SPEECH – MUSIC, DRAMA, STORYTELLING
SPEECH in relation to MUSIC
Speech rhymes are a wonderful way to teach musical concepts. Through speech,
children can move, play instruments and create musical masterpieces. Speech can
have rhythmic qualities that make it an ideal medium for children. Speech rhymes are
often funny; have words that appeal to children; have meanings that appeal to
children; and are often rhythmically predictable.
Let’s see what can be done with this speech rhyme.
Six cheese sandwiches
Nine days old
Thanks for the lunch Mum
Top class mould
The elements of music are:
rhythm and beat
melody
harmony
tone colour
style
texture
expression
form
Rhythm and Beat
Rhythmically, this is a simple piece. Children can say this rhyme and very quickly
determine the rhythmic pattern. The beat is the pulse that continues unbroken
throughout the rhyme.
Melody
Although speech can have melodic qualitites, we tend to think of melody as
movement between a range of notes (as in singing). It does not mean that this speech
rhyme cannot be used to teach about melody. The text can be spoken and children
may then play a melody on a xylophone related to the rhythm.
Harmony
Harmony generally relates to melodic patterns played together. Although singing is
obviously a medium where harmony can be created, speech rhymes can also lead to
melodic composition and harmonic passages.
Tone Colour
This rhyme can be spoken and the rhythm of this rhyme can also be played on a drum.
Perhaps the first phrase can be played on a drum and the second phrase played on a
tambourine. The sounds produced relate to the tone colour.
Style
Speech rhymes can have a certain style, just as song material does. Often the style is
described as “children’s style” but using tone colour and various other
accompaniments, the style of a piece can be altered to perhaps a jazz style, or a samba
style, or a reggae style, etc.
Texture
The texture of a piece relates to how much is happening at the one time. If we have
one group saying the rhyme as a solo, we could describe the texture as “thin”. If we
add instruments to play various rhythmic accompaniments, the texture then could be
described as “thick”.
Expression
What individuals do to a piece in the way in which it is ultimately presented has to do
with the expression that they desire. Tempo (how fast or slow); dynamics (how loud
or soft); duration (how long to hold specific notes or words); instrumentarium
(different choices produce different moods).
Form
The speech rhyme could be spoken (A section) followed by various rhythmic patterns
played on instruments (B section) returning to a repeat of the speech rhyme (A
section). The structure in which the piece is performed is the form.
SPEECH in relation to DRAMA
Children need to have experiences in using their voice in a variety of ways. It is often
in the way in which words are spoken that meaning is given, not just reliant on the
words themselves. Let’s take the phrase – “I don’t want to go home.” Practise
yourself saying this phrase and accenting one word each time. If you accent the word
“I”, then this implies that it’s not me that wants to go home, but perhaps someone
else. Accent the word “home” and it may mean that you are happy to go anywhere
but home. Now try saying it portraying different emotions. If you’re angry, tired,
unhappy, regretful, etc. Experience with using the voice in different ways is vital if
children are to move out of themselves and into other characters.
SPEECH in relation to STORYTELLING
Teachers need to be able to read out aloud to children in a clear, concise, interesting
and engaging manner.
Storytelling is defined as the art or craft of narration of stories in verse/ prose, as
performed or led by one person before a live audience:
 the stories narrated may be spoken
 chanted, or sung, with or without musical, pictorial
 and/or other accompaniment and may be learned from
 oral, printed, or mechanically recorded sources;
 one of its purposes may be that of entertainment.
(World of Storytelling, p.15)" Anne Pellowski
Why tell stories?
 Sharing and creating a common experience in storytelling aids in the development
of a child's ability to interpret events beyond his immediate experience (Baker, p.
17). The child's world view is expanded through story experiences in a nonthreatening and loving atmosphere. Storytelling is an exceptionally personal
experience.
 Introduce the child to oral language patterns. The child needs wide experience
with spoken language, if the child is to achieve success in reading (Baker, p. 17).
 Develop a child's listening skills. (Baker, p. 17)
 Develop a positive attitude on the part of the child for books and reading.
Storytelling is an excellent means of introducing the children to the wonderful
world of books. Be sure to have a supply of books on hand so that children can
read books similar to stories told. (Baker, p. 18)
 Contribute to the social and cognitive development through shared experiences...to
feel joy for another's happiness or sadness at their misfortunes. (Baker, p. 18)
 Contribute to the child's mental health. Help the child cope with his own conscious
self by giving the child structure for his own daydreams and fantasies (Bettelheim,
p. 7)
 Aid in development of an ethical value system. (Scott, p. 23)
 Introduce classic tales which all well-informed people should know.
 Aid in vocabulary development.
 Entertain and amuse the child.
 Enrich the various areas of the curriculum, as English, history or science.
 Help the child appreciate his own cultural heritage, as well as the heritage of
others.