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Classroom Practice/Program

recordings and unaccompanied singing. Utilizing their music textbooks, Spanish dual-immersion classes
sing songs in different languages as well as perform several songs in Spanish. Through the lesson,
students develop an appreciation for music as well as acquire social-emotional learning tools that can aid
them with their inner well-being. A welcoming and culturally responsive environment that values their
diversity is established, and opportunities for students to learn about their own culture while developing
competence in engaging with other cultures are facilitated (LBUSD, 2022).
Grade 5 students prepare several choral works such as songs in unison, partner songs, rounds,
and ostinati (continually repeated sung phrases or rhythms). Students work hard on their vocal skills,
learning proper sitting and standing postures as well as fun and engaging warm-ups. One particular
warm-up students enjoy is the “Martin Luther King Chant” by Randy DeLelles and Jeff Kriske. The
words of the chant are “justice, equal rights, liberty, freedom, he had a dream [referencing Dr. Martin
Luther King’s “I Have a dream” speech] that we shall overcome.” Scholars also enjoy singing folk songs
from the cultures represented in the school population, including Hispanic, African American, Asian/
Pacific Islander, Cambodian, and Filipino. Some examples are “The Counting Song” (Mexico), “A Ram
Sam Sam” (Africa), “The Jasmine Flower” (China), and “Hawaiian Rainbows.”
Conclusion

Teachers must continue to be proactive in implementing instructional strategies that align with their
students’ learning styles and interests for greater learning outcomes. Educators must fashion instruction
to meet individual student’s needs as process, content, products, and learning environments are
differentiated for learning to take place.
Foundational models and mindsets such as STEAM education, social-emotional learning, and
culturally relevant/responsive and sustaining pedagogy promote the development of social and
emotional learning skills, encourage problem solving and critical thinking, celebrate cultural differences,
and foster a sense of belonging for all children. These differentiated learning techniques help students
develop a range of skills they need for school and life, nurture equity and inclusion, and seek to ensure
student cultural access and opportunity. These pedagogies are necessary fundamental additions to any
educational programs at any grade level in the United States and around the world.

Resources Mentioned

“A Ram Sam Sam.” Folk song from Morocco. In Quaver Ed Music (2022, digital music curriculum), Grade 5, Lesson 2.
“The Counting Song.” Children’s song from Mexico. Words by Lucille Wood. Arranged by Chris Liccardo. In Silver Burdett
Ginn Team (Eds.), (1995). The Music Connection (Grade 2 music textbook, p. 138). Silver Burdett Ginn.
“Follow the Drinkin’ Gourd.” Song of the Underground Railroad. In Silver Burdett Ginn Team (Eds.), (1995), The Music
Connection (Grade 3 music textbook, pp. 186–187). Silver Burdett Ginn.
“Hawaiian Rainbows.” Folk song from Hawaii. In Silver Burdett Ginn Team (Eds.), (1995), The Music Connection (Grade 2
music textbook, p. 78). Silver Burdett Ginn.
“The Jasmine Flower.” Based on a folk melody from China. English words adapted
by Julia Bingham. In Silver Burdett Ginn Team (Eds.), (1995), The Music
Connection (Grade 3 music textbook, p. 58). Silver Burdett Ginn.
“Keep Your Eyes on the Prize.” African American Freedom Song. In Silver Burdett
Ginn Team (Eds.), (1995), The Music Connection (Grade 3 music textbook,
pp. 190–191). Silver Burdett Ginn.
“Martin Luther King Chant.” Chant. Randy DeLelles and Jeff Kriske. In Silver Burdett
Ginn Team (Eds.), (1995), The Music Connection (Grade 4 music textbook, p.
199). Silver Burdett Ginn.

Valerie Vinnard

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