Keep the beat

Teaching Pre K-8, Mar 2002 by Swartz, Elizabeth

Marches and patriotic songs can be even more inspiring when students know the stories behind the songs

For as long as people have been on Earth, they have been making music - and war. When we are called to war, marches are the type of music to which we turn. We write the music that we need to help us do what must be done. When we need to step in time together, we play a march. When we need to steel ourselves for forward movement which might not be easy, we play a march. When we want to show others our strength and resolve, we play a march.

Get moving. You could begin a unit on marches and patriotic music by having your students research the meaning of the word "march," and write about what the word means to them. Ask them to think about musical marches. When and why do we play them? What's so great about them?

The unit can continue with research into specific marches and related patriotic songs. Put some cassettes and CDs of march music in the listening center for your students to hear. Play one during group time and get your students' feet moving! Find the beat and see how easy it is to step together to this kind of music. Borrow drums from your music teacher, or make your own out of empty oatmeal boxes.

Behind the music. Continue the unit by having students research some of the patriotic music and marches to find out their origins. While John Philip Sousa made a living writing the marches that we still use in parades today, there are fascinating stories that go along with The Star-Spangled Banner, The Battle Hymn of the Republic, When Johnny Comes Marching Home, The Marine Hymn, America the Beautiful and many other songs. The reproducible on the following page can serve as a guide for your students' research.

If you're studying one particular portion of history, guide your students there only. For example, if you're studying the Civil War, that period of time has a rich collection of marches, ballads and patriotic songs written on both sides of the Mason-Dixon line.

Putting it all together. Have your students take their new-found information and turn it into some solid nonfiction writing on the history of these pieces of music. Gather their essays in a booklet or put them into a multimedia presentation that includes the recordings of the music. Contribute the completed unit to the library or to other classes on a "learning on loan" program, so that the work may be shared.

Talk to the music teacher and the librarian as you begin your planning for this unit to see what ideas and materials they may have to offer. It's amazing what you can find right in your own building when you ask the right questions.

Elizabeth Swartz is librarian at Watsontown Elementary School and Turbotville Elementary School in PA.