4/25/2023 0 Comments Freddy spaghetti the frog song![]() A children’s illustrated book with a captivating CD narration and a matching frog puppet was the solution. The strategy was working so well for my students that I developed an idea of an effective way to share the strategy so it was successful to anyone. It was working! I investigated the theory further by researching my theory and writing an educational research paper. In 1998, I began individually assessing students twice a year–once, four weeks after telling the story, and secondly, at the end of the school year to check for retention. In third grade, letter names were the only acceptable answer and the traditional way of teaching note names was introduced and integrated with the story to understand the structure and theory of music notation.Įach year, I would tweak the story and process to produce the best results possible. By second grade, the students were asked to respond with the first letter of the who, or what happened, on the miniature maps (treble clef flashcards). It worked! In addition, the students loved Freddie because of the story. In subsequent music classes, Freddie and I would hold up treble clef flashcards and ask the students to quickly name who or what happened at each location marked by an oval. ![]() The students were instantly captivated and emotionally attached to “Freddie”, the frog puppet. Using a frog puppet and an oversized staff on a vinyl floor mat, I began to weave a story using the staff as a “map” of where the frog lived and the events that happened there. I wondered how I could introduce the musical alphabet in a similar way that would help young children begin getting the foundational concepts of the musical language at an early age. ![]() They used illustrations, songs, and stories to engage the students. I observed teachers introducing letters of the alphabet in fund and creative ways. In 1995, as I was teaching preschool through third grade students, I observed the teaching methods of the classroom teachers around me.
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