Franklinton Center: Learning Through Music

Improved Essays
: Learning through Music
The Franklinton Center has taken a different approach regarding Literacy, in a nation that prides itself in its commitment to equal access to education; hundreds of thousands of children are still not achieving the reading standard that is appropriate to their particular grade level. The United Church of Christ, Justice and Witness Ministries, and the Franklinton Center at Bricks are working with community partners on an aggressive literacy project to address the alarming disparity affecting children and youth who are overlooked because of race and economic marginalization.
Low literacy levels are also strongly related to crime. The Department of Justice states, “The link between academic failure and delinquency, violence, and crime is welded to reading.” Evidence shows that children who do not read by third grade often drop out of school, take drugs, or go to prison. Children who live in eastern North Carolina where Franklinton Center at Bricks is located are especially at risk. In his job as Edgecombe County Sheriff, James Knight says he sees the direct correlation between a lack of early childhood education and crime. “They are not interested in school at all, and they begin to drop out. Once they begin to be a dropout, them they become a law-enforcement problem.” Franklinton Center at Bricks is working to make a difference in the lives of children and youth living in nearby communities.
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The Literacy Project provides a comprehensive offering of opportunities to support students, families, and schools, through activities proven to help improve literacy skills. The project is designed to address far more than just the ability to read and write. In addition to providing reading the project will include activities that support speaking, listening, thinking and learning in a creative ways.
Literacy is one of the core subjects taught in United States schools. In today’s society, one would have a difficult time functioning without developed literacy skills, so emphasis is placed on it in the classroom. Music, on the other hand, is seen as an extracurricular activity or a place where students can go to have fun or possibly give their regular teachers a break for a while. However, music has much value and can teach students many skills necessary for well-rounded development. Value can be found in music for music’s sake, but it can also enhance other subject areas. Teachers can use music to deepen the learning environment in a literacy classroom. Many commonalities exist between music and literacy, especially in the pre-K to second grade years, and therefore music education is a vital element in children’s literary development. Franklinton Center has taken a different approach by partnering with schools in Edgecombe, Halifax, and Nash to introduce children to “Literacy: Learning through Rhythm” we invite the children to take a magical trip with us, where they learn about heritage, culture, music, dance, rhythm story tellers and even second language. The presentation we bring to the different schools increases
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Bomba represents the survival of African traditions in a nearly pure form. Bomba is particularly celebrated in the east and northeast region of Puerto Rico, primarily in Fajardo and Loiza since the early 1800s. The dance originated from African slaves brought from Ghana, probably descendants of the Akan people. The Bomba of Loiza may have survived years of colonial oppression because the people were less exposed to European influences or because they encountered less resistance from the authorities, who many times prohibited the dances of the

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