Sue Trainor’s summer library programs offer interactive, integrated arts experiences based on one story. Songs, movement and role-playing explore the story’s main concepts, setting and characters, creating mind and body connections prior to introducing the story directly. When the story finally is presented, children have extended their prior knowledge and are able to engage and participate with the narrative at a much deeper and satisfying level.
Ms. Sue will lead us on an imaginary journey through the aquarium in our minds. We’ll visit creatures that live in the Chesapeake Bay, in rivers and streams, and in the ocean. Through song, movement and role-playing we’ll learn about the creatures’ habitat and how they live.
TIDDALICK THE FROG
This program includes Sue’s version of the traditional Australian tale about the giant frog Tiddalick, who drinks all the water from the river (billabong). The story emphasizes opposites – large and small, full and
empty – and it focuses on the importance of water to all living things.
ALL THAT I COULD BE
This program supports concepts in Leo Lionni’s story “Fish is Fish,” in which a young fish explores self-identity in contrast to other living things. In the process, the fish imagines itself with many different attributes and finally comes to appreciate its own. The story emphasizes color, body parts, the concepts of same/different as well as in/out (of water).
Professional Development Programs
Also visit www.wolftrap.org/en/Education/Institute_for_Early_Learning_through_the_Arts/ (for preschool in-service programs) and www.YAMD.com (for elementary and secondary in-service programs).
MUSIC IS GLUE FOR YOUR BRAIN
(preschool and elementary teachers, child care providers)
This hands-on workshop offers a practical strategy that non-musicians can use to choose songs and create songs for use in educational environments, especially to support emergent literacy, behavior management, and to address multiple learning styles. Maryland Child Care Continuing Ed credit
GOOD VIBRATIONS: Using Music to Connect with Young Children
(childcare providers, parents)
They say music is the universal language. It’s true - songs are “whole brain” communicators that create emotional connection with young and old. In this workshop, participants will expand their collection of songs as well as their repertoire of connective musical strategies that support predictable patterns of physical, visual and aural play. Participants need not consider themselves to be musically adept; empowerment is included, even for those who have been requested to quit singing in the shower!
Put The Story In Your Feet
An interactive, integrated arts performance based on one story, appropriate for family programs, preschool and elementary age groups. Songs, movement and role-playing explore the story’s main concepts, setting and characters, creating mind and body connections prior to introducing the story directly. When story finally is presented, children have extended their prior knowledge and are able to engage and participate with the narrative at a much deeper and satisfying level. Preschool residency also available.
Under Tables, Out Back Doors
The best places to play are the gateways to imagination found “under tables” and “out back doors.” Original and collected songs, movement, stories and singing games that encourage creative thinking and self-expression and – of course – stir up lots of fun! Children will be singing Sue’s songs long after she’s gone!!
“Mmm Mmm... Sing!”
It’s Sue’s trio Hot Soup served Family Style! There’s plenty of rich harmony for everyone, so grab your spoons and gather ’round for some heart-warming, rib-tickling sing-along fun!
School Assemblies and Residencies
WRITING SONGS TO LEARN
Integrate Language Arts and Music Curriculum Standards
The "Writing Songs" programs focus on the musicality of language. Writing lyrics is a powerful strategy to practice organizing information and ideas(summarize, find the main point, outline supporting details, stay on topic) as well as for creative self-[removed]use of figurative language). In this songwriting model, melody is composed and rhythm chosen by extending students’ use of language, focusing specifically on the changes in meaning introduced by variations in intonation and emphasis.
Songwriting Assemblies (K-2 and 3-5)
Songwriting assemblies are presented as a participatory concert of original and collected songs illustrating basic songwriting strategies for creating lyrics and melody and for choosing tempo and rhythm. These strategies are consistent with Language Arts SOLs generally. Songwriting Residencies (Grades 2-5, modifications made for younger and older students) Concepts introduced in the assembly are applied at grade level. Each class composes as a group; teachers select curriculum-related topic. Pre-writing, clarity of expression, and rewriting are emphasized. Individual writing may be included in residencies longer than 5 days.
Songwriting Residencies (Grades 2-5; modifications made for older and younger students.)Concepts introduced in the assembly are applied at grade level. Each class composes as a group; teachers select curriculum-related topic. Pre-writing, clarity of expression, and rewriting are emphasized. Individual writing may be included in residencies longer than 5 days.