Play Musical Books to Promote Reading
Looking for a low (to no) prep activity to reignite reader interest in your elementary school library? Look no further than “Musical Books.”
As winter break approached I noticed that many students were in a sort of rut, consistently visiting and borrowing from the same few sections of the library. Despite concerted efforts with my para to make all sections appealing with new signage and dynamic shelving, the children were simply not exploring much. It almost seemed automated; the way they would march over to the same sections, grab a book and be done, all in just a few minutes. Where was the browsing? Where was the catalog searching?
The Problem: Students Stuck in Reading Ruts
Over break I pondered ways to encourage my students to even simply walk over and pick up different titles, but nothing I came up with felt right. The library should be a place where students have the freedom to pick what they like, not have me over their shoulder tsk-tsk-ing about their choices. I knew I needed something fun and maybe even exciting to get them interested. But what?
The Solution: Musical Books
On the first day back, as I turned on light switches and started my “relaxing classical” music to welcome students back in, it hit me: we needed some excitement and life in this place! Maybe if I played upbeat music (hello Code.org Dance Party soundtrack on Spotify!) I could get the students to dance around the library and physically move to different shelves. Then, when the music stopped suddenly, they would have to pick up whatever book was closest to them and peruse it. Like the old party game Musical Chairs, but without anyone getting “out.” In Musical Books, everyone wins!
To prepare, I simply queued up Code.org Dance Party soundtrack on Spotify and had it playing as the students entered the library. This would build up some excitement and momentum.
Next, I ran around the library cherry-picking titles I thought these children might enjoy, and I faced some out and displayed others on top of shelves. I tried to make the books as appealing as possible so the students would be drawn to them and want to look.
Review Book Browsing Skills
As the students arrived, bopping to the beat of some pop music, I gathered them on the rug to explain what was happening. I was sure to review our old skill of book browsing (look at the cover art, find the synopsis on the back or inside flaps, turn to some random pages and read a paragraph or two), and reminded them of some rules particular to my school and library safety. I also explained that the point was to move your feet to all the different parts of the library. You should be here, there, and everywhere.
Then we began! I played Madonna’s “Get Into the Groove” and they were off. Did they all dance? No. But most of them were cutting a rug and even the ones who did not technically dance seemed to have a beat in their steps.
The first time the music stopped some students looked lost – I had to remind them “pick up whatever book is closest to you and browse.” I let them whet their appetites and then put on the next song. In total we did about 6 song cycles.
The students had a blast! It was shocking to see some of the quieter students really getting their groove on and dancing. I was delighted, and they were too. I did have to put a stop to a conga line that formed quickly and with vigor. Many students started finding books they did not want to part with. “Can I keep this one pleeease?” could be heard frequently. I always said yes and had them put whatever keepers they found on their table for later.
Musical Books: Lessons Learned
I am lucky because I have multiple opportunities to repeat the same lesson and I learned a few things as the week went on. For instance, the first time through I did not think to specify that handstands are not “dancing” here in our library. I realized that during instructions I needed to proactively explain what to do if you find a book you really want to keep. And that shelf-markers are a must if you want to avoid shelves being completely disheveled.
By the end of our time together, almost every student had a new and different book to read. And as that was my goal, I consider this lesson a success. It will be interesting to see how well this sticks, but now I know I have a trick up my sleeve should I need to encourage exploring again.
Many thanks to Christine Godfrey for writing the above guest blog post to share her great idea! She is a K-5 Library Media Specialist at South Elementary School in Plymouth, Massachusetts. You can follow her on Instagram for more great ideas, @mrsgplymouth !
p.s. – For a more traditional game of Musical Chairs in the library, check out this post!
I know this rut! I’m a PreK-2 school librarian. We have a wonderful collection, but students tend to go for the same books they already know. I’m always trying to find new ideas for students to explore different books. I tried my first book tasting experience with my students. We also put books that haven’t circulated in a while in envelopes during February. We told students the books needed some love. They couldn’t open the envelope until they got home. They were asked to write their opinion on the envelope for the next reader. This tied to their opinion writing untis. I can’t wait to try your musical books idea with them! Glad I found your blog!
Sharon