Take advantage of sound possibilities as you read with children. Pump up the drama in your voice to make the words exciting. Children will imitate your example. As adults, we find that readers who speak dramatically on commercially produced “books on CD” draw us into the story in very compelling ways. At home or in school, our own dramatic reading does the same thing. Research shows that children who read expressively have greater understanding of what they read and are more interested in independent reading. Your expressive reading is a model for children to emulate.
Here are some ideas to help you get started.
With its repeated (and short) refrains, Hand, Hand, Fingers, Thumb by Al Perkins with illustrations by Eric Gurney, has many possibilities for engagement and bringing words to life for the younger set. Written with a strong beat, the story easily lends itself to rhythmic reading. The repeated refrain “Dum ditty Dum ditty Dum dum dum” as well as multiple rhyming couplets (thumb-drum; hum-drum) invite participation. As the millions of monkeys gather to play their drums, the reader escalates the tempo as well as the volume to reflect the changing scene.
In the Wild with stunning poetry by David Elliott and gorgeous woodcut and watercolor illustrations by Holly Meade can build interest in poetry as a means of describing the world. We especially like the analogies suggested in the poetry. For example, did you ever think about likenesses between an elephant and a cloud? By reading the poetry with expression and perhaps even a touch of drama, you help to elevate the power of the words and the illustrations. We’ve found that that this book resonates with teachers and students alike.
For older students, the Carl Sandburg poem Jazz Fantasia (http://allpoetry.com/Jazz-Fantasia) offers a great link to reading with a recording of jazz music. Listen to a variety of music to find something that “works” with the feeling of the poem.
Adding Sound Effects is another great way to “up” the interest in reading. For example, as you read a train story, create the sounds of the train. Repeat in an almost whisper voice: “Chug-a, Chug-a”; add a “Whoo-oo” for the train whistle; how about a “Shhh—ooo” for letting off some steam in an old-fashioned train? Putting these sounds together creates a Soundscape that gives us a “sound picture” of a train. Try creating a story and adding sounds to Train in Snow, by Claude Monet, 1875.
Playing instruments to “tell” a nursery rhyme, song, or story is a great way to help children focus on the essence of the rhyme. Click here for a video of Mary and Susan performing a “mystery” nursery rhyme. Can you identify it from the sounds only? Keeping the steady beat of this rhyme allows children to “think” the rhyme as they play the sounds to accompany the words that they are hearing inside of their heads. Talk about brain development!
The Napping House by Audrey Wood with illustrations by Don Wood allows readers to choose sounds to represent the action in the story. When these representative sounds are played together, children are creating a Soundscape, or collage of sounds, that helps to advance the mood of the story. Select instruments to represent the characters in the Napping House: snoring granny (softly play the guiro or other notched instrument); dreaming child (gently “swish” wind chimes); dozing dog (scrape fingers over a drum head); snoozing cat (lightly twirl maracas); slumbering mouse (tap the rim of a tambourine); and that wakeful flea who changes the scene (crashing of finger cymbals.) As characters are introduced in the story, sounds are added until all sounds are playing together. Things get frantic (louder and faster) when the wakeful flea arrives! No instruments? Try using “found sounds” (things in the environment such as paper flapping, crumpling, or tearing) or “vocal sounds” (such as snoring, whistling, heavy breathing.) You’ll be greeted with “Let’s read it again.” Truly music to a parent’s or teacher’s ears!
Imagine going to the movies and hearing no sounds other than the voices on the screen. The result probably wouldn’t draw you into the story. To remedy this, enter the Foley artists (who create and record natural, everyday sound effects in a film), the sound designer (who produces the special audio effects), and sound producers (who put it all together in a professional soundtrack for the movie.) An added bonus: adding sound effects and soundscapes to reading can provide a unique career exploration opportunity!
Whether reading at home or at school, try videoing a reading with your own sound effects and soundscape to heighten the interest. Click here to hear a Soundscape created by teachers at a recent workshop presented by Mary and Susan. This Soundscape brings Van Gogh’s Farmhouse in Provence to life.
Sounds really do bring a story, rhyme, poem, or dramatization to life. Often children’s interest in books and reading is ignited by the opportunity to experiment with sounds to help tell the stories.
We hope that you’ll share some of your favorite dramatic reading materials with us. Through the ARTS… read on!
Mary and Susan