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6: Why song-powered Jazzles ELA? Strategies Making the Jazzles Difference

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When watching ‘American Idol’ or ‘The Voice’, have you been intrigued to see the judges singing every word of the song being performed, and even more amazingly, they often predict the song just by hearing the introductory, instrumental bars ?

So have you found yourself mentally able predict the next song on a familiarized album – even before it begins?
I have!
It’s scientifically described as ‘ear-worms’ – ‘a piece of music that gets stuck in your head so you hear it, even when it‘s not being played’.
That’s the amazing recall power of songs that I use for literacy purpose.

Let’s take ‘The Voice’ analogy a step further. The brilliance of the concept, is that the judges only evaluate on the voice – not the appearance.
Sadly, that’s not how it works in life!
After the initial judgement call on appearance, children and adults are judged on their ability to communicate!
Poor oral fluency can wrongly create misconceptions about intelligence or cause low self esteem and cost jobs as an adult.

Even sadder, research consistently finds teachers spend as little as 6% of their time on vocabulary development and even less (only 1.4%) allotted to content area vocabulary.

Every teacher knows that apart from the intervention of repeated practice (requiring time they can’t find), it’s almost impossible to change ingrained, grammatically incorrect vocabulary e.g. ‘I seen him’, ‘She went to the shopping’ etc.!

I believe we are created with equal brain capacity to learn – just inequality of opportunity.
Music and singing is accessible to everyone – engaging the brain for remembering intonation and pronunciation and the grammatical structure of language.

I deliberately use a wide variety of upbeat musical styles and singing performances as the key Jazzles ELA strategy for emotional engagement and recall.
Singing happily and automatically unifies groups of children – no matter what their socio-economic status is.
It is also the ideal way to practice and internalize English vocabulary – to say nothing of confident oral expression!

Can you think of a more powerful and enjoyable way to activate vocabulary?
It is the single best predictor of success in all school subject areas. And essential for mixed ability classes!
Based on the amount of time devoted to it, you wouldn’t thinks so!

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A Turning Point!

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Here’s another ‘changing children’s lives’ feedback received on FaceBook:
“Really looking forward to this years Jazzles as my Junior Team kids in my school loved it. It was the turning point for some children with their reading.”
Keep them coming!

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13. How Jazzles ELA’s ‘Matching Captions’ can Develop Mass Literacy.

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Number 13 in My Series – Strategies Making the Jazzles Difference
Jazzles ELA uses an advanced, customized version of a widely acclaimed literacy development strategy called ‘Same Language Subtitles’.

Integrated with music videos, the SLS strategy is endorsed by the Google Foundation, UNESCO, World Bank, various governments and academics as a way of helping millions of people, particularly the disadvantaged, gain access to regular reading practice and improve literacy.

Here’s how it works and why it’s so important.
Extensive research shows that subtitles such as the ‘Matching Captions’ in the JazzleOke animations, are read just like text in a book.

Unlike subtitles, close captioning and karaoke, the visualization of each JazzleOke animation is designed to create comprehension of the meanings in the ‘Matching Captions’ lyrical text. This way children relate the words they see to the content represented in the images.
This visual explanation of the connected text enhances comprehension.

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Additionally, the design creates a binding relationship between the audio, the sound track, the visualization and the ‘Matching Captions’.
This enables students to ‘take-out’ letter-sounds, while familiarizing themselves with words, phrases and meanings.

Watching the JazzleOke animations, reading the ‘Matching Captions’, seeing contextual clues in story lines, collectively singing and moving to the beat, all children (including English Learners, mildly autistic and disadvantaged students) experience an unbeatable combination of ways to absorb and internalize words and their meanings.

Even if too young to read with understanding, these ‘Matching Captions’ intuitively familiarize children with short sets of connected text while promoting ‘left to right tracking’ of words in meaningful context while also building familiarity with Concepts about Print.

By mixing entertaining cartoons with catchy music, prolifically alliterative alphabetic lyrics and specially formatted subtitles, Jazzles entertains while powerfully, yet intuitively developing all the foundations for learning to read.

Additional Benefits
Research shows that musical and phonemic processing interact – benefiting attention span, comprehension and memory.

Singing along to Jazzles Matching Captions, transforms the usual passive-observation role of screen exposure that includes text into interactive conscious and subconscious learning. Benefits go beyond developing vocabulary, comprehension, fluency and concepts about print – because when children know a word and are then asked to use it in a phonological awareness exercise; they find the task easier than if they had to use an unfamiliar word.

Creative Writing – Teaching Tip!
Here is a way to develop listening, understanding and creative writing skills with the JazzleOke ‘Matching Captions’ Challenge!

Turn children into make-believe ‘Movie Script Writers’.

Have them watch the JazzleOke animation and then write their own ‘Matching Caption’ for the storyboard. (When developmentally ready.) This way you are turning ‘watching and listening’ into creative play that combines aural, visual and written skills! Creating ‘Big Picture Matching Captions’ is a powerful language learning strategy that is fun and anxiety free. Children are far more interested in learning to write and spell when they are using words for a purpose

“Very Funny! Excellent Idea!” “Mixing cartoons and learning is very suitable for teaching Phonics to EFL learners … even adults like watching cartoons!” Says Dr. Kusumarasdyati, PhD. Lecturer English Department, Surabaya State University, Indonesia

Special Education
For children requiring intervention programs, Jazzles ELA is a breath of fresh air! Suddenly, they are creatively learning more than just simplistic English. Singing along to the JazzleOke Matching Captions, children comfortably take risks with their pronunciation, knowing they will be unexposed to any embarrassment.

Singing allows them to concentrate very carefully on each subtle sound until they get it right!

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What is Your Creative Vision for Education?

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Why do we need creativity in education and what are the barriers to achieving it?

Adobe has just published this thought-provoking video on clamor to return creativity to the curriculum.

86% of parents and 73% of educators in the USA believe that creativity provides for higher quality teaching and learning.
But no-one directing the curriculum appears to be listening!
And parents are revolting!

For example, just last month, the Washington Examiner reported parents fighting back after DC Public Schools announced plans to cut more than $300,000 from The Fillmore Arts Center that offers classes on two campuses in dance, digital arts, theater, music, visual arts, creative writing and physical education to students in 11 DCPS elementary schools this year.

Why I’m Fighting Back Too!
Watch the video! As Adobe says, “…there is a growing concern that the education system itself is a barrier to developing the creativity that drives innovation. Parents and educators agree that today’s education system places too much emphasis on testing and not enough investment in the training, tools and time needed to teach creativity.”

Adobe’s video is great but I’ve actually done exactly what they are advocating.

JazzlesELA is a whole creative curriculum – hundreds of resources including animations, games and lesson plans – all done with Adobe Creative Suite!

In fact, I should offer Adobe access to the JazzlesELA website to demonstrate the concept of a creative curriculum!

Take Out Point!
In the video, you will notice some clever graphical texts that evolve to form the title ‘A Transformative Change’.
It’s not so much the issue of creativity, what frightens educators is the culture and training needs to achieve it.
It appears daunting! Well for PreK-Kindergarten, it’s not – JazzlesELA is the only packaged ‘Arts in Education’ multimedia, learning styles on the market.
Two independent theses to support it. It’s best case based on UNESCO standards targeting PREK to G2 plus ELL, ESL, SPED.

If you want me to talk about it on a panel or TV show, just call me 530-687-6305 or email me lesleybeth@jazzles.com – you can ask me any question because I’ve years of practical experience teaching 1000′s of children with an arts integrated program.

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Neuroeducation specialist wanted to test Jazzles ELA Conceptual Model.

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We are trying to find a neuroscientist / neuroeducation specialist to research why the Jazzles ELA program  and conceptual model achieves boosts in learning and reading skills.  
Educational equity would be the major beneficiary as well as facilitating quality teaching.
If you know of any institute or PHD who would be interested, please let me know.
Sincerely
Lesley Beth 
lesleybeth@jazzles.com
The Brief
Does the conceptual framework and the pedagogical methodology approach typified by Jazzles ELA boost memory, attention, language, reading skills, mathematical patterns, curiosity, preparedness for learning and global intelligences and if so how can this be demonstrated using for example fMRI,EEG with supporting data and images.
Background
Jazzles ELA is a very large music/song powered VAK multimedia program independently researched to boost literacy outcomes/reducing learning times.
Musically animated videos, catchy ‘can’t get it out of your head’ ear-worms/repetunes plus key changes and ‘same language’ subtitles appear to be the major factors.
Educational equity would be the major beneficiary as well as facilitating quality teaching.

See my previous blog Creating Mass Literacy – Overcoming Disadvantage

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What Type of Tears Do You Shed for Your Curriculum Materials?

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“More tears have been shed over wishes granted than wishes denied,”  said the iconic Burmese opposition politician Aung San Suu Kyi
Here are a few instances experienced with Jazzles!
Teacher 1 PreK Headstart Texas

“The kids are loving Jazzles and one of my students cried today because we didn’t have time for Jazzles, I mean real tears. We were getting gifts ready for parents and no time for Jazzles today.  I thought I will make sure that never happens again.

They love all the songs and we are working with letter Nn (No! No!) currently.

Again, Jazzles has made a difference in my program, and the kids request it, sometimes even with tears.  To say they love Jazzles is an understatement”

Teacher 2 Western Australia
“My assessments were done last month. Letter/sound recognition has increased, along with interest in reading. But what I notice most is the unity that Jazzles bring to the group. They will just be sitting there ready for snack, and they will start singing. That brings tears to my eyes, because they will have fond memories of singing those songs together. They are excited about Jazzles, and ask for it daily. They just love it!”

Teacher 3 Illinois

Working with Jazzles Lyrics Pages, these 2nd and 3rd Grade Bilingual Students in an Illinois school brought tears to their teacher’s eyes

Working with Jazzles Lyrics Pages, these 2nd and 3rd Grade Bilingual Students in an Illinois school brought tears to their teacher’s eyes

“Last week, we had student-led conferences with parents and after two of the boys above had finished, the one on the right, Christopher who had arrived in the USA just 8 weeks ago, asked if he could show his mom“the computer”.

I asked him what he wanted to show and said “the songs”. I asked which one and he said (Jazzles) ‘Lots of Love’.

We put it on the screen and the two boys grabbed their song books and proceeded to sing to their moms!

My eyes welled up with tears and I could hardly tell who was smiling more – the boys or their moms.

It was cool!  (It was the two boys on the right above – seen reading their printed Jazzles lyrics.).

When I look over at my students singing along, you can see the level of concentration on their faces. We found out the girls sang ‘Orange Octopus’ better than the boys and ‘No! No! No!’ is definitely a Halloween favorite.

I thought of you often while singing the songs and just wanted you to know you have given our year a significant jump start. Thanks for developing such a unique approach to early literacy.
They think I’m a cool, fun teacher, but you laid the groundwork for all of us!”

 

 

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You can’t teach them unless you reach them – no matter how great a teacher is!

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I LOVE TEACHERS!
How many of us remember with fondness those teachers who made a difference in our lives?
Teachers today have to love what they do!
The teachers I know love to inspire and guide.
They love to redirect curiosity and creativity in divergent self initiated learning pathways
The teachers I know love children and are dedicated to bringing out the best in them.

So it pains me to see creative teaching constrained by pressure to produce results in literacy and maths above all else!!!

Vilifying teachers for not producing high scores in just these areas is cruel and unconscionable!

Yes, I agree literacy is king, but what about the social and communicative skills so important to securing and maintaining jobs?
These skills need to be fostered as well.

How many parents ask you: “How does Johnny/Mary get on with others”?

Parents know the importance of being happy at school, maintaining friendships and emotional well-being for focused learning.

The evidence of the repercussions of unhappy, unresolved relationships in the home or workplace in sadly evident on the news!

Technology has its indisputable place in education, but so do the Arts.
Let’s get back to a sensible integrated program with a balance of technology and social interaction.

Visual and Performing Arts facilitate the development of cognitive (communication and vocabulary development to develop reading and writing fluency), and the non-cognitive skills of cooperation, taking turns, negotiation, confidence, etc, as well as opportunities to identify multiple intelligences.

At risk students cite the ARTS as a deterrent of truancy.
You can’t teach them unless you reach them – no matter how great a teacher is!
Arts is a powerful tool – so, please, can we return to balance?

For more information (supported by great statistics) on the importance of the Arts in narrowing the achievement gap though greater student engagement click here!

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