Karaoke in the Library: Effects on learning, literacy,
and social communication
Contents
. SSHH! YOU CAN'T SING IN THE LIBRARY
. KARAOKE AS THERAPY
. THE KARAOKE LESSON
. Even the Most Reluctant.…
. THE TRANSFORMATION
. SONGS MENTIONED
. LOOKING FOR SUGGESTIONS?
. SONG SELECTIONS
. REFERENCES
Section: TIPS & TACTICS
Reading the lyrics, moving, and singing along with the music is a
joyous, kinesthetic learning experience.
Alan Nguy held microphone up to his mouth, smiling as he read I the lyrics to
"Clumsy" from the screen and sang along with Fergie.
He had never spoken a word in the library before, other than grunting "Mine!"
when in a tug of war, fighting over books with other kids. When I interceded, he
was never able to verbally communicate the problem. I had not worked directly
with his Special Education class before and could only guess at the nature or
level of Alan's developmental disorder. But during his first time doing "karaoke in
the library," Alan appeared to be a different boy. Mr. Holvoet, his teacher, told
me some of the autistic children he observed relating to each other had never
done that in class before the session. Something about singing into a
microphone seems to bring about transformation.
SSHH! YOU CAN'T SING IN THE LIBRARY
I first had the idea of introducing karaoke into my middle school library program
after going to a local club on karaoke Night. People got up and seemed to
become someone else-more confident-regardless of their ability to sing. I got up
my courage to try it and the same thing happened to me. I chose Gloria Gaynor's
"I Will Survive," and not only did I survive, I felt on top of the world!
My question became, "If this happened with adults, could karaoke boost the
confidence of a middle school student?" I decided to try it out first with the
Special Education students and English Language Learners, as a literacy tool
and confidence builder.
Reading the lyrics, moving, and singing along with the music is a joyous,
kinesthetic learning experience. When the students come into the library for the
karaoke session, they have come from being constrained by sitting in one place
for fifty minutes each period. This is particularly difficult for some. In Engaging
Tweens and Teens: A Brain-Compatible Approach to Reaching Middle and High
School Students, Raleigh T. Phelps (2007) cites studies showing that during
didactic lectures, the time during which a middle schooler is open to learning
lasts about fifteen minutes.
Karaoke gives students the opportunity to get up, move around freely to the
music, and loosen up, in addition to "reading" aloud. This can be used as a
short break or incorporated into a longer lesson plan.
KARAOKE AS THERAPY
But exactly what was it about singing into a microphone that made such a
difference with this autistic boy Alan Nguy? It seemed almost miraculous, and I
was mystified. My aim had been to boost confidence and sneak in reading
practice in a fun way. The fact that Alan moved out of his own world to interact
more with others was an unexpected bonus. I began researching and learned
about the work of Dr. Alfred A. Tomatis (2004), an otolaryngologist who
pioneered the idea that reeducating the way people listen can have profound
effects on learning, literacy, and social communication.
Tomatis' work led to the development of a multi-disciplinary science, AudioPsychoPhonology (APP). What is now called the Tomatis Method is frequently
used to foster communication in children with development disorders through
self-listening. Vocal exercises with the use of a microphone are important in this
method. Hearing one's own voice leads to processing language faster and more
precisely. When a child connects with his own voice, his sense of self improves,
and he may begin to seek contact and respond better to others (Tomatis, 20041.
I felt that my original instinct that karaoke would boost confidence had been
corroborated, but the effect on the developmentally disabled children went
beyond my hopes. Reading about the scientific basis for this effect opened up a
world of possibilities.
The Tomatis Method has also been shown to help promote language acquisition
and I discovered it to be so when I tried karaoke in the library with English
language learners. Ms. Okizaki's class includes students from a myriad of
countries: Russia, Vietnam, China, Ethiopia, Pakistan, and many more. During
their first session, some students were initially very shy and unwilling to
participate. By the end of the session however, each member had sung and a
third of the group was battling it out to do encores.
THE KARAOKE LESSON
In advance of the sessions, I distribute copies of the lyrics so students can
practice reading the words in class before coming to the library. I project the
words onto a screen and play the music without removing the singer's voice so
students have backup as they sing into the microphone.
Song choices can be associated with a variety of planned lessons and activities.
They can also be used to build literacy skills and provide relief. For example, for
a Social Studies lesson I did on Reconstruction, which focused on the Freedmen's
bureau, the Ku Klux Klan, Jim Crow laws, and the Buffalo Soldiers, I had the
Ramones (1981) song "The KKK Took My Baby Away" playing as the students
entered the library. After teaching the history of African Americans in the Army-
later known as the Buffalo Soldiers-I played the song "Buffalo Soldiers" by Bob
Marley (1983). I also played the song and showed the lyrics of "Jump Jim Crow
(1928)," which originated the usage of that phrase. These songs could also be
incorporated as karaoke, as well as so many other songs associated with periods
of history, such as The Battle of New Orleans.
There are many appropriate songs for such themes as ecology, including Jack
Johnson's "With My Own Two Hands (2006)," which includes lyrics of selfempowerment: "I can heal the earth with my own two bands." In an English
class studying Nothing but the Truth by Avi (1991), which deals with themes of
patriotism and honesty, I used "Won't Get Fooled Again (Townshend, 1971)."
Even the Most Reluctant.…
I also brought a Special Education class, which included students identified as
emotionally disturbed, into the library for a karaoke session. Before their teacher
Mr. Carey came to our school, several other teachers had fled this class. These
children, often with challenging home situations, also present a challenge in the
classroom, yet they like to come to the library to help out as well as choose
books. I have come to know them one-on-one and have done storytelling with
them as a group. The stories I read have to be short and dramatic and I do a lot
of moving around and acting to hold their interest.
Initially I had only asked students to sing a few stanzas and pass the microphone
on, so I was surprised when many asked to sing the entire song. We all danced.
One student, Althea, radiated happiness as she danced and sang along with "I'm
Like a Bird" by Nelly Furtado (2000). They all wanted to keep going past the end
of the period.
After the session, I had a long conversation with Jared, the lone student who did
not participate. Jared had previously been suspended for threatening a teacher. I
asked him what song it would take for him to participate. Eventually he offered
Blue by Eiffel 65 (1999). I assumed it was some new hiphop song until I went
home and looked it up. I was amazed to find it was a familiar, innocuoussounding song from 1999. After reading the lyrics, I understood how it spoke to
an emotionally disturbed boy:
… here's a story
About a little guy that lives in a blue world
And everything is blue for him and hisself.…
And everybody around
Cos he ain't got nobody to listen to
Blue are the words I say and what I think.
Blue are the feelings that live inside me.
I'm blue (if I was green I would die). [Eiffel 65, 1999)
THE TRANSFORMATION
Integrating visual and auditory information can result in improved learning skills,
memory, concentration, and communication. Adding movement to the process
enhances the benefits. The transformation in Alan Nguy is evident. Recently at
lunchtime he began offering to help me empty the book return bin and carry the
books over to the circulation counter. His demeanor has changed. Although he
still rarely uses more than one word, it is now "Help" instead of "Mine." It is
apparent to me that karaoke has the potential for profound contributions to
students' self esteem and literacy.
SONGS MENTIONED
Dartmouth, T. (1828). Jump Jim Crow. Published by E. Riley.
Eiffel 65. (1999). Blue. On Europop [CD]. CA: Universal Records.
Fergie. (2006). Clumsy. On The Dutchess [CD]. CA: A&M Records.
Furtado. N. (2000). I'm like a Bird. On Whoa, Nelly! [CD]. CA: Dreamworks.
Gaynor, G. (1979). I Will Survive. On Love Tracks [CD]. UK: Polydor Records.
Harper, B. (2006). With my own two hands. [Recorded by J. Johnson]. On Singa-longs & lullabies for the film Curious George. CA: EMI Music.
Marley, B. (1983). Buffalo Soldier. On Confrontation [CD]. Jamaica: Tuff
Gong/Island.
Ramones, J. (1981). The KKK Took My Baby Away. On Pleasant Dreams [CD].
CA: Sire Records.
Townshend, P. (1971). Won't get fooled again. [Recorded by The Who]. On
Who's Next. [record]. CA: MCA.
LOOKING FOR SUGGESTIONS?
SONG SELECTIONS
This list runs the gamut of sophistication, containing some songs Special
Education students may relish, but mainstream students may consider "corny."
Most selections may be enjoyed by all.
Topical, Current Events
21 Guns, Green Day
Black President, Nas (non-explicit)
Current Pop/Rock
I Gotta Feeling, The Black Eyed Peas
No One, Alicia Keyes
I'm Like a Bird, Nelly Furtado
Umbrella, Rhianna
Boulevard of Broken Dreams, Green Day
Classic Beatles
Drive My Car the Beatles
Money the Beatles
Yellow Submarine the Beatles
Twist 'n Shoat, the Beatles
Imagine, John Lennon
School Songs
Rock'n'Roll High School, The Ramones
The Middle, Jimmy Eats World
The Anthem, Good Charlotte
We Got the Beat, Go-Go's
My Generation, The Who
We Are the Champions, Queen
Eye of the Tiger, Survivor
Pump It Up, Elvis Costello
CURRICULUM THEMES
History:
This Land Was Made for You and Me,
Woody Guthrie
The Battle of New Orlean, Johnny Horton
Buffalo Soldier, Bob Marley
KKK Took My Baby Away, the Ramones
Blitzkrieg Bop, the Ramones
Ancient History:
Walk Like an Egyptian, the Bangles
Venus, Frankie Avalon or Shocking Blue
Science:
The Parting of the Sensory, Modest Mouse
"Dehydrate back into minerals/A life
long walk to the same exact spot
Patriotism, Honesty:
Won't Get Fooled Again, The Who
Missed the Boat, Modest Mouse
Love Vigilantes, New Order
Change, Hope
If Only, Tippa Irie
There's Hope, India Arie
With My Own Two Hands, Jack Johnson
and Ben Harper
REFERENCES
Avi. (1991). Nothing but the truth: A documentary novel. IVY: Orchard Books.
Phelps, R. (2007). Engaging tweens and teens: A brain-compatible approach to
reaching middle and high school students. Thousand Oaks, CA: Corwin Press.
Sollier,
P.
(2009).
Autism.
Retrieved
May
1,
2009
from
http://www.tomatis.com/English/Articles/autism.htm.
Tomatis, A. A. (2004). The ear and the voice. Trans. Roberta Prada, Pierre
Sollier, & Francis Keeping. Lanham, MD: Scarecrow Press.
~~~~~~~~
By Laurel Roth Patton
Laurel Roth Patton is a teacher librarian with the San Francisco Unified School
District. She has an MLIS from San Jose State University and an MFA from the
Instituto Allende in México. Her passion is young adult literacy and literature. She
can be reached at laurelrpatton@yahoo.com.
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