Lynn Shortman integrates arts into the classroomWARRENTON – In the world of second-graders, Warrenton Grade School teacher Lynn Shortman is a maestro. She conducts her students with sweeping scales, turning reading lessons into catchy tunes with the click of a tape player or the sound of her voice. It may not be Schoolhouse Rock, but kids cheer when they get to sing their favorite songs.

Shortman has been integrating more music into her classroom since participating in the Oregon Teacher Arts Institute in July. The six-day workshop, held at Western Oregon University, is an opportunity for elementary teachers to learn how to blend visual arts, dance, movement, music and drama into the classroom, as well as study the link between the arts and higher student achievement.

After attending the session, Shortman came back flush with ideas. Many of the songs and techniques she’s using with her students this year came from institute instructors.

WelcomeShortman usually begins the school day with an African welcome song, “Funga Alifia.” Students sing in an African language, then in English, and use hand motions to illustrate welcoming others with their heads, voices and hearts.

LORI ASSA – The Daily Astorian

Lynn Shortman reminds students, including Michael Suppa, of the vowel song to help during reading group time. “It’s a good way to start the day,” she said. “It gets their mind set for a change in pace.”

Shortman has learned that the easiest way to teach children a new song is to play or sing it a few times until they become accustomed to the syllables. Then they can pick it right up.

At the beginning of the year, Shortman used a follow-the-leader song where kids mimicked the walk of the leader and learned each other’s names at the same time.

Now songs are helping students remember rules for reading; reinforcing such skills is an important piece of the second-grade curriculum. Singing especially helps the auditory learners, Shortman said.

The songs Tuesday focused on vowel proficiency.

“When two vowels go together it’s like a game,” Shortman sang. The kids joined in expertly. “The first one speaks and says the letter name. The sound is ‘o’ and the word is ‘float.'”

Following their teacher’s lead, the students adapted the song to words like ‘tail,’ ‘sneak,’ ‘cheek,’ and words with silent ‘e’s.

Shortman said infusing music into reading has given kids a boost.

“I’ve noticed some of the kids singing the songs during reading to remember the vowels,” she said.

Hopping aroundEven some of the kids have discovered the benefits of putting vowels to music.

LORI ASSA – The Daily Astorian

Nolan Jones raises his hand as Lynn Shortman asks the class if they can think of words that end in “ack.””It teaches us what sounds ‘a’ can make and ‘o’ can make,” said Mikalah Ball, 7.

Alexis Niemi, 7, said her favorite song is “Silly Puppy, Happy Cat.” Shortman uses that song to keep kids concentrating during transitions between reading assignments or projects.

“It’s fun to sing,” Niemi said. “You get to sing and we get to make a chain around the room and the teacher.”

For most of Shortman’s kids, the loudest cheers are reserved for the song “Mr. Rabbit.” In fact, with enthusiastic hopping and other body motions, the students have to take an oath beforehand: “I promise I will not get too wild during this song or after this song.”

As the year continues, Shortman hopes to integrate more of the drawing and painting projects she picked up at the institute. She has already put on Debussy’s “Claire de Lune” and had kids draw to the style of music.

“I like what they said at the institute,” she said. “We need to make music and singing more a part of our culture.”