyrics of the identified song by
matching the icon on the displayed icon card to one of the icons on
the pages of his or her song book; and playing back the sound
recording of the song identified by the icon on the selected icon
card. During the playing back of the sound recording, the students
may view the page having the matched icon and are encouraged to
sing along to the recording being played back.
[0019] In one preferred manner of practicing this method, a teacher
is provided with an activity book including first pages
respectively having printed thereon the title and lyrics of such
songs, the activity book including second pages in respective
correspondence with the first pages and having printed thereon
suggested activities that may be implemented in connection with a
performance of the song the lyrics of which are printed on a
corresponding one of the first pages. The teacher selects an
activity from the second page of the activity book corresponding to
the first page having thereon the lyrics of the identified song,
and the teacher thereupon implements the selected activity with the
students during the recording playing back step.
[0020] The provided sound recordings preferably comprise individual
recordings of respective ones of the songs, with the packaging of
each of the individual recordings being marked with the icon
representing the song on that particular recording. One of the
students may match the icon on the displayed icon card with an icon
on the packaging of a one of the individual recordings for
identifying the recording to be played back. The student may then
cause the identified sound recording to be played back during the
playing back step. Alternatively, the student may hand the
identified sound recording to a teacher, and the teacher may cause
the identified sound recording to be played back during the playing
back step.
[0021] The present method of teaching disabled students through
music may be practiced on an individual basis with a disabled
student, the method comprising: providing the student with a song
book including pages each having printed thereon the title of a one
song of a plurality of songs, the lyrics of that song, and a one
icon representing that song of a plurality of icons respectively
representing such songs; providing a plurality of sound recordings
of performances of such songs the lyrics of which are printed on
the song book pages, the packaging of each of the recordings marked
with the icon representing the song on that recording; the student
matching the icon on a one of the pages of the song book to the
icon on the packaging of a one of the recordings; and playing back
the recording having the matched icon. The student may cause the
sound recording having the matched icon to be played back during
the playing back step. Alternatively, the student may hand the
sound recording having the matched icon to a teacher, and the
teacher may cause such sound recording to be played back during the
playing back step.
[0022] The present invention further includes a kit of materials
for practicing the method of the invention and variations thereof.
A preferred embodiment of the kit comprises the combination of: at
least one song book including pages each having printed thereon the
title of a one song of a plurality of songs, the lyrics of that
song, and a one icon representing that song of a plurality of icons
respectively representing such songs; sound recordings of
performances of the songs the lyrics of which are printed on the
pages; and a plurality of icon cards each having thereon a one of
the icons. The sound recordings may comprise a master recording of
performances of at least some and preferably all of such songs.
Preferably, however, the sound recordings comprise individual
recordings of respective ones of the songs, the packaging of each
of the individual recordings being marked with the icon
representing the song on that individual recording. The individual
recordings may be originally provided as part of the kit, or they
may be produced through duplicating the sound recordings of the
individual song performances on the master recording. It is
preferred that the icons on the song book pages, the icons on the
packaging of the individual sound recordings, and the icons on the
icon cards, are printed such that they are consistently
identifiable as icons by the students. Each one of the icons on the
song book pages is preferably contained within an identifiable
graphic border, and each one of the icons on the packaging of the
individual recordings and on the icon cards are contained within a
graphic border similar to the graphic borders on the song book
pages.
[0023] The kit preferably further includes an activity book
including first pages (or song book pages) respectively having
printed thereon the title and lyrics of the songs, the activity
book including second pages (or activity guide pages) in respective
correspondence with the first pages and having printed thereon
suggested activities that may be implemented in connection with the
performances of the song the lyrics of which are printed on a
corresponding one of the first pages. The pages of the children's
song books and the first pages of the activity book preferably have
printed thereon illustrations corresponding in location and context
to the song lyrics.
[0024] A kit that may be used with the present invention, in
connection with an individual disabled student, may comprise: a
plurality of sound recordings of performances of songs, each of the
sound recordings having packaging marked with an icon representing
the song on that recording; and a song book including pages each
having printed thereon the title of a one of such songs, the lyrics
of that song and the icon representing that song. The pages of the
song book may be as previously described, and the kit may include a
plurality of icon cards as well as an activity book.
BRIEF DESCRIPTION OF THE DRAWINGS
[0025] The novel features which are believed to be characteristic
of the invention, together with further advantages thereof, will be
better understood from the following description considered in
connection with the accompanying drawings in which a preferred
embodiments of the present invention are illustrated by way of
example. It is to be expressly understood, however, that the
drawings are for the purpose of illustration and description only
and are not intended as a definition of the limits of the
invention.
[0026] FIG. 1 is a plan view of an example of a song book, in open
configuration, showing representations of two typical pages
thereof;
[0027] FIG. 2 is a plan view of one of the pages of FIG. 1, shown
in readable detail;
[0028] FIG. 3 is a plan view of an example of a song book and
activity guide, in open configuration, showing representations of
two typical side-by-side pages thereof;
[0029] FIG. 4 is a plan view of the "Activities" page of FIG. 3,
shown in readable detail;
[0030] FIG. 5 represents individual cassette sound recordings for
each song having lyrics included in the song book of FIG. 1;
[0031] FIG. 6 is a representation of a plurality of cards each
including an icon thereon corresponding to the icons shown on the
various pages of the song book of FIG. 1 and on the sound recording
cassettes of FIG. 5;
[0032] FIG. 7 represents a master recording of all of the songs
having lyrics contained on the pages of the song book of FIG. 1;
and
[0033] FIG. 8 is an example of a master sheet of the icons
represented on the plurality of icon cards of FIG. 6.
DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS
[0034] The "song book" 10 represented in FIG. 1 contains the lyrics
of a plurality of songs suitable for children, with each page
having thereon the title and lyrics of a different song. The book
includes front and rear covers, with its pages therebetween, held
together in conventional manner along a spine area that may include
a spiral or ringed binding 12 cooperating with apertures 14 along
an edge of each page. By way of example, two pages are shown in the
book's open configuration of FIG. 1, specifically a left page 16
and a right page 18 (as viewed in the drawing of FIG. 1), having
respective page numbers 20 (e.g. left page 16 having page number
"4" indicated in the lower left corner thereof, and page number "5"
in the lower right corner of right page 18). Each of the pages has
printed thereon a song title 22 followed by the lyrics 24 of that
song and preferably drawings or illustrations 26 corresponding in
location and context with the lyrics 24 of the particular song
22.
[0035] Each page has printed thereon, at a consistent location such
as the upper corner of each page adjacent the binding 12, an icon
28 or graphic image pictorially representing the particular song
contained or starting on that page, each icon 28 being contained
within a consistently identifiable graphic border or enclosure such
as a printed square 30.
[0036] In the example of the page 16 shown in FIG. 1 and in more
readable detail in FIG. 2, the page 16 has contained thereon the
lyrics of the song with title 22 of "The Mockingbird Song", and
shows an icon 28 of a mockingbird within square enclosure 30
located at the upper right corner of the page 16. The various
graphic illustrations 26 correspond positionally and contextually
to various portions of the song's lyrics 24. For example, in The
Mockingbird Song lyrics set forth on the page 16, a graphic
representation 26 of a mockingbird corresponds to the first
sentence or verse of the song's lyrics 24
[0037] "Hush little baby, don't say a word,
[0038] Momma's gonna buy you a mockingbird."
[0039] The representation 26 of a diamond ring corresponds to the
second verse of the song lyrics 24
[0040] "If that mockingbird don't sing,
[0041] Momma's gonna buy you a diamond ring."
[0042] The representation 26 of a hand-held mirror corresponds to
the lyrics 24 of the song's third verse
[0043] "If that diamond ring is brass,
[0044] Momma's buy you a looking glass."
[0045] Similarly, the graphic representations 26 of a billy goat,
of a cart and bull, of a dog, and of a horse and cart, respectively
correspond to the context of the fourth, fifth, sixth and seventh
verses of the song's lyrics 24.
[0046] The song book 10 preferably contains a "Table of Contents"
listing each song by song title 22 and page number 20. The list in
the table of contents may also include the appropriate icon 28 in
proximity to the song title 22 corresponding thereto, for assisting
the child or student in finding the page corresponding to the
lyrics of a particular song. In practicing the method of the
present invention, a song book 10 is distributed to each child or
student taking part in a learning session.
[0047] The materials for practicing the teaching method of the
present invention further include a "song book and activity guide"
or activity book 32 represented in FIG. 3. The activity book 32
includes front and rear covers, with its pages therebetween, held
together in conventional manner along a spine area that may include
a spiral or ringed binding 34 cooperating with apertures 36 along
an edge of each page. By way of example, two pages are shown in the
book's open configuration of FIG. 3, specifically a left page 38
containing the lyrics of a song contained in the child's song book
10 (FIGS. 1 and 2), and a right page 40 upon which is printed
suggestions to the leader or teacher of activities for conducting
the learning session. When the book 32 is opened to a song lyrics
page as shown in FIG. 3, the content of the opened activities page
40 corresponds to the lyrics of the song printed on the open
opposite lyrics page 38. The pages 38 and the pages 40 are in
respective correspondence, i.e. for each song book page 38 there is
a corresponding activities guide page 40, preferably positioned
opposite one another when the guide book 32 is opened to song book
page 38.
[0048] In FIG. 3, the teacher's activity book 32 is turned to the
opposite corresponding pages 38 and 40 for "The Mockingbird Song"
for which the lyrics 24 and icon 28 are shown on the page 16 of the
children's song book 10 (FIG. 1). In the book 32, the left page 38
includes the title 22 "The Mockingbird Song" followed by the lyrics
24 therefor, as well as the illustrations or graphic
representations 26 shown on the page 16 of FIG. 1. The icon 30 may
but need not be included on the song lyrics page 38 of the
teacher's activity book 32. Also, if desired, the page 38 may
include musical chord notations, such as the guitar chords 42, in
the event the teacher or group leader has the knowledge and
inclination to play the guitar or other instrument for providing
live instrumental accompaniment to the singing during a learning
session.
[0049] The materials of the present invention include a plurality
of music sound recordings, one for each song having lyrics
contained on the various pages of the song book 10 and the activity
book 32. These recordings may be in the form of tape cassette
recordings 46 as represented in FIG. 5, each cassette 46 having the
performances of the words and music of a different song recorded
thereon (the same song is preferably recorded on each "side" of the
cassette to avoid the necessity of rewinding).
[0050] The song's icon 28 and the song's title 22 are marked on the
packaging of each of the sound recordings. In the case of tape
cassette recordings 46, the housing 47 of each tape cassette
recording 46 is marked with the song title 22 and the song's icon
28 for each song in the song book 10. If the cassettes (i.e. the
tape recordings with their housings 47) are contained in respective
boxes or other containers, as is common, or even in respective
plastic bags, then such box or container or bag may be considered
to be the packaging for the sound recording and may be marked with
the appropriate icon 48.
[0051] The activities page 40 corresponding to and preferably
opposite the song page 38, includes a list of suggested activities
44 following the song's title 22, for facilitating the students'
acting out and singing along when the song is being played. The
list of suggested activities 44 shown on the activities page 40 in
FIG. 3 and in more readable detail in FIG. 4, is for facilitating
the students' acting out and singing along when the associated song
(i.e., "The Mockingbird Song" in this example) is being played by
playback of the appropriate tape cassette recording 46 and/or by
the teacher's providing a live song performance such as by singing
while playing a guitar or another instrument. For example, if The
Mockingbird Song were selected and played, the activities may be to
first request the children to listen to the song (music and lyrics)
being played and relax, and then to encourage the children to sing
along. The list contains possible activities and motions for the
children to accompany the song being played; the children may act
out all verses, or the teacher may select only certain verses, or a
different child may be assigned to act out each verse. As indicated
in FIG. 4, a suggested acting-out may be to put a finger to one's
lips motioning quiet when the phrase "Hush little baby" is played;
to flap one's arms when the word "mockingbird" is played; to shake
a finger each time a phrase starting with the words "If that . . .
" is sung. Other acting out suggestions are noted in FIG. 4.
[0052] The activity book 38 may also include suggestions for
additional or extension activities. For example, various pages of
the book 38 may include drawings of song-related animals or
objects, which may be photocopied by the teacher on heavy paper,
colored, and glued or taped to sticks, resulting in stick puppets
for the children to use when acting out a song. The children may
help in the preparation of such stick puppets as may be
appropriate, such as by assisting with the coloring or painting of
the represented animals and other objects. Such stick puppets may
be of particular use and enjoyment in connection with the
preparation for and the acting out of such songs as "Old MacDonald
Had a Farm".
[0053] The icons 28 and their use represent an important aspect of
the teaching method and kit of the present invention. As
represented in FIG. 6, the system includes a set of icon cards 48,
each card 48 having thereon the graphic image or icon 28
representing a particular song contained in the song book 10. Each
icon 28 may be contained within the same border or enclosure 30 as
associated with the icons 28 on the pages of the song book 10. The
set of icon cards 48 includes one icon card 48 with associated icon
28 corresponding to the icon 28 shown on each song lyrics page of
the song book 10 as well as the corresponding icon 28 on the set of
respective recordings 46 (FIG. 5). For example, the icon card 48
depicting a mockingbird (FIG. 6) corresponds to the mockingbird
icon 28 of the song book's page 16 containing "The Mockingbird
Song" (FIGS. 1 and 2) and further corresponds to the mockingbird
icon 28 represented on the housing and/or other packaging of the
recording 46 of "The Mockingbird Song" (FIG. 5).
[0054] The icon cards 48, along with the icons 28 on the pages of
the book 10 and the icons 28 on the cassettes 46, permit a
generally non-communicative child to have a choice as to which song
he or she would like to experience. The child may select a card 48
having a particular icon 28 thereon, which the child associates
with a particular song in the song book 10. The child then matches
the selected icon card 48 with the same icon 28 on the packaging of
one of the cassettes 46, perhaps as well as with the same icon 28
on a page of his or her song book 10 (or to an icon 28 on the song
book's Table of Contents page for assistance in identifying the
page number for the selected song). In such manner, the child may
pick up the selected cassette and either give it to the teacher to
play or the child may insert it himself/herself in the tape
cassette player, and he/she may open his/her song book 10 to the
lyrics page corresponding to the selected song. Alternatively, the
child may first select the song from a page on his/her song book
10, noting the icon 28 printed on that page; he/she may then match
the selected page icon 28 to an icon card 48, and use the icon card
48 for matching the icon 28 on a cassette 46 to obtain the cassette
recording 46 containing the selected song. A child who lacks the
ability to pick up an icon card 28 may simply point to the card of
his/her selection.
[0055] The icon system described above permits a child to select
and play a song, the child doing so either individually or as a
part of a group of children. A listening center with a library of
cassettes 46 may be made available to the child, and he/she may use
the icons 28 to identify a particular recording of his selection
and to insert the selected recording 46 in an available tape
cassette player for playback and follow or sing along using his/her
song book 10, or just to listen and relax.
[0056] Alternatively, the teacher may distribute two or three of
the icon cards 48 to each child, based upon the teacher's knowing
which songs are favored by a particular child. The teacher may then
add another icon card 48 to each child's store of such cards in
order to give the child a new choice. In a group situation, after a
child selects a particular song, the teacher may follow the
suggested activity plan for that song as set forth in the activity
book 32.
[0057] The preferred embodiment of a kit of the materials for
practicing the various aspects of the teaching method of the
present invention includes the following items:
[0058] (1) At least one song book 10 (represented in FIG. 1), for
use by the children. If only one book 10 is included in the kit,
provision may be made for duplication of the book by the teacher so
that each child in the group may have access to a song book 10.
[0059] (2) One activity book 32 (represented in FIG. 3), for the
teacher's use.
[0060] (3) A set of sound recordings, such as the tape cassette
recordings 46 represented in FIG. 5, with associated icons 28 on
the cassette housings 47 and/or on other packagings for the
cassettes 46, one cassette 46 for each song in the song book 10.
Alternatively, a master sound recording of all songs contained in
the song book 10, as represented by the master tape cassette
recording 50 shown in FIG. 7, and provision may be made for
duplicating the songs on the master cassette 50 onto respective
individual tape cassettes 46 represented in FIG. 5. If desired, the
kit may include both the master cassette 50 and the set of
individual cassettes 46.
[0061] (4) A set of the icon cards 48 represented in FIG. 6, one
icon card for each song in the song book 10. Alternatively, as
shown in FIG. 8, the kit may include master sheets 52 of icons 28
(preferably with borders or enclosures 30 similar to the borders or
enclosures about the icons 28 in the song book 10 and on the
cassettes 46) corresponding to the icons on the pages of the song
book 10, each sheet 52 being marked with cross marks or other
indicia 54 for permitting the teacher to cut therealong to form the
icon cards 48. The icon cards 48, or the icons 28 on the master
icon sheet 52, may be utilized for making icon labels for
attachment to the individual cassettes 46, or such labels may be
supplied as a part of the kit.
[0062] Although the preferred embodiments of the method and kit of
the present invention utilize tape cassette recordings, other types
of recording systems and media may be utilized. For example,
phonograph records, or compact discs or other digitally encoded
media, may be used for the master sound recording of the songs, as
well as for the individual sound recordings of the respective
songs. Further, depending upon the capabilities of the students,
systems and media utilizing computer access may be appropriate.
[0063] Thus, there has been described preferred embodiments of a
method and kit for teaching disabled students through music. Other
embodiments of the method and kit of the present invention, and
other variations of the embodiments described herein, may be
developed without departing from the essential characteristics
thereof. Accordingly, the invention should be limited only by the
scope of the claims listed below.
* * * * *