The Farmer in the Dell Makes a Comeback!

One of the most amazing features of the human brain is the way in which it remembers
the songs and rhythms we learned in our early childhood. The ability that
even non-musical adults have to remember the words of songs like “The Farmer
in the Dell” is not just happenstance. The “Farmer in the Dell” has stuck in our memory
since childhood because, just like so many other traditional folk songs, it hold the structure
of our English language and therefore makes connections in our memory to language
that we hear on a daily basis.

To explain this concept of traditional songs mimicking the structure of our language, one just has to look at the phrases sung in the “Farmer in the Dell.” How many syllables does the phrase “the farmer” have and where does the stress land? This phrase follows the pattern of three syllables with the stress on the middle syllable. There are numerous common phrases in the English language that follow this pattern of syllables and
stresses such as “How are you?” “I want some.” “Tomorrow.”“Eleven.” or “It’s my turn.” The same explanation can be given for the phrase “in the dell” which parallels such phrases and words as “Can I go?” and “Twenty-One.”

So many of the traditional folk songs that we remember from childhood reflect the structure of our English language and for this reason music is a powerful literacy tool that should not be reserved for the music teacher. Not only can it be effectively used within formal and informal education programs it is useful for all types of skill instruction. The best part of using simple songs and rhythms like “The Farmer in the Dell” is that one does not have to be a music expert. Just start singing and students will start reaping the benefits.

Movement and games are excellent brain-based activities that can easily accompany any song. As founder of Brain Gym, Paul Dennison says, “Movement is the door to learning.” The movement or game that goes along with the song provides a fun and interactive structure or process to help children internalize the songs, remember the sequence, keep their attention focused and really enjoy the activity.

The added bonus to using song-games as part of a literacy and language lesson is the social interactions that occur. Songgames provide a happy environment for children to practice appropriate social interactions. When playing song-games, children of all abilities feel included. The ones that feel comfortable singing, sing. The ones who like to observe may chose not to sing at first and instead, watch and learn from their peers
until they are comfortable participating. When students are interacting during a song-game, there is a sense of inclusion. This sense of inclusion is not always felt in typical reading or writing lessons, which are often structured for individual seat work and when differences in skill level are sometimes more obvious.

Once students have internalized a song-game, the structure of the song can be used as the impetus for pencil and paper activities. Using songs as a gateway to reading and writing activities that explore the structure of the English language is motivating and creative, and it works because it connects prior knowledge with emerging skills. For more information, on how to combine music and literacy check out www.singingenglish.
com. In the meantime, start singing the songs you remember as a child! Not only will you discover a new way to enjoy teaching children to read and write but your students will love it too!

Bonnie Davison is a music therapist, learning resource teacher, and founder of Singing English Education. To find out where Singing English workshops are being held, and to watch a free lesson video visit www.singingenglish.com.