ERIC Number: ED232771
Record Type: RIE
Publication Date: 1983-Jun
Reference Count: 0
Preserving American Folk Heritage through Story and Song.
Jalongo, Mary Renck
Underscoring folklore's appropriateness to multicultural classroom settings are its connection with past and present cultures, its constancy and change, and its potential for oral transmission of human values. Most importantly, folktales and songs enable children to participate in the history of universal human emotions. To effectively include folklore in the curriculum, teachers should be skilled in telling/reading stories, and singing/playing songs with recorded or instrumental accompaniment. Teachers can readily obtain collections of appropriate songs and detailed discussions of storytelling strategies. They, as well as children, can also easily learn to play instruments, such as the autoharp, omnichord, and dulcimer, to accompany folk songs. But, to lead children to an appreciation of folk music and literature, teachers will first need to find personal relevance in traditional story and song. Teachers can do more than read a simple story and play a recorded song; they can with confidence tell a story or sing and play a song. Early childhood educators who transmit American folk music and literature in this way make a substantive contribution to each child's cultural identity. (RH)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Folk Music
Note: Paper presented at the International/Intercultural Seminar of the Association for Childhood Education International (Honolulu, HI, June 16-23, 1983).