tag:blogger.com,1999:blog-78325395125975515922024-02-19T07:55:47.454-08:00For the Love of MusicAn Elementary Music Education BlogAnonymoushttp://www.blogger.com/profile/02838218239048703849noreply@blogger.comBlogger9125tag:blogger.com,1999:blog-7832539512597551592.post-25518658952274124112015-04-01T07:32:00.000-07:002015-04-01T07:32:07.964-07:00Reflections for the 2015 OAKE Conference
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<span style="font-family: Calibri;">Reflections from the 2015 OAKE Conference<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXxIFef1Q6lVk7lgvq3QLx3Tza-ZmgLm-hFhKg-BHCmcQK-pi2p9_YFhJOhHUelG8bzLdbJ6ScrfEzQw0d6j7CPaNb1qyzpf_q9fY4oi1puAYiFcVqDWnbflZ311MTGv7ZlIUzvoEJwh0r/s1600/OAKE-Conference-Logo-2015.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXxIFef1Q6lVk7lgvq3QLx3Tza-ZmgLm-hFhKg-BHCmcQK-pi2p9_YFhJOhHUelG8bzLdbJ6ScrfEzQw0d6j7CPaNb1qyzpf_q9fY4oi1puAYiFcVqDWnbflZ311MTGv7ZlIUzvoEJwh0r/s1600/OAKE-Conference-Logo-2015.png" height="320" width="257" /></a></div>
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<span style="font-family: Calibri;"><o:p></o:p></span> </div>
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<span style="font-family: Calibri;">Happy spring break!<span style="mso-spacerun: yes;">
</span>We’re off from school this week and it has been a very much needed break
from working and a time to reflect (and also to recover from a cold….).<o:p></o:p></span></div>
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<span style="font-family: Calibri;">About two weeks ago, I had the pleasure to attend the
Organization of American Kodály Educators’ 2015 National Conference in
Minneapolis, Minnesota.<span style="mso-spacerun: yes;"> </span>This was my
second National conference (I attended last year’s conference in Atlanta) and
it definitely did not disappoint!<span style="mso-spacerun: yes;"> </span>It is
such a thrill to spend time with such amazing and dedicated music educators and
to be able to talk through shared issues and situations.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">I attended many fabulous sessions and performances, but what
I enjoyed most about this year’s conference was the numerous wonderful sessions
about Kodály inspired teaching in the choral classroom.<span style="mso-spacerun: yes;"> </span>Today, I am going to talk a bit about the
various choral related sessions I attended.<o:p></o:p></span></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
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<u><span style="font-family: Calibri;">Mini-Conference with Fernando Malvar-Ruiz<o:p></o:p></span></u></div>
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<span style="font-family: Calibri;">When I read that Fernando Malvar-Ruiz (conductor of the
American Boys Choir) would be doing a mini-conference on Thursday of conference
weekend, I knew it would be a great session.<span style="mso-spacerun: yes;">
</span>A few days before the conference, they sent out an email to the
registered participants looking for choir members for a demonstration choir
during the workshop and I jumped at the chance!<span style="mso-spacerun: yes;">
</span>Honestly, I figured it would be just singing a bit to demonstrate a few
things, and that would be the end, but I am so glad that it turned out to be
very different (in a good way!).<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Since there wasn’t really a lot of time to prepare the
music, I actually was learning the music on the plane to Minneapolis (thank
goodness for my Solfa classes!) and was a little nervous to be singing in the
demonstration group.<span style="mso-spacerun: yes;"> </span>Members of the
demonstration choir met about a half hour before the session to rehearse a
bit.<span style="mso-spacerun: yes;"> </span>From the moment Fernando greeted us
and started us on the first piece, I felt immediately at ease.<span style="mso-spacerun: yes;"> </span>Something about his manner and his conducting
gesture just erased all of my nerves.<span style="mso-spacerun: yes;"> </span>I
noticed during the quick rehearsal how Fernando conducted us really brought out
the musicality of a group of musicians who had never sung together before.<span style="mso-spacerun: yes;"> </span>His gesture was so simple, yet so musical, I
could feel the way my breathing was even affected just from his gesture.<span style="mso-spacerun: yes;"> </span>It was amazing!<o:p></o:p></span></div>
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<span style="font-family: Calibri;">The workshop was a conducting masterclass with several
different conductors coming up and conducting the choir and Fernando working
with each.<span style="mso-spacerun: yes;"> </span>I definitely didn’t realize
we would be singing the whole time, but I’m glad that I volunteered to sing
because we had the best seats in the room!<span style="mso-spacerun: yes;">
</span>To get up in front of a group of highly trained music educators and
conduct takes so much bravery, and I commend each of the conductors that got to
work with Fernando during the class.<span style="mso-spacerun: yes;">
</span>What was so amazing, and what I don’t think I would have felt as much if
I wasn’t in the choir, was the huge impact the conducting gesture makes on how
a group will perform.<span style="mso-spacerun: yes;"> </span>Granted, we were a
group of trained musicians and teachers, but with each new conductor our sound
was different, our phrasing was different, and my soul felt different (that’s
cheesy, but exactly how it felt!).<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Fernando spoke a lot about connecting with the members of
the group you are conducting (Eye contact, breathing with the singers), and
keeping your conducting gesture simple.<span style="mso-spacerun: yes;">
</span>At one point with one of the conductors, he talked about how if your gesture
is always big because you’re trying so hard to get dynamics, phrasing, etc from
your group, then they will always be used to that and they won’t react
musicially.<span style="mso-spacerun: yes;"> </span>Instead, keep it simple and
make changes in the size of the gesture to reflect what you want to hear, not
as a reaction to what you’re not getting from them.<span style="mso-spacerun: yes;"> </span>He also added that if they are not reacting
to the gesture the way we want, we must train them to do so.<span style="mso-spacerun: yes;"> </span>That made so much sense to me.<span style="mso-spacerun: yes;"> </span>Besides the fact that I don’t really conduct
in my chorus rehearsals (I’ll get to that in a moment), I’m so busy making sure
they know the music, that I’m not always teaching them musically.<span style="mso-spacerun: yes;"> </span>Why not always teach with musicality?<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Fernando was amazing to watch work with the other
conductors!<span style="mso-spacerun: yes;"> </span>He was there to work with
them and give them critiques, but he did so in such a disarming way that I think
everyone was at ease in an admittedly stressful situation.<span style="mso-spacerun: yes;"> </span>Watching him work with the conductors
reminded me of how much can be accomplished when people feel at ease and as
such I’ve thought a lot about how my teaching can accomplish the same thing.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">After each of the conductors worked with Fernando, he took
questions from the room.<span style="mso-spacerun: yes;"> </span>One of the
questions was how do you get from teaching the music to your students to
teaching them how to be musical.<span style="mso-spacerun: yes;"> </span>His
answer was basically to be teaching musically all the time even when it’s a
brand new piece of music, even when they’re sight reading, everything must be
done musically and then eventually it will become inherent.<span style="mso-spacerun: yes;"> </span>This is where I realized that I don’t really
conduct in my chorus rehearsals, because I’m pointing to the board to show my singers
where in the music we are.<span style="mso-spacerun: yes;"> </span>Really, if I
want them to be musical, I need to exude that all of the time.<span style="mso-spacerun: yes;"> </span>Since the conference, I’ve had one rehearsal
with my chorus group and I challenged myself to do everything musically.<span style="mso-spacerun: yes;"> </span>It definitely felt strange to be conducting
(which it shouldn’t….), but I noticed a marked change in how my singers sang
when I called their attention to my conducting gesture.<span style="mso-spacerun: yes;"> </span>Why not do it this way?? <o:p></o:p></span></div>
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<u><span style="font-family: Calibri;">Teaching Music Literacy at the American Boychoir School<o:p></o:p></span></u></div>
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<span style="font-family: Calibri;">Friday morning, Fernando did a session about music literacy
with his choir.<span style="mso-spacerun: yes;"> </span>He concentrated on how
you can use sight reading to further musicianship goals not just in literacy,
but in musicality.<span style="mso-spacerun: yes;"> </span>Fernando demonstrated
to us as well as showed us actual videos of the Boys during some sight reading
exercises during various rehearsals.<span style="mso-spacerun: yes;"> </span>I
was so struck by how musical they were!<span style="mso-spacerun: yes;">
</span>One thing Fernando uses with the boys during the sight reading segment
of rehearsal are hymns.<span style="mso-spacerun: yes;"> </span>Fernando had
mentioned that someone gave the school a set of hymns, but also what he likes
about using them is that hymns were written for everyday people to sing in
church so the ranges are not large and the voice leading makes sense to our
ear.<span style="mso-spacerun: yes;"> </span>To empower the Boys, they play
games, various challenges with the sight reading examples that the boys themselves
come up with and choose!<span style="mso-spacerun: yes;"> </span>Here’s a list
of some of the things they do:<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-sing every other measure (inner hear the measure that is
not being sung)<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-only sing beat one and beat four (inner hear the beats that
are not being sung)<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-make a 4/4 time signature into a ¾ time signature by
combining two beats (that one sounds tricky!)<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-add an ostinato<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-read one part in one system, on the next system change to
another part<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-change the mode<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-make it melodic minor<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-read in absolutes<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-if you make a mistake, sit down<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-transpose with absolutes<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-sing the beat according to your birthday (1<sup><span style="font-size: x-small;">st</span></sup>
quarter of the year, sing only on beat 1, 2<sup><span style="font-size: x-small;">nd</span></sup> quarter of the year,
sing only on beat 2, etc)<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-walk your rhythm while singing (half note would mean you
would have to stop for two beats, etc)<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-walk only if you’re singing the tonic<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-only sing do, mi, or so<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-Soprano and Alto lines switch on beat 4<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-sing in retrograde<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-stand up (and sit back down) if you have ________ (could be
when you sing do, or re, etc)<o:p></o:p></span></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
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<span style="font-family: Calibri;">What great ideas!<span style="mso-spacerun: yes;"> </span>During
the video clips he showed us, you could definitely tell that the Boys enjoy
this game.<span style="mso-spacerun: yes;"> </span>I also noticed that with each
new challenge a boy suggested, it “upped the ante” from the previous
challenge.<span style="mso-spacerun: yes;"> </span>Thus, inspiring the boys to
see how far they can take themselves, how great!<span style="mso-spacerun: yes;"> </span>Now, the boys were doing all of this with
hymns written in four part harmony (and so were we during the session), but
this idea can easily be adapted for anything (an 8 beat rhythm exercise, or a
simple 4-measure melody).<span style="mso-spacerun: yes;"> </span>Besides being
a great way for them to practice sight reading, Fernando also uses the hymns as
a way to practice singing with musicality.<span style="mso-spacerun: yes;">
</span>He said “we want them to analyze, not just read” meaning that we as
teachers need to insist that sight reading is done musically (looking for
phrases and other opportunities for expressive qualities), because that
knowledge will transfer to the other music we perform.<span style="mso-spacerun: yes;"> </span>Because the Boys love these challenges and it’s
playing to them, making mistakes is not scary!<span style="mso-spacerun: yes;">
</span>Another very interesting tip Fernando gave for not only sight reading,
but music reading in general is to have the singers sing everything
staccato.<span style="mso-spacerun: yes;"> </span>This forces the singers to
read with better rhythm and intonation, and as the Boys say “no leeching!”
because there isn’t time to hear the note then join in, you have to sing it
right away (I definitely have some leeches in my choir lol).<o:p></o:p></span></div>
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<span style="font-family: Calibri;">A resonating theme throughout the session, was the fact that
by empowering our singers and creating a safe atmosphere, they will push
themselves.<span style="mso-spacerun: yes;"> </span>Isn’t that what we all
want?<span style="mso-spacerun: yes;"> </span>To inspire our students to
themselves have the intrinsic motivation to aspire for more?<span style="mso-spacerun: yes;"> </span>This session (and Fernando himself) reminded
me of my Level III Solfa class and instructor, Dr. Alice Hammel, who is also an
incredibly disarming person who welcomes anyone with open arms.<span style="mso-spacerun: yes;"> </span>She pretty much did the same thing I watched
Fernando do with the Boys with a group of adults.<span style="mso-spacerun: yes;"> </span>Somehow, Alice inspired us to each reach for
our own personal best and to constantly “up the ante” for ourselves, but never
did she directly tell us what to do with the exercises we were assigned each
day.<span style="mso-spacerun: yes;"> </span>As a result, all fourteen of us
differentiated for ourselves for wherever we were in our personal musicianship
journey.<span style="mso-spacerun: yes;"> </span>Great teachers clearly think alike
</span><span style="font-family: Wingdings; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">J</span></span><span style="font-family: Calibri;">.<o:p></o:p></span></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
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<u><span style="font-family: Calibri;">The Process of Teaching a Choral Octavo<o:p></o:p></span></u></div>
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<span style="font-family: Calibri;">Saturday morning, I went to a session with Dr. Georgia
Newlin about the process of teaching a choral octavo, beginning with the
preparation we as conductors must do before we present a new piece to our students.<span style="mso-spacerun: yes;"> </span>Being an instrumentalist primarily, this is
something that I feel I am still finding my stride for so I was really
interested in what she had to say.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: Calibri;">The first step to preparing a choral octavo, is to analyze
the form first as this will inform your decisions about how you present the
music to your singers.<span style="mso-spacerun: yes;"> </span>After looking at
the form, analyze the key, tonal set, and rhythms.<span style="mso-spacerun: yes;"> </span>Depending on the piece, you may have the
students begin from the beginning with the rhythm then add the solfa, or you
may begin in the middle with just the students learning the rhythm if the tone
set is one outside of what they already know/are ready for.<span style="mso-spacerun: yes;"> </span>She demonstrated a piece that you would start
from the beginning with, Bim Bam, arranged by Shirley McRae.<span style="mso-spacerun: yes;"> </span>In this piece, the rhythms are not
complicated so the students would start there.<span style="mso-spacerun: yes;">
</span>The solfa is also not super complicated, so you would also teach that
after.<span style="mso-spacerun: yes;"> </span>She then demonstrated a piece where
starting from the B section would be better, I See the Moon.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Interestingly enough, I already do all of that so I felt
re-assured that I’m on the right path as I continue to become a better choral
conductor.<span style="mso-spacerun: yes;"> </span>Here is what I don’t already
do and what I learned from her session:<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-<b style="mso-bidi-font-weight: normal;">Use octavos!</b><span style="mso-spacerun: yes;"> </span>For the past two years now, I have used stick
notation on the board to teach my students the music as they are not far enough
along on the sequence to be successful at staff reading so much music at once.<span style="mso-spacerun: yes;"> </span>I found that before I began my Kodály levels
(and also for the year after) when I used the octavos, the kids were just
reading the words and having to keep track of all the music was a hassle for me
and also a distraction because they were never all in the correct place in the
music.<span style="mso-spacerun: yes;"> </span>But even if they can’t read
everything, it is our responsibility as music teachers to ensure that they have
the experience of working through an octavo score.<span style="mso-spacerun: yes;"> </span>If I have something in stick notation on the
board, they can find it in the score and if that’s their only experience with “reading”,
that’s okay.<span style="mso-spacerun: yes;"> </span>They should know where in
the score we are working, even if it’s just finding measure numbers and
identifying rhythms or a few key melodic phrases.<span style="mso-spacerun: yes;"> </span>I agree with her on this, and have been
seriously considering how I am going to make this happen for my choir.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-<b style="mso-bidi-font-weight: normal;">Only work on small
sections at a time, then move on!</b><span style="mso-spacerun: yes;"> </span>While
I diligent create rehearsal plans breaking down what will be learned in each
rehearsal leading up to a concert, I find that I often am not sticking to the
plan.<span style="mso-spacerun: yes;"> </span>Sometimes that happens because
instead of just going to the new part that needs to be learned, I go back and
review parts they already know well.<span style="mso-spacerun: yes;">
</span>While I think this is necessary to ensure that they aren’t just learning
all new stuff all the time, I definitely need to plan better for which pieces
to do the review of and which pieces the review can wait for another rehearsal.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">-<b style="mso-bidi-font-weight: normal;">Let the new part of
the music be the last thing they hear</b>:<span style="mso-spacerun: yes;">
</span>Especially when we work on parts with close harmony, I am often finding
it takes us a couple of tries in the next rehearsal to sort out which part is
which.<span style="mso-spacerun: yes;"> </span>I think this is because when we
learn a new harmony part, I rush to have them do it with the melody (which they
already know well) which leads to confusion when we return to it.<span style="mso-spacerun: yes;"> </span>Instead, I need to trust that my singers can
retain the melody from when they learned it so that we can concentrate on what’s
new.<span style="mso-spacerun: yes;"> </span>The original melody of a song is
always the most remembered, so it’s important to play around with the harmonies
a lot more.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">One last thing she said that really resonated with me
was:<span style="mso-spacerun: yes;"> </span>they’re not going to love every
piece, but it’s their responsibility as a student to do it anyway; they don’t
love math all the time either.<span style="mso-spacerun: yes;"> </span>In
regards to concert programming, this is something I wrestle with when planning
with my co-director, but I agree.<span style="mso-spacerun: yes;"> </span>How
will they ever learn to love music, even the music that seems far removed from
them, if we don’t include it on our programs and teach them to appreciate it
for music’s sake?<span style="mso-spacerun: yes;"> </span>While I think there
can definitely be a time and place for including music from the radio and
Disney movies on our concerts (and this is a whole other discussion) what are
we really teaching them?<o:p></o:p></span></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
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<u><span style="font-family: Calibri;">Nurturing Boys’ Voices from 6-16 and The Blake School Choristers
<o:p></o:p></span></u></div>
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<span style="font-family: Calibri;">This session with Dan LeJeune was like a whole new world for
me which is why I wanted to attend.<span style="mso-spacerun: yes;"> </span>I
really have a hard time working with my boys (be it in choir or general music
classes) whose voices are beginning to change.<span style="mso-spacerun: yes;">
</span>I have several boys in my sixth grade classes who are experiencing the
beginnings of the change.<span style="mso-spacerun: yes;"> </span>What I liked
most about Dan’s session was that he didn’t just talk to us about how to
navigate the changing male voice, he let us listen and gave us practical ways
to make it work.<span style="mso-spacerun: yes;"> </span>We listened to many
recordings of his actual students and choirs and that had so much more of an
impact than just talking would have. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">One interesting thing he talked about a lot was to honor the
boys’ singing where they “ring”.<span style="mso-spacerun: yes;"> </span>This
means, that as teachers and conductors, we need to make changes in our music so
that our boys can be successful right at the place in their current range where
they sound best.<span style="mso-spacerun: yes;"> </span>He presented several
ways of doing this:<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">-have the boys double the upper part an octave lower<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">-have the boys double the upper part an octave lower where
they can, and to drop out where they can’t<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">-pick a key that is better for the changing voices, even if
it’s not what the music says<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">-write a new part that will honor where their voices
currently are<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">-let the boys decide what they feel comfortable doing (this
may mean they sing in falsetto, create a new part, sing a mash up of two
different parts, drop out when it gets beyond their range, etc)<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">Dan made a point to say that we need to make singing as
inclusive as sports so that we can keep our boys singing through the change and
not lose them to singing forever.<span style="mso-spacerun: yes;"> </span>This
means that as teachers and conductors, we need to be sensitive to how they feel
while their voices are changing and creative about the choices we make to keep
them singing.<span style="mso-spacerun: yes;"> </span>You can read more about
his session and also access the session notes and powerpoint on his website </span><a href="http://www.mrlj.com/"><span style="color: #0563c1; font-family: Calibri;">www.mrlj.com</span></a><span style="font-family: Calibri;">.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">In addition to presenting a session, Dan LeJeune also did a
secondary reading session which was great because it wasn’t only secondary
choral music, it was also things that I could do with my elementary choir so I’m
glad I went to that and picked up some new music!<span style="mso-spacerun: yes;"> </span>Part of his reading session included music
from earlier that day when one of his chorus groups, The Blake School Choristers,
performed (they were amazing and sang with so much joy and musicality!).<span style="mso-spacerun: yes;"> </span>What I really enjoyed from his reading
session was that he was able to talk about the various pieces he programmed for
that concert, why he programmed them and such, but also what changes he made to
them to accommodate some of the changing voices he has in that group.<span style="mso-spacerun: yes;"> </span>It isn’t very often that I’ve gotten to hear
why people program music the way they do so it was really insightful to hear
him talk about his choices.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">As you can probably tell by the short novel I have just
written, I got so much from this conference!<span style="mso-spacerun: yes;">
</span>There were so many other sessions not just choral related that I
attended that I hope to write about in future posts.<span style="mso-spacerun: yes;"> </span>Other than the fantastic sessions I attended,
it was such a joy to re-connect with teacher friends from other states and
discuss what we’re all doing and celebrate our successes and get new
ideas.<span style="mso-spacerun: yes;"> </span>I wish I could have taken all of
you home with me to keep those conversations going!<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">I would love to hear what others thought of the conference and
what sessions really got you thinking, so leave a comment below!<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<o:p><span style="font-family: Calibri;"> </span></o:p></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">Ashley<o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/02838218239048703849noreply@blogger.com0tag:blogger.com,1999:blog-7832539512597551592.post-42471158374286255352015-03-07T06:05:00.000-08:002015-03-07T06:32:13.428-08:00Re-Assessing for Student Growth<span style="font-family: Calibri;">Hello from snowy Virginia!<span style="mso-spacerun: yes;">
</span>We have gotten so much ice and snow over the last couple of months, I
think I have forgotten what it feels like to teach for more than a day or two a
week, haha!<span style="mso-spacerun: yes;"> </span>We just had another storm
which closed schools Thursday and Friday, so another long weekend for us! <span style="mso-spacerun: yes;"> </span>I haven’t actually taught more than a few days
a week over the past month, so hopefully next week won’t be too rough since it
looks like spring is finally on it’s way!<span style="mso-spacerun: yes;">
</span></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">While I do love my job and working with the kids, one very
nice thing about having weather related closings is that I get time to catch up
on creating products for my store and I also have time to truly reflect on
progress and think about what more I can do to really ensure my students have a
deep understanding of the material we’ve been working on.<span style="mso-spacerun: yes;"> </span>I often create new visuals and materials
during snow days that I wouldn’t necessarily have time (or the energy!) to make
otherwise.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">As a Kodály inspired teacher, I’m constantly assessing my
students’ progress to determine when they’re ready to go on to the next step in
the Prepare/Present/Practice phrase, but sometimes with the schedule demands of
being an elementary general music and chorus teacher (you know what I mean….),
I don’t always have time to just sit and think.<span style="mso-spacerun: yes;">
</span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">This week, while working with my fourth graders I noticed
that I needed to take some time to reflect when I noticed how hard some were
struggling to play the recorder piece we’ve been working on since the beginning
of February <i style="mso-bidi-font-style: normal;">Oh, When the Saints Go
Marching In.<span style="mso-spacerun: yes;"> </span></i>My fourth graders are
doing pretty awesome considering this is my first year with them and pretty
much everything I’ve taught them has been new territory for them.<span style="mso-spacerun: yes;"> </span>They are awesome at rhythm (we flew right
through our takatiki unit in about a month!<span style="mso-spacerun: yes;">
</span>Improvisation and everything!), but melody does not come as easily, and
recorder playing/reading is quite difficult for a few of them.<span style="mso-spacerun: yes;"> </span>I picked <i style="mso-bidi-font-style: normal;">Oh,
When the Saints Go Marching In</i> because it uses the two new notes I wanted
them to learn, high C and high D (and it’s a great song!).<span style="mso-spacerun: yes;"> </span>We started with just singing the song and
reading the letter names from the staff for a couple lessons which went pretty
well.<span style="mso-spacerun: yes;"> </span>In those same lessons, instead of
playing the song, we worked on echoing phrases that use high C and high D.<span style="mso-spacerun: yes;"> </span>We then went on to working on the song.<span style="mso-spacerun: yes;"> </span>I was kind of figuring that by about the
beginning of March, we would be able to finish working on the song, but we are
still quite far from finished.<span style="mso-spacerun: yes;"> </span>Part of
that is all of the interruptions with the weather, but I also had to take a
look at my own teaching process and identify what more I could have done and
where we should go now.</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<br />
<span style="font-family: Calibri;">When I saw how hard some of my students were struggling in
one of my fourth grade classes, I planned to step away from the song for a
lesson and have the students just work on reading and playing patterns on the
recorder.<span style="mso-spacerun: yes;"> </span>For that, I used one of Amy
Abbott from Music a la Abbott’s fantastic games, Swat the Fly for GABC’D’. <span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<a href="https://www.teacherspayteachers.com/Product/Swat-that-Fly-A-Music-Reading-Game-for-the-Recorder-B-A-G-C-D-patterns-1228716/">Click
here to see it in her Teachers Pay Teachers Store!</a></div>
</span> </div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">I LOVE this game and so do my students!<span style="mso-spacerun: yes;"> </span>I love it, because it gets them to drill
patterns and help teach each other instead of me directing all the
teaching.<span style="mso-spacerun: yes;"> </span>My students love it, because
it’s a game and they love trying to get as many of the flashcards as they can
to win!<span style="mso-spacerun: yes;"> </span>Unfortunately, I realized that
an activity like this was necessary after I already saw one of my fourth grade
classes for the week (they missed their other class due to schools being
closed) so they will do this activity another time.<span style="mso-spacerun: yes;"> </span>As for the class that did do this activity,
it helped for some, but still not for everybody.<span style="mso-spacerun: yes;"> </span>More of them were reading the right notes,
but many were still not fingering the notes correctly.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">So, I had some thinking to do…I first thought about the
process I used and came to the realization that I left a step out.<span style="mso-spacerun: yes;"> </span>I started with just learning to sing the song
and learning to read the letter names and that was great.<span style="mso-spacerun: yes;"> </span>I then went on to them echoing patterns with
high C and high D on the recorder, which was also great.<span style="mso-spacerun: yes;"> </span>But then I went right to the song and that’s
where I realized I should have held off on that.<span style="mso-spacerun: yes;"> </span>Before going on the song, I should have had
them read and perform patterns from the staff so that they could connect the “reading
notes on the staff skill” with the “fingering the right notes” skill.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">After having come to that realization, I created a really
cute (if I do say so myself) file to help my students with that middle step I
left out before going on to the song. (if you click on the image, it will take you to the product listing)<o:p></o:p></span></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Apple-Orchard-Melodies-A-recorder-game-to-practice-GABCD-1750927" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/Apple-Orchard-Melodies-A-recorder-game-to-practice-GABCD-1750927" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYGCL84vjqRv8uDtby2SQdIp9qZPhOSB6vnFoEAKhfdT8k436JpUeOJ3ReUUk9gb_69-0xzxxdOE4ieG12MoZvDUpbyZrh2p302MHYjbQZfoSKtR_3ugDKJFon3fDGHF4nzuV2UTp2qnu5/s1600/Apple+Orchard+Melodies+GABC'D'%2BCover%2BPage.png" height="247" width="320" /></a></div>
<o:p><span style="font-family: Calibri;"> </span></o:p><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">The home page is two trees with different colored apples on
each.<span style="mso-spacerun: yes;"> </span>When you click an apple (it
actually says to throw a ball at the screen since I know my kids love that, but
it will work without that), it will take you to a pattern that uses GABC’D’
(not all the notes are in each pattern though).<span style="mso-spacerun: yes;">
</span>From there, the kids play (or just say or just finger) the pattern.<span style="mso-spacerun: yes;"> </span>I made it into a game, of course, where two
teams will compete to get points based on how well they perform the
pattern.<span style="mso-spacerun: yes;"> </span>I always try to give points for
effort to encourage my students, so when I do this with them next week they
will get two points for the team playing the pattern correctly or one point for
trying.<span style="mso-spacerun: yes;"> </span>Before we play the game, we will
work on the patterns together as a group with a warm up file that I created that is
just the patterns.<span style="mso-spacerun: yes;"> </span>I think we’ll work on
fingering and speaking the letter names and I’ll have a student or two play the
phrases as a solo as we work through each one.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">I’m hoping this will help those of my kids that have been
struggling with connecting the fingerings to what they’re reading, but I’ll
have to wait and see over this next week!</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">How do you reflect on your teaching?<span style="mso-spacerun: yes;"> </span>What do you do when you find that something
is not working? </span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"></span> </div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">I'd love to hear from you! Leave me a comment, and I'll send you the warm up file for free!</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"></span> </div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Until next time,</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Ashley</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"></span> </div>
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<span style="font-family: Calibri;"></span> </div>
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<span style="font-family: Calibri;"></span> </div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"></span> </div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><o:p></o:p></span> </div>
Anonymoushttp://www.blogger.com/profile/02838218239048703849noreply@blogger.com2tag:blogger.com,1999:blog-7832539512597551592.post-11429469242723646152015-02-22T13:48:00.000-08:002015-02-22T14:11:52.710-08:00February is Black History Month!<a data-pin-color="red" data-pin-do="buttonBookmark" data-pin-height="28" href="https://www.pinterest.com/pin/create/button/" nbsp=""><img src="//assets.pinterest.com/images/pidgets/pinit_fg_en_rect_red_28.png" /></a><br /><!-- Please call pinit.js only once per page --><br /><script async="" defer="" src="//assets.pinterest.com/js/pinit.js" type="text/javascript"></script><!--[if gte mso 9]><xml>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYy2xMPALvc0UQbHjQSg2Nnq4IK5l0lkZskw5a1A4Tz2oumCSs832UY25ObRFdq54TOpDD09CjVgkF6i5xhyZe8d9cnZBTeldx-Q06Ixyw6B34QHRE8n-SCzn5CRrSa5AlKXy6RmvtgI3z/s1600/Slide1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYy2xMPALvc0UQbHjQSg2Nnq4IK5l0lkZskw5a1A4Tz2oumCSs832UY25ObRFdq54TOpDD09CjVgkF6i5xhyZe8d9cnZBTeldx-Q06Ixyw6B34QHRE8n-SCzn5CRrSa5AlKXy6RmvtgI3z/s1600/Slide1.PNG" height="247" width="320" /></a></div>
<br />
<span style="font-family: inherit;">Hello there!<span style="mso-spacerun: yes;"> </span> </span><br />
<br />
<span style="font-family: inherit;">I rarely
teach thematic units that are being taught across all my grade levels, but in
February I make an exception to discuss the numerous musical contributions and
historical significances of African Americans in our country.<span style="mso-spacerun: yes;"> </span>Part of being committed to fostering a love
of and understanding of music in my students means finding connections and
deeper meanings in the music that I teach.<span style="mso-spacerun: yes;">
</span>Studying the history behind the African and African American influence
in our country is so crucial to understanding the music of our culture
today.<span style="mso-spacerun: yes;"> </span>I have always had a love of jazz
and hip hop and have loved being able to share that personal interest of mine
with my students.
</span><br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">While I would love to discuss the full history of African
and African American history in our country with all my students every year,
there is just not enough time!<span style="mso-spacerun: yes;"> </span>Instead,
I have split the various time periods up and spread them across the grade
levels I teach.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">In my classes with my younger students, we sing spirituals,
play African American singing games, listen and move to jazz music, and talk a
bit about famous African Americans and why it is important to study Black
History Month.<span style="mso-spacerun: yes;"> </span>We’ve had many great
conversations about how the conditions of slaves led to the kinds of things
they sung about.<span style="mso-spacerun: yes;"> </span>My favorite songs to
sing with my little ones include “I’m On My Way” (a great echo song), “This
Train” (a great call and response song), “The Telephone” (good for solo
singing), “This Little Light of Mine” (great for comparing same and different
phrases), “He’s Got the Whole World In His Hands” (great for improvising new
phrases), “All Night, All Day”, “Swing Low, Sweet Chariot” (also great for
comparing same and different phrases), and “Follow the Drinking Gourd”.<span style="mso-spacerun: yes;"> </span>Last fall I bought the story book version of “Follow
the Drinking Gourd” by Jeanette Winter and used it for the first time when
teaching this song to my 2<sup>nd</sup> graders this year.<span style="mso-spacerun: yes;"> </span>They loved it!<span style="mso-spacerun: yes;"> </span>I really like how the story and song are
woven together in the book.<span style="mso-spacerun: yes;"> </span>In
kindergarten and first grade I also present the book “The Jazz Fly” by Matthew
Gollub which is also always a hit.<span style="mso-spacerun: yes;"> </span>This
year, I’ll also be bringing in my sax to present to the kids.<span style="mso-spacerun: yes;"> </span>I’ve already talked that up to them and they’re
pretty excited!<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Some of my most favorite singing games I keep for February when
we study Black History Month like “Little Johnny Brown” (always a hit!), “Oh,
Green Fields, Roxie”, “Head and Shoulders”, and “Draw Me a Bucket of Water”.<span style="mso-spacerun: yes;"> </span>I actually learned these during my Kodály
levels when we studied Bessie Jones’ <i style="mso-bidi-font-style: normal;">Step
it Down</i>.<span style="mso-spacerun: yes;"> </span>After I teach the games to
the kids, I like to play them the corresponding recording on Bessie’s CD
recording “Put Your Hand On Your Hip and Let Your Backbone Slip” so we can hear
a different way of singing and compare it to how we sing it.<span style="mso-spacerun: yes;"> </span>They usually comment on how she sings much
lower than we typically do and the little “scoops” and “slides” she utilizes
when she sings.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">In my older classes, we talk a lot more about the history
behind why we celebrate Black History Month.<span style="mso-spacerun: yes;">
</span>We began lessons at the beginning of the month by compiling a list of
famous African Americans, important events, and important “things.”<span style="mso-spacerun: yes;"> </span>It was very interesting to have this
discussion with my various 4<sup>th</sup>-6<sup>th</sup> grade classes, because
no two discussions were the same.<span style="mso-spacerun: yes;"> </span>In
some groups, students had a lot of background knowledge and we had a lot to
talk about.<span style="mso-spacerun: yes;"> </span>In some other groups,
students had some background knowledge and I presented a lot of material to
them.<span style="mso-spacerun: yes;"> </span>This being my first year at my
school, I wasn’t quite sure what background knowledge kids would have so the
various discussions were very eye opening to me as to what the classroom
teachers teach and in what grades.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">In my older classes, we sing spirituals and discuss their
importance along with studying the blues lyric form, 12-bar blues, and
jazz.<span style="mso-spacerun: yes;"> </span>In fourth grade, we began our
blues lessons by singing and identifying the aab lyric form of the song “Good
Morning, Blues” and then writing some new verses as a group.<span style="mso-spacerun: yes;"> </span>It was a lot of fun to hear what they came up
with!<span style="mso-spacerun: yes;"> </span>Last week due to snow and the
cold, I didn’t see any of my fourth graders, but in this coming week they’ll be
working to write their own blues lyrics in small groups using the aab form and
then performing their songs for the class.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">My fifth grade classes have also been studying the blues by
identifying the aab lyric form and writing new verses as a class, but I didn’t
have them work in small groups, because I wanted to go on to study the 12 bar
blues.<span style="mso-spacerun: yes;"> </span>I only saw one group of my fifth
graders last week since we only had one day of school, so we discussed how
Roman Numerals identify the chords (rather than using solfa) and then they
identified which chords they heard while I played the 12 bar blues on
piano.<span style="mso-spacerun: yes;"> </span>Following that, we took it to the
barred instruments and they played the form there.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">In sixth grade, we’re doing an overview of Music in America
from the 1800s to present day.<span style="mso-spacerun: yes;"> </span>They started
with spirituals, then we discussed ragtime, then the blues, and over the next
few weeks we’ll do some lessons on the 12 bar blues, and playing some jazzy
pieces on recorder including a lesson on mixed meter with Dave Brubeck’s “Take
Five.”<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">This is definitely my favorite unit of the year to
teach!<span style="mso-spacerun: yes;"> </span>I could go on and on!<span style="mso-spacerun: yes;"> </span>Do you do anything special to celebrate
African American music during the year with your students?</span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Ashley</span></div>
<div class="MsoNormal">
<br />
<!-- Please call pinit.js only once per page --><br />
<script async="" defer="" src="//assets.pinterest.com/js/pinit.js" type="text/javascript"></script><br />
<br />
(Credits: Thanks to Graphics from the Pond for the border graphic!)</div>
<div class="MsoNormal">
<br /></div>
Anonymoushttp://www.blogger.com/profile/02838218239048703849noreply@blogger.com0tag:blogger.com,1999:blog-7832539512597551592.post-54127356732241366542015-01-17T07:02:00.000-08:002015-01-17T07:04:22.059-08:00Current Happenings<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
Hi there!</div>
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<br /></div>
<div class="MsoNormal">
We have had a couple of very interesting weeks back from
winter break here in the Washington, DC area!<span style="mso-spacerun: yes;">
</span>Last Tuesday, we unexpectedly had snow.<span style="mso-spacerun: yes;">
</span>Anybody who lives in this area can tell you how crazy that morning was!<span style="mso-spacerun: yes;"> </span>We did still have a full day of school that
day, but morning classes did not start on time due to many teachers being
unable to arrive on time.<span style="mso-spacerun: yes;"> </span>The next day,
we had a 2-hour delay, and the following day after that the temperatures were
very, very cold so schools were closed altogether.<span style="mso-spacerun: yes;"> </span>The following morning, Friday, we had another
2-hour delay.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I had hoped that this week we could get back to normal, but
this week we have had another delay and another day of schools being closed. <span style="mso-spacerun: yes;"> </span>Yikes!</div>
<div class="MsoNormal">
<br /></div>
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What does this mean for my music classroom?<span style="mso-spacerun: yes;"> </span>Some of my classes, I have only seen once,
and as a result a lot of my classes are on different lessons than the other
groups in their grade levels.<span style="mso-spacerun: yes;"> </span>Not a huge
deal especially since we’re getting to the end of the quarter and luckily I
have completed a lot of the grades so many of my classes are firmly in the
practice stage of the various elements they are working on and preparing for
the next. <span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In light of all the happenings these last couple weeks, I
thought this would be a great time to talk a little about what my various
classes are up to.<span style="mso-spacerun: yes;"> </span>So, this week’s post
will be a peek into what is currently happening in my classroom.</div>
<div class="MsoNormal">
<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI2Lhl0hTjcALRGK50Lexe9ASjqJS7Udrhzmp7GxprCGk0u0ZiTNu5yntpsLJTKJiqEbpSqeiNO0-VTAIf6qNLjsAo7faxMKBlGac2aLUp95pofb4FW94p9ErSYjuW_Z1gUTreyyYw_1eB/s1600/Slide1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI2Lhl0hTjcALRGK50Lexe9ASjqJS7Udrhzmp7GxprCGk0u0ZiTNu5yntpsLJTKJiqEbpSqeiNO0-VTAIf6qNLjsAo7faxMKBlGac2aLUp95pofb4FW94p9ErSYjuW_Z1gUTreyyYw_1eB/s1600/Slide1.PNG" height="247" width="320" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Kindergarten:<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
For the past couple of weeks, my kindergarten classes have
been working on getting into their head voices, describing “how the words go”,
and their first play party in a moving circle.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I begin my kindergarten classes with vocal warm ups,
primarily aimed at vocal exploration, but this week (and last) we have been
focusing on head voice (a term I don’t use with them yet).<span style="mso-spacerun: yes;"> </span>I’ve been using my slide whistle primarily to
work on this as well as pretending to go on a roller coaster ride where they
use their voices to simulate the up and down motions of the ride.<span style="mso-spacerun: yes;"> </span>I also remembered a neat Smart board trick I
learned from Aileen Miracle when she came to present to VOKE last year.<span style="mso-spacerun: yes;"> </span>She demonstrated how you can change the pen
settings to draw a rainbow color.<span style="mso-spacerun: yes;"> </span>I used
it to draw different wavy lines and then had the students follow the lines with
their voices.<span style="mso-spacerun: yes;"> </span>They loved seeing the
rainbow!<span style="mso-spacerun: yes;"> </span>After I demonstrated a few
times, I let two or three students also come up and draw a wavy line and direct
us to perform it.</div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> </span>
</div>
<div class="MsoNormal">
A favorite kindergarten activity of mine for around this
point in the year is using Eric Carle’s book <u>Brown Bear, Brown Bear, What Do
You See?</u><span style="mso-spacerun: yes;"> </span>to work on solo singing and
singing on cue.<span style="mso-spacerun: yes;"> </span>We worked at first with
me singing all the questions, then them singing the answers.<span style="mso-spacerun: yes;"> </span>Then our final lesson with the book, we went
around with the class singing the questions, then each student taking a turn to
solo sing an answer.<span style="mso-spacerun: yes;"> </span>They did a great
job! <span style="mso-spacerun: yes;"> </span>Let me know if you’d like more info
on how I do this with my students!</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We also learned a singing game for “All Around the Buttercup”
and then practiced playing the triangle (in the rests, but I didn’t tell them
that), and the claves “how the words go.”<span style="mso-spacerun: yes;">
</span>This was our first time playing this way and I was shocked (again) that
when I asked them to describe how I played the claves, in each of my three
classes, someone answered that I played with the words.<span style="mso-spacerun: yes;"> </span>They really are a bright group!</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
They also learned their first moving circle play party, “Skip
to My Lou,” which was really cute and fun!</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
First Grade:<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In first grade, we are firmly in the practice stage for
quarter rest, so-mi, and using the musical terms <i style="mso-bidi-font-style: normal;">allegro</i> and <i style="mso-bidi-font-style: normal;">largo</i>.<span style="mso-spacerun: yes;"> </span>I also just presented ABA form.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Our first week back from break, we did an activity called “Read
the Room.”<span style="mso-spacerun: yes;"> </span>Every student got a
clipboard, worksheet, and pencil and were instructed to search the room for six
flashcards that all used ta, ta-ti, and rest.<span style="mso-spacerun: yes;">
</span>I put up six flashcards, and they copied each one into the corresponding
box on their worksheet.<span style="mso-spacerun: yes;"> </span>The purpose of
this activity is to practice writing, because soon instead of aural decoding
they will be ready to also take written dictations using rest.<span style="mso-spacerun: yes;"> </span>They had a great time and it allowed me to
give feedback to individual students on their writing as I walked around the
room.<span style="mso-spacerun: yes;"> </span>Side note, I’ve been working on
getting a “Read the Room” set up in my TpT store.<span style="mso-spacerun: yes;"> </span>It is almost ready, so be sure to keep an eye
out for it!<span style="mso-spacerun: yes;"> </span>I made several different
rhythmic sets including several that use triple meter rhythms.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When it came to working on melody, it was very apparent how
the disruptions in class meetings have taken their toll. <span style="mso-spacerun: yes;"> </span>I see first grade first thing in the morning,
so if we have a delay, I miss them.<span style="mso-spacerun: yes;"> </span>One
of my classes has been lucky that they have not missed much due to the weather
and their aural decoding of so-mi is right on point.<span style="mso-spacerun: yes;"> </span>My other two classes…well it was rough.<span style="mso-spacerun: yes;"> </span>In addition to our daily aural decoding, we
also did an activity to practice reading so-mi on the staff.<span style="mso-spacerun: yes;"> </span>I used the “Catch the Star” activity (also in
my Tpt) store in which I organize the students into four teams (it looks like a
box) and they compete to get the most stars.<span style="mso-spacerun: yes;">
</span>I print and cut out several stars that have various so-mi phrases
written in stick notation.<span style="mso-spacerun: yes;"> </span>On my Smart
board, I project a star with a phrase written on the staff.<span style="mso-spacerun: yes;"> </span>One person from each team then goes to the
center of the “box” and they try to find the star with the stick notation
pattern that matches the one on the board.<span style="mso-spacerun: yes;">
</span>When they think they have found it, they must sing what they found and
then the class tells them if they were right or wrong.<span style="mso-spacerun: yes;"> </span>That last part is something that I don’t
think I included in the directions if you find the product in my store, but is
something that is totally necessary in keeping the entire class engaged as well
being able to informally assess reading and singing.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We’ve been working on the song “Blow, Wind, Blow”, our first
ABA form song so we discussed why it was ABA and we also were able to review
the term <i style="mso-bidi-font-style: normal;">largo</i>.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In some groups we had time to end with a new story song, but
unfortunately not all so I plan to continue this next week.<span style="mso-spacerun: yes;"> </span>We had already sung “Over in the Meadow,” but
I also discovered a series of picture books that uses the tune, but changes it
to reflect different habitats like a forest, the ocean, or the jungle!<span style="mso-spacerun: yes;"> </span>I went ahead and bought, “<a href="http://www.amazon.com/Over-Forest-Come-Take-Peek/dp/1584691638/ref=sr_1_1?ie=UTF8&qid=1421502449&sr=8-1&keywords=over+in+the+forest">Over
in the Forest</a>” and that is what we started this past week.<span style="mso-spacerun: yes;"> </span>Definitely check out the other related books
in the series!</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Second Grade:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My second graders are improvising using la, preparing for
ta-te (quarter followed by an eighth) in triple meter, and also reviewing ABA
form.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My favorite activity they have been working on uses the song
“Farewell, Dear” which can be found in the pink 150 Rounds for Singing and
Teaching book.<span style="mso-spacerun: yes;"> </span>I will soon present ta-te
to them, so I thought this would be a good prepare song to sing as well as to
create a simple ostinato on the bars to.<span style="mso-spacerun: yes;">
</span>I don’t often use the barred instruments with my second graders, so
getting to work on them was exciting for them and they were eager to play.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We also sang “Fais do do” to review ABA form as well as to
prep for ta-te, and played “Wishy Washy.”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We are just getting to the last stage of practice for la, so
we began improvising this week.<span style="mso-spacerun: yes;"> </span>I wrote
several phrases using la on the board in stick notation and we practiced
alternating between a body percussion pattern and singing one of the phrases
altogether.<span style="mso-spacerun: yes;"> </span>Even though everyone
improvised at the same time, I could definitely hear that most of them are ready
to start singing solo next time I see them!</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Third Grade:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My third graders are beginning recorder next week!<span style="mso-spacerun: yes;"> </span>So this week we continued working on decoding
mi, re, do and learned a couple more songs that we will then be transferring to
recorder.<span style="mso-spacerun: yes;"> </span>Unfortunately, I only saw them
once this week so I didn’t get to everything I wanted to, but I feel confident
that we are ready to start with the recorder next week!<span style="mso-spacerun: yes;"> </span>This week we focused on “Frog in the Meadow”,
“Hot Cross Buns”, and “Blow, Wind, Blow.”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Fourth Grade:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My fourth graders have their annual “Colonial Day”
celebration next Friday.<span style="mso-spacerun: yes;"> </span>This is an
all-day celebrations of all things colonial!<span style="mso-spacerun: yes;">
</span>Throughout the day, classroom teachers and parent volunteers lead them
through various activities.<span style="mso-spacerun: yes;">
</span>Additionally, they also have a short music performance which we have
been preparing.<span style="mso-spacerun: yes;"> </span>The other music teacher
and I have been combining our classes to give the kids and idea of how it will
be for the actual performance and yesterday, we did a full rehearsal with
everybody in the gym.<span style="mso-spacerun: yes;"> </span>I am so glad we
did a full rehearsal in the gym, because with both me and the other music
teacher being new, we had no idea of how the acoustics would work out and it
was definitely rough.<span style="mso-spacerun: yes;"> </span>We will definitely
need to tweak some things so that all the parts can be heard, but overall the kids
did great in the rehearsal, especially considering it was an hour!</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Fifth Grade:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In fifth grade, we are practicing takatiki (four sixteenth
notes), finishing up with the notes of the do pentatonic scale, presenting low
la, and working on matching of pitch.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Having only just presented takatiki last week, I am
pleasantly surprised that my classes are already ready for written dictations,
they really caught on quickly!<span style="mso-spacerun: yes;"> </span>One of my
groups did not get to the presentation of low la this week due to our day off,
so I’ll have to catch them up next week.</div>
<div class="MsoNormal">
My major focus with my fifth grade this week (and last) has
been on accurate pitch.<span style="mso-spacerun: yes;"> </span>Since this is my
first year with them, it has been my priority to first form relationships with
my students and create a positive atmosphere.<span style="mso-spacerun: yes;">
</span>Now that I feel good about that, I’m ready to really focus in on pitch
which can be a sticky topic with older kids who may not want to sing in the
first place.<span style="mso-spacerun: yes;"> </span>We’ve been working on “Hill
and Gully Rider” and now that they know it so well, I asked them to really
listen for the overall pitch of the group.<span style="mso-spacerun: yes;">
</span>I had them describe what they heard (both groups have several very out
of tune singers) and then asked them what they think they should do to improve.<span style="mso-spacerun: yes;"> </span>In my smaller group, I then split the class
in half and had them really listen to the other half sing (this group is only
15 kids).<span style="mso-spacerun: yes;"> </span>They quickly heard the issues,
and a few were able to fix it.<span style="mso-spacerun: yes;"> </span>For the
couple that were not, I was able to work with them a little individually to get
into their head voice.<span style="mso-spacerun: yes;"> </span>Without
establishing a solid relationship with them first, I really don’t think this
would have been possible because they really had to be willing to be
vulnerable.<span style="mso-spacerun: yes;"> </span>In my other group, which is
a bit larger, I had them arrange themselves into trios to sing the song after
we sang it as a group.<span style="mso-spacerun: yes;"> </span>Each trio sang
the song while the class listened, and at the end we discussed what they
heard.<span style="mso-spacerun: yes;"> </span>I gave them a few minutes to
practice with their group before each trio performed so I had a change to walk
around and work individually with the kids I heard were not singing on
pitch.<span style="mso-spacerun: yes;"> </span>Again, an activity where they had
to be vulnerable in front of their classmates, something I would not have been
able to do until now.<span style="mso-spacerun: yes;"> </span>I’m very proud of
the atmosphere that the kids and I have created together with both groups,
where they feel safe enough to do things like this <span style="font-family: Wingdings; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">:-). </span></span></div>
<div class="MsoNormal">
<span style="font-family: Wingdings; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;"><br /></span></span></div>
<div class="MsoNormal">
Sixth Grade:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In sixth grade, I presented low la and the la pentatonic
scale.<span style="mso-spacerun: yes;"> </span>They also finished up work on
their do pentatonic compositions.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
After presenting low la, we discussed the difference between
major and minor songs and how when we start a scale on low la it sounds more minor-ish.<span style="mso-spacerun: yes;"> </span>I also played some of our major songs on
guitar and then changed the chords to minor so they could hear the
difference.<span style="mso-spacerun: yes;"> </span>I have two sixth grade
groups that I see once a week because their other music day is their
instrumental class (band or strings).<span style="mso-spacerun: yes;">
</span>Both groups are quite good at reading rhythms, reading on the staff and
playing recorder, so I have found that I have really needed to step up my game
to challenge them.<span style="mso-spacerun: yes;"> </span>I wrote two recorder
parts to accompany the song “Hold On”, and finally I have found something to
challenge them!<span style="mso-spacerun: yes;"> </span>We worked on the
individual parts, and in another few lessons we’ll be ready to put the whole
thing together.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
For the other part of class, they finished up writing a
4-measure composition using the do pentatonic scale.<span style="mso-spacerun: yes;"> </span>Because I already knew that they probably
know rhythms that we have not yet discussed in class, I did not give them a
firm direction on what rhythms to use, except that the song had to be in 4/4
time.<span style="mso-spacerun: yes;"> </span>Walking around to check on how
everyone was doing, I saw a lot of great writing!<span style="mso-spacerun: yes;"> </span>Some students even used slurs and staccato
markings!</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Whew!<span style="mso-spacerun: yes;"> </span>Thanks for
making it to the end with me!<span style="mso-spacerun: yes;"> </span>What are
you teaching now?<span style="mso-spacerun: yes;"> </span>Leave me a comment, I’d
love to hear <span style="font-family: Wingdings; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">:-)</span></span>.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Ashley</div>
Anonymoushttp://www.blogger.com/profile/02838218239048703849noreply@blogger.com0tag:blogger.com,1999:blog-7832539512597551592.post-27602593890813542282015-01-06T14:20:00.001-08:002015-01-06T14:20:53.662-08:00Starting a successful recorder unit<!--[if gte mso 9]><xml>
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Starting a successful recorder unit</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
My third graders have been gearing up to begin recorders, and they are
so excited!<span style="mso-spacerun: yes;"> </span>We will officially begin in
about two weeks, but in the meantime we are working on some preparatory
activities to get them ready.<span style="mso-spacerun: yes;"> </span>Today, I’m
going to talk a little about what has worked for me when beginning recorder
with students for the first time.</div>
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<br /></div>
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<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Preparation and planning!</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Being a kod<span style="mso-bidi-font-family: "Times New Roman";">á</span>ly
inspired teacher, I have really worked hard to scaffold learning in preparation
for my third graders to begin recorder since the beginning of the year, but
this year has been really tricky.<span style="mso-spacerun: yes;"> </span>This
is my first year with my kids and our third grade specials classes are combined
from four homerooms to three groups due to scheduling conflicts so my third
grade group I see is actually 34 students!<span style="mso-spacerun: yes;">
</span>Anyway, despite the class size, my third graders have done good work
progressing through the concepts I have presented to them.</div>
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<br /></div>
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Usually, by the time it comes time for my third graders to begin
recorders, they are just getting to re and the do pentatonic scale.<span style="mso-spacerun: yes;"> </span>This has worked really well the last couples
of years because I have always started the kids off on B, A, G (mi, re, do) and
I just use the songs we will be using to study melody for use with singing and
recorder.<span style="mso-spacerun: yes;"> </span>While my kids have done great
work catching up with concepts since this is my first year with them, we have
only just finished la and I’m not completely certain that everyone completely
has “gotten” it, but we’ve got to move on (34 kids makes it tricky for regular
individual assessments).<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
So, in the next two weeks I have before we begin, I’m beginning a
fairly intensive unit on mi, re, and do to prep them for the first few recorder
songs we will work on.<span style="mso-spacerun: yes;"> </span>In planning this
unit, I had to first decide what song material I wanted to use when we began
recorder and how I can use that song material to prepare and present mi, re,
and do.<span style="mso-spacerun: yes;"> </span>I settled on beginning with
Great Big House in New Orleans, Tideo, and Blow Wind Blow.<span style="mso-spacerun: yes;"> </span>Over the next couple weeks, we’ll learn the
songs, practice the rhythm, and learn the solfa.<span style="mso-spacerun: yes;"> </span>When it comes time to begin recorder, my
students will be all ready to learn the recorder harmonies (which only use B
and A or G and A) I’ve written for these songs because it will further utilize
the learning they began on mi, re, and do.<span style="mso-spacerun: yes;">
</span>By thinking with the end in mind, my lessons will be more focused on the
tools my students will need later on which means they will be much more
successful.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Pick repertoire that is familiar</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Very much related to preparing students ahead of time for beginning
recorder, is picking repertoire that they are already familiar with when you
first begin.<span style="mso-spacerun: yes;"> </span>I have found that by
choosing repertoire that I know my students know and love, it helps to get them
through the first few tough weeks because they are excited to learn how to play
familiar songs and won’t give up as easily.</div>
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<br /></div>
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<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Boundaries</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
The first couple weeks with recorders is always super tedious.<span style="mso-spacerun: yes;"> </span>There are so many new things that the kids
need to make sure they’re doing and it’s important that I am able to make sure
that each student is starting off on the right foot.<span style="mso-spacerun: yes;"> </span>As a result, there are times where the kids
have to practice their patience while I scan the room to ensure everyone’s
doing the right thing.<span style="mso-spacerun: yes;"> </span>By establishing
clear and fair guidelines upfront, I can avoid students being upset when the
inevitable happens (there’s always a few that are going to be too excited to
not play!).<span style="mso-spacerun: yes;"> </span>My rules are 1. No playing
while the teacher or another students is speaking, and 2. Absolutely no “noise”
(purposefully “tooting” away without trying to create actual music).<span style="mso-spacerun: yes;"> </span>After one warning, they must put their
recorder away if they continue to play or make “noise”.<span style="mso-spacerun: yes;"> </span>Students that have to put their recorders
away must play “air” recorders so at least they are still learning.<span style="mso-spacerun: yes;"> </span>Being firm about these expectations from the
start is so crucial to classroom management and student success!</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Emphasizing proper technique</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Air flow:<span style="mso-spacerun: yes;"> </span>Since beginning
recorder is so tedious with all the things that need to be kept in mind,
sometimes good technique can fall to the wayside.<span style="mso-spacerun: yes;"> </span>Don’t let that happen!<span style="mso-spacerun: yes;"> </span>Beginning with a strong technique ensures
that the students will be more musical players in the long run.<span style="mso-spacerun: yes;"> </span>Here’s where my background as a flute player
comes to play:<span style="mso-spacerun: yes;"> </span>ensure that students use
steady, warm air.<span style="mso-spacerun: yes;"> </span>I compare it to
blowing out candles on your birthday cake versus blowing on a bowl of hot soup.<span style="mso-spacerun: yes;"> </span>Two very different ways to use your air that
give students a clear mental image of what kind of air to use.<span style="mso-spacerun: yes;"> </span>Later, when I hear students overblowing all I
have to say is “don’t blow out your candles!” and that usually helps the
problem.</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Tonguing:<span style="mso-spacerun: yes;"> </span>To get students using
their tongue properly, we talk a lot about the syllable “too” and keeping the
air moving “through” the tongue.<span style="mso-spacerun: yes;"> </span>This
legato playing takes time to learn, but I promise they will be playing more
musically!</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Hand position:<span style="mso-spacerun: yes;"> </span>Because I start
students off with notes that only involve the left hand, I always notice
students that let their right hand be “lazy.”<span style="mso-spacerun: yes;">
</span>Even though it takes some time to get to notes that involve both hands,
it is so important to ensure that students hold their right hand in the correct
to get them in the right habit.</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
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<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Work on small chunks each lessons, then move on!</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
It can be so tempting in the beginning to keep working on recorder
until everyone gets it just right, but it’s so much better to limit recorder
playing to a certain amount of time in each lesson then move on.<span style="mso-spacerun: yes;"> </span>Slow and steady wins the race definitely
applies here.<span style="mso-spacerun: yes;"> </span>There will be students who
catch on to recorder very quickly, and there will be students that will need
longer.<span style="mso-spacerun: yes;"> </span>A lot of times, those students
who need longer benefit from practice on their own and working in small chunks.<span style="mso-spacerun: yes;"> </span>Lessons will be much more engaging and
productive if recorder learning doesn’t take over the entire lesson.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Make sure students are engaged and enjoying
themselves!</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Learning recorder is a great first instrument for young students, in
addition to being a great way to give students experience working in an
ensemble and the value of discipline.<span style="mso-spacerun: yes;">
</span>There will be frustrations, but that’s all a part of the joy of
learning!<span style="mso-spacerun: yes;"> </span>Make sure your students work
through the road blocks they will face, but make sure it’s always enjoyable!</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
I hope these are helpful to you and your students!<span style="mso-spacerun: yes;"> </span>Do you have any tried and true tips that you
use when you first teach recorder to your students?<span style="mso-spacerun: yes;"> </span>I would love to hear all about them!</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Ashley</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
Anonymoushttp://www.blogger.com/profile/02838218239048703849noreply@blogger.com0tag:blogger.com,1999:blog-7832539512597551592.post-18211921023401492662014-12-31T10:38:00.003-08:002015-01-01T10:57:48.053-08:002015 New Year's Resolutions<!--[if !mso]>
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<br />
<span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">2015 New Year’s Resolutions- A Linky Party!</span></div>
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reflect on all that 2014 has brought I’ve been thinking a lot about 2015 and
what I hope to accomplish.<span style="mso-spacerun: yes;"> </span>So, today I’m
joining my first linky party!<span style="mso-spacerun: yes;"> </span>I’m
linking up with Aileen Miracle at <a href="http://www.mrsmiraclesmusicroom.com/">Mrs. Miracle's Music Room</a></span><span style="font-size: 12.0pt; line-height: 115%;"> to blog about my 2015 New Year’s Resolutions.</span></div>
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<br /></div>
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<b><span style="color: red; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Personal:</span></b><span style="color: red; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"> </span><span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">One word I could use
to sum up 2015:<span style="mso-spacerun: yes;"> </span>Busy!<span style="mso-spacerun: yes;"> </span>Between driving back and forth from Northern
Virginia to Williamsburg where my husband was attending grad school, planning a
wedding, moving, working a full-time job and a part-time job, starting at a new
school, getting more involved with VOKE, finishing Level III at AKI, and
completing my master’s thesis there was rarely a time where I didn’t have multiple
things on my mind at once!<span style="mso-spacerun: yes;"> </span>This year, I
want to take the time to get back in touch with my friends and take more
adventures.</span><span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: 21.45pt; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="color: red; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Professional:</span></b><span style="color: red; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"> </span><span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">I have a confession
to make….I used to hate teaching recorder.<span style="mso-spacerun: yes;">
</span>Being a flute player, I thought teaching recorder would have been easy
when I first began teaching, but it turned out to be the opposite.<span style="mso-spacerun: yes;"> </span>It became even more difficult to effectively
teach recorder when I began my Kodaly levels because it was difficult to incorporate
along with the concepts I wanted to teach and I couldn’t really find any
information about recorder in the Kodaly Classroom that I felt would work for
me and my students.<span style="mso-spacerun: yes;"> </span>However, when I
started aligning my recorder curriculum with my melodic and rhythmic curriculum
I found that not only did my students progress quicker, but I actually really
enjoyed teaching recorder!<span style="mso-spacerun: yes;"> </span>I’ve been
flirting with the idea of putting my recorder curriculum down on paper and
writing out the arrangements I’ve been using for a while, so this year I hope
to get all of that information in written format for at least the first couple
units that I teach in 3<sup>rd</sup> and 4<sup>th</sup> grade.</span><span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: 21.45pt; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="color: red; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Classroom:</span></b><span style="color: red; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"> </span><span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">I have a ton of
manipulatives, worksheets, and other teaching aids in my classroom, but they
are so disorganized!<span style="mso-spacerun: yes;"> </span>It is not unusual
for me to create or buy something new, only to find that I already had
something similar already ready to go just not easily found. I really need to
find a good system for keeping everything organized!</span><span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: 21.45pt; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="color: red; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Blog/ TpT:</span></b><span style="color: red; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"> </span><span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">I began my blog and
Teachers Pay Teachers store this fall in the middle of a lot of other things
happening and as a result haven’t been able to give my full attention to either
one.<span style="mso-spacerun: yes;"> </span>Now that things have calmed down,
my goal for 2015 is to tend to both on a weekly basis (blog once a week and
work on a new product at least once a week), especially when it comes to
marketing and getting the word out.<span style="mso-spacerun: yes;"> </span>This
break from school has allowed me to update all my products in my TpT store and
start several new blog posts so stay tuned!</span><span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: 21.45pt; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="color: red; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Just for
me:</span></b><span style="color: red; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">
</span><span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">I
love making music with my students, but I really miss making music just for
me.<span style="mso-spacerun: yes;"> </span>A couple years ago I played in a
community wind ensemble and did gigs from time to time, but I have since
stopped all that.<span style="mso-spacerun: yes;"> </span>I’ve been looking into
different performing groups in the area in the hopes of starting back up,
hopefully I will find something to join that fits in with my schedule!</span></div>
<div class="MsoNormal" style="background: white; line-height: 21.45pt; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 21.45pt; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">That’s it for me!<span style="mso-spacerun: yes;">
</span>Happy New Year everyone!</span></div>
<div class="MsoNormal" style="background: white; line-height: 21.45pt; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 21.45pt; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Ashley</span><span style="color: #5b5b5b; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal">
<br />
Don't forget to <a href="http://www.bloglovin.com/blog/13389873/?claim=2zex3k8kqdf">Follow my blog with Bloglovin</a> !</div>
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Anonymoushttp://www.blogger.com/profile/02838218239048703849noreply@blogger.com0tag:blogger.com,1999:blog-7832539512597551592.post-34546366399982157262014-12-14T06:37:00.000-08:002015-01-01T11:46:19.072-08:00Flashcards!<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNoSpacing">
Hey there!<span style="mso-spacerun: yes;"> </span>I can’t
believe it’s been so long since I’ve posted, I will definitely do better!</div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
I recently gave the flashcards I use in my
classroom a makeover and thought I’d share on the many ways to use flashcards
in music lessons.<span style="mso-spacerun: yes;"> </span>While it’s true that
the true spirit of music learning should always be engaging and hands on, I’ve
found that by making a game out of it, I can essentially get my students to “drill”
patterns using flashcards.<span style="mso-spacerun: yes;"> </span>I tend to use
flashcards to practice reading and identification and have found that
especially for melodic reading, using a quick flashcard activity in a lesson
helps to give students a good workout on a variety of patterns and combinations
quickly.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
Here are some of the ways that I use flashcards in my
classroom:</div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Rote Melodic Reading Practice on the Staff</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
When the students are just
reaching the point in my process with an element where they are ready to read
on the staff, I either hold the cards up, tape them to my white board, or use a
power point with a new card on each slide.<span style="mso-spacerun: yes;">
</span>At first, I usually need to sing and point while they echo after me, but
after a few lessons they are able to read by themselves!</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Reading</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
Sometimes I choose to focus more
on rhythm or melody in a lesson, but to still include practice in whatever I’m
not focusing on, it just takes a few minutes to just hold up the cards and have
them clap, speak, or sing each one.<span style="mso-spacerun: yes;"> </span>For
this, I often have a student hold up the cards and since they are not
themselves performing for the group, it gives those kids that are not always
likely to volunteer to lead other activities a chance to lead since it’s very
low risk.</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Which Phrase is This?</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
To practice identifying and
performing patterns, I may tape four or five melodic or rhythmic phrases to the
board and perform one asking the students to identify which one they hear.<span style="mso-spacerun: yes;"> </span>I tend to do this more with rhythm since I’ve
found that my students are more likely to want to try to perform one themselves
for the class to figure out if it’s a rhythm pattern, which then turns out to
be a great way for me to assess where they are.<span style="mso-spacerun: yes;">
</span>For melody, this is a great way to challenge those higher level learners
early on in the staff reading process.</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Stick to Staff Matching</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
When I created all of my melodic
cards, I made two versions of each pattern:<span style="mso-spacerun: yes;">
</span>one written in stick notation with the solfa underneath and the other on
the staff with a do clef.<span style="mso-spacerun: yes;"> </span>Once the kids
are ready to start working on the staff, a quick and fun way to get them
practicing is to lay out one version (stick cards or staff cards) and call on
individual students to match the cards up with their corresponding opposite
(stick or staff).<span style="mso-spacerun: yes;"> </span>To keep the other
students engaged, when the individual student has made the match, the rest of
the class has to double check their work to make sure it really is a
match.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
For my flashcard sets that have
many more cards (my so-mi set is a lot smaller than my drmsl set!) I give all
the students either the stick cards or staff cards and everyone searches the
cards on the floor to make matches.<span style="mso-spacerun: yes;"> </span>For
my bigger groups (my class sizes this year range from 14 to 34), I either buddy
up kids so that two work together with one card, or I make the kids without
cards the “checkers” and they make sure that all the matches are correct.<span style="mso-spacerun: yes;"> </span>There’s no singing involved (but there
definitely could be if you wanted to extend the activity), I mostly just want
them to be able to recognize the notes’ correct placement on the staff.</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
For my larger sets, it has
worked well to give everybody one card (I usually have to take several of the
matches out) and then all the students mingle around the room to find the
student with their match.<span style="mso-spacerun: yes;"> </span>When they do
find their match, they sit down and practice singing the card together.<span style="mso-spacerun: yes;"> </span>After everyone has sat down, we go around the
room and all the matches sing their phrase.<span style="mso-spacerun: yes;">
</span>This gets them up and moving, while still practicing reading, singing,
and working with a partner. And, since no one has to sing a solo, I’ve had
great success in getting students to sing that do not normally volunteer to
sing patterns on their own!</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
Once reading is going well, I try
this matching game:<span style="mso-spacerun: yes;"> </span>I give everybody two
cards-one in stick notation and the other in staff notation-but the cards
cannot match!<span style="mso-spacerun: yes;"> </span>The students sit in a
circle and one student begins the game by singing one of their cards (it can be
the stick or the staff).<span style="mso-spacerun: yes;"> </span>The student who
has the match then sings the card again and they both put those cards in the
middle of circle face down.<span style="mso-spacerun: yes;"> </span>That second
student then sings their other card and then whoever has the match sings the
card again and so on.<span style="mso-spacerun: yes;"> </span>I’ve only tried
this activity with my smaller groups (My FCS musicianship groups are all much
smaller than my school groups and I have one group at school of 14 in 4<sup>th</sup>
grade and another of 14 in 5<sup>th</sup> grade), but it has been a great
hit!<span style="mso-spacerun: yes;"> </span>This is a great way to assess reading/literacy
and singing!<span style="mso-spacerun: yes;"> </span>While I have not yet tried
this with larger groups, I bet this could work if kids buddied up and worked
together (great for kids that need a little extra help) and if you keep things
moving so that the game doesn’t take too long.</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
A game that works well in
centers with the stick and staff notation cards is Memory:<span style="mso-spacerun: yes;"> </span>with 2-4 players, set four sets of cards (8
cards in total) face down.<span style="mso-spacerun: yes;"> </span>Each student
takes a turn turning over two cards to find a match and when they do, they get
to keep those two cards.<span style="mso-spacerun: yes;"> </span>The game
continues until all the matches have been found.<span style="mso-spacerun: yes;"> </span>You can incorporate singing or not, either
way it’s a great way for them to practice reading skills!</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
As you can see, I get a lot of
use out of my stick to staff cards!</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Rhythm Walk/Music Walk</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
This one I learned from this
great blog post:<span style="mso-spacerun: yes;"> </span><a href="http://kateskodalyclassroom.blogspot.com/2013/12/rhythm-warm-ups-increasing-engagement.html">http://kateskodalyclassroom.blogspot.com/2013/12/rhythm-warm-ups-increasing-engagement.html</a></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
This is so simple, but
great!<span style="mso-spacerun: yes;"> </span>I made smaller versions of my
bigger flashcards and then handed them out, one to each student.<span style="mso-spacerun: yes;"> </span>I play some fun music (just one song so the
activity only lasts about three minutes or less), and while the music is
playing the students may walk or dance around the room to the beat.<span style="mso-spacerun: yes;"> </span>Every ten to fifteen seconds, I pause the
music and when the music stops, they must partner with the person closest to
them.<span style="mso-spacerun: yes;"> </span>Each student takes a turn speaking
their card to their partner, then they switch cards and we do it again.<span style="mso-spacerun: yes;"> </span>This was such a hit with my students!<span style="mso-spacerun: yes;"> </span>More than just the rhythm practice that the
kids are getting, I really loved that my students were helping each other out
when they were having trouble reading their cards which resulted in students
who had not quite gotten “it” yet, really beginning to understand and making
real progress in just three minutes!</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
In fact, this went so well that
I applied it to absolute note reading on the staff.<span style="mso-spacerun: yes;"> </span>I gave out my recorder King of the Mountain
cards (such a great game!) and played a fun song, pausing every so often, but
this time the students speak the letters of their card.<span style="mso-spacerun: yes;"> </span>After the song is over, we sit down and play
King of the Mountain with recorders (which my kids love to play!<span style="mso-spacerun: yes;"> </span>See Amy Abbott’s post here for an
example:<span style="mso-spacerun: yes;"> </span>http://www.musicalaabbott.com/2012/12/king-of-mountain.html).<span style="mso-spacerun: yes;"> </span>Since we just did a quick and fun review, they
are a lot better prepared to play.<span style="mso-spacerun: yes;"> </span>King
of the Mountain is another great game for assessment, especially now that I
also use it for recorder.</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
I’m always looking for new and
more engaging ways to get my students to really enjoy working on patterns to
help boost their overall musicianship.<span style="mso-spacerun: yes;">
</span>What are your favorite ways to work on patterns or practice with
flashcards?</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
Have a Great Week!</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
Ashley</div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: .5in;">
P.S. I’m working on getting all
of my flashcard sets up onto my Teachers Pay Teachers Store, be sure to check
them out!</div>
Anonymoushttp://www.blogger.com/profile/02838218239048703849noreply@blogger.com2tag:blogger.com,1999:blog-7832539512597551592.post-23136477317627806632014-09-06T07:50:00.000-07:002015-01-01T11:47:31.330-08:00First Week of School<br />
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<![endif]--><span style="font-family: "Trebuchet MS",sans-serif;">I just finished my first week at my new school….and it was
GREAT!<span style="mso-spacerun: yes;"> </span>It was such a joy to teach,
everyday just flew by!<span style="mso-spacerun: yes;"> </span>For this first
week, I made it my priority to create lessons that would allow my students to experience
the joy of playing and making music together while also allowing me to model
the expectations of my classroom.<span style="mso-spacerun: yes;"> </span>I also
did some preparatory games and activities and was pleasantly surprised to find
that most of my groups already have a good, solid foundation of music skills!</span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">
</span><br />
<div class="MsoNormal">
<span style="font-family: "Trebuchet MS",sans-serif;">I struggled with deciding how I wanted my students to enter
and whether or not I wanted them to sit in the circle in any particular
way.<span style="mso-spacerun: yes;"> </span>I settled on having them enter and
follow me in a circle while I sang the first song and then once everyone was in
I just started the game by having them do what I was doing.<span style="mso-spacerun: yes;"> </span>In the past, I’ve always enjoyed greeting
everyone at the door, but I kinda wanted something new and I wanted my first
impression to the students to be that the music making begins as soon as they
enter the room.<span style="mso-spacerun: yes;"> </span>I think my students
enjoyed “getting down to business” right away and several of the classroom
teachers stopped me in the hall throughout the week to tell me how much fun it
looked!</span></div>
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">
</span><br />
<div class="MsoNormal">
<span style="font-family: "Trebuchet MS",sans-serif;">So far, I am also loving my schedule!<span style="mso-spacerun: yes;"> </span>I see students in Kindergarten through 3<sup>rd</sup>
grade twice a week for thirty minutes (winds up being more like twenty-five
minutes) and students in 4<sup>th</sup>-6<sup>th</sup> twice a week for an
hour.<span style="mso-spacerun: yes;"> </span>In another week or two, the band
and strings teachers will create their instrumental lessons schedule and the
amount of time I see students in 4<sup>th</sup>-6<sup>th</sup> grade will
change.<span style="mso-spacerun: yes;"> </span>I have been used to teaching
half hour lessons and so I made a few small tweaks to the lesson template I
have been using and so far it has worked well in terms of lesson layout for my
younger students.<span style="mso-spacerun: yes;"> </span>Having hour long
classes with the older students is new to me, so I tried a couple different
combinations of activities this week, but I think I am settled on a template
that I will use.<span style="mso-spacerun: yes;"> </span>Here’s an example of a
first grade lesson I will teach next week:<span style="mso-spacerun: yes;"></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhe9YVENPnf7kL0FzZkFkiRYDzLAz1hyphenhyphendE6DH6YOdktsuGeyum_VhaaPs02z2Ro1WohzfYpoNhryVb7LCj7Nz2shhuRBeokGqlYmit3LD8GCY3AwafuPcrpr4gHIlDB4AGPB1AwjcGgZTPY/s1600/Keller+lesson+example+image.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhe9YVENPnf7kL0FzZkFkiRYDzLAz1hyphenhyphendE6DH6YOdktsuGeyum_VhaaPs02z2Ro1WohzfYpoNhryVb7LCj7Nz2shhuRBeokGqlYmit3LD8GCY3AwafuPcrpr4gHIlDB4AGPB1AwjcGgZTPY/s1600/Keller+lesson+example+image.png" height="640" width="520" /></a></div>
<br />
<div class="MsoNormal">
<span style="font-family: "Trebuchet MS",sans-serif;">And here's a fourth grade lesson:</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh4Jm0THY9DTfrYtmMMzVMESQuvb2yz5HEuGeHfZUgvz8GJ4ToER-CqFba5E4vntzpku5b4HNiX5NYe29Tzlv15TKC4-0tzPVg73SgtDypbcRqrIJKluWWL9njQYpd4s9ee55pLTOFNbFL/s1600/Jackson+lesson+example+image.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh4Jm0THY9DTfrYtmMMzVMESQuvb2yz5HEuGeHfZUgvz8GJ4ToER-CqFba5E4vntzpku5b4HNiX5NYe29Tzlv15TKC4-0tzPVg73SgtDypbcRqrIJKluWWL9njQYpd4s9ee55pLTOFNbFL/s1600/Jackson+lesson+example+image.png" height="640" width="510" /></a></div>
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<span style="font-family: "Trebuchet MS",sans-serif;"></span><br />
<div class="MsoNormal">
<span style="font-family: "Trebuchet MS",sans-serif;">What are you teaching next week?<span style="mso-spacerun: yes;"> </span>Do you have a template or layout for
activities that you typically follow when planning for your lessons?<span style="mso-spacerun: yes;"> </span>Leave me a comment and tell me all about
it!<span style="mso-spacerun: yes;"> </span>I will send everyone who comments on
this post a free editable file of the templates that I use!</span></div>
<span style="font-family: "Trebuchet MS",sans-serif;">
</span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-family: "Trebuchet MS",sans-serif;">
</span><br />
<div class="MsoNormal">
<span style="font-family: "Trebuchet MS",sans-serif;">Hope you have a fantastic weekend!<span style="mso-spacerun: yes;"> </span></span></div>
<span style="font-family: "Trebuchet MS",sans-serif;">
</span><br />
<div class="MsoNormal">
<span style="font-family: "Trebuchet MS",sans-serif;">Ashley </span></div>
Anonymoushttp://www.blogger.com/profile/02838218239048703849noreply@blogger.com4tag:blogger.com,1999:blog-7832539512597551592.post-20878723588502308042014-08-24T19:47:00.000-07:002015-01-01T11:47:56.354-08:00New Beginnings!<!--[if gte mso 9]><xml>
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<span style="font-family: "Trebuchet MS",sans-serif;">This is truly a time of new beginnings for me!<span style="mso-spacerun: yes;"> </span>I’ll be starting at a new school this year
which means a new classroom, all new students, new colleagues, a new
administration, and new parents!<span style="mso-spacerun: yes;"> </span>I also
recently moved and got married this summer, and after thinking about it for
quite a long time, I have finally started this blog!<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Trebuchet MS",sans-serif;">I am excited for so many new beginnings, but I have found myself lately
thinking a lot about my past teaching experiences and what affect they will
have on my new teaching experience.<span style="mso-spacerun: yes;">
</span>Having taught in several different buildings, I can truly attest that
there are no two schools that are alike.<span style="mso-spacerun: yes;">
</span>I have been busy the last few weeks preparing plans for my new classes,
but without ever meeting my students or even seeing my classroom, I was only
able to get as far as writing my Kindergarten curriculum and song lists for
each grade.<span style="mso-spacerun: yes;"> </span>I have been itching for our
school’s master schedule to be finished so I can start planning some lessons!<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Trebuchet MS",sans-serif;">While I have not been able to finish writing any of my yearly plans, I
have been thinking a lot about my goals for myself professionally.<span style="mso-spacerun: yes;"> </span>Here are my goals for myself for this school
year:</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Trebuchet MS",sans-serif;"> </span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span></span></span></b><b style="mso-bidi-font-weight: normal;"> 1. Collaborate more with general classroom
teachers.</b></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto;">
<span style="font-family: "Trebuchet MS",sans-serif;">For the past two years that I have
taught in my district, I have always had at least one other general music
teacher at my school along with a band and a strings teacher.<span style="mso-spacerun: yes;"> </span>Collaborating with the other music teachers
has actually gone quite well, however I feel like I have fallen really short
when it comes to working with non-music teachers.<span style="mso-spacerun: yes;"> </span>I’d really like to find ways to work with my
general classroom colleagues to make connections between what the students are
doing in the classroom and what I’m teaching in the music classroom.<span style="mso-spacerun: yes;"> </span>As a Kodály teacher, I’ve become a little
snobby about the songs that I choose to teach (for authenticity’s sake as well
as musical value) so songs that are composed so that they can be “cross-curricular”
do not appeal to me.<span style="mso-spacerun: yes;"> </span>However, I think I
can definitely work hard to find ways to make the songs and units that I teach
relate to what students learn in their general education classrooms.<span style="mso-spacerun: yes;"> </span>Since I will be in a new school this year,
this may be a little tricky at first since I’ll still be learning who people
are, but I’m really hoping this works out <span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">J</span>.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><b style="mso-bidi-font-weight: normal;"> 2. Find consistent ways to get to know
students outside of my music classroom.</b></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto;">
<span style="font-family: "Trebuchet MS",sans-serif;">At my previous school, my scheduled was
PACKED.<span style="mso-spacerun: yes;"> </span>I’m talking, 10 music classes a
day (yes, I said 10!).<span style="mso-spacerun: yes;"> </span>So naturally, I
didn’t have a lot of free time.<span style="mso-spacerun: yes;"> </span>I did,
however, have a few students that really needed to make a personal connection
with me before they were able to engage in music class.<span style="mso-spacerun: yes;"> </span>It took me most of the year to realize this
fact, but when I did I began using the twenty minutes I had at the end of the
day to invite students to spend some one on one time with me a couple days a
week.<span style="mso-spacerun: yes;"> </span>For most students, I gave them
mini-piano lessons or let them try out my guitar with the point being that we
would have time to really get to know each other (I knew this, they just knew I
was spending extra time with them).<span style="mso-spacerun: yes;"> </span>For
these kids it made all the difference in the world.<span style="mso-spacerun: yes;"> </span>While I was glad that this extra time worked
so well with the kids I implemented it with, I was also disappointed that I
could not make time to do this for more of my students.<span style="mso-spacerun: yes;"> </span>While the master schedule is not yet complete
for this year, from what I have heard I’ll have a little more flexibility
(definitely not 10 music classes a day, yay!) and I definitely plan on using
that time to get to know my students outside of my classroom.<span style="mso-spacerun: yes;"> </span>I’ll definitely write more on how I hope to
make that work when I figure it out!</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"><b> <span style="font-size: small;">3. </span></b></span></span></span></b><b style="mso-bidi-font-weight: normal;">Engage parents and keep them connected with
the learning that is taking place in music class.</b></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto;">
<span style="font-family: "Trebuchet MS",sans-serif;">I hope I’m not alone in this, but most
of my parent communication happens when something is needed or something is
wrong.<span style="mso-spacerun: yes;"> </span>If I need students to be at
school for a certain time for a chorus rehearsal, I send letters home.<span style="mso-spacerun: yes;"> </span>If I’m having discipline issues with a
student, I make a phone call home.<span style="mso-spacerun: yes;"> </span>I
haven’t really engaged parents in what happens in my classroom on a day to day
basis or attempted to give them information on what learning is happening.<span style="mso-spacerun: yes;"> </span>A colleague of mine from another school I
taught at a couple years ago would periodically send out “Ask Me” sheets that
basically had suggestions to parents of what to ask their children about what
they were learning in music.<span style="mso-spacerun: yes;"> </span>For
instance, in a first grade class an Ask Me sheet might say “Ask me to tell you
about what rhythm is and ask me to perform the rhythm while singing Engine,
Engine.”<span style="mso-spacerun: yes;"> </span>I remember thinking that this
was such a great idea, and now I’m ready to try it out for myself!<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Trebuchet MS",sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"><b> <span style="font-size: small;">4. </span></b></span></span></span></b><b style="mso-bidi-font-weight: normal;">Seek out information on other methodologies
and how they can enhance my Kodály curriculum.</b></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto;">
<span style="font-family: "Trebuchet MS",sans-serif;">I just finished Kodály Level III this
summer!<span style="mso-spacerun: yes;"> </span>And I have to admit, for the
past few years I’ve kind of been living in a “Kodály box”.<span style="mso-spacerun: yes;"> </span>My entire teaching style has been motivated
by my Kodály background the past few years, but I think that has caused me to
turn a blind eye to everything else.<span style="mso-spacerun: yes;">
</span>When I was growing up, I attended several music camps in the
summer.<span style="mso-spacerun: yes;"> </span>While I did not know it then, I
often took Dalcroze Eurhythmics classes through these camps.<span style="mso-spacerun: yes;"> </span>Those classes with their expressive movement
and rhythmic exercises were always my favorite!<span style="mso-spacerun: yes;">
</span>When I was considering pursuing higher education, I actually seriously
considered becoming certified in the Dalcroze philosophy and have since
attended a few workshops, but nothing beyond that.<span style="mso-spacerun: yes;"> </span>I have also attended some great workshops on
how the Kodály and Orff methodologies can work together, but I feel like I need
to know more about how Orff works before I could successfully do this
myself.<span style="mso-spacerun: yes;"> </span>I really hope to push myself
outside the “box” this year and bring my curriculum to the next level.</span></div>
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<span style="font-family: "Trebuchet MS",sans-serif;">My first official day back to work is tomorrow and I am so excited to
get started!<span style="mso-spacerun: yes;"> </span>I can’t wait to get to meet
the rest of my colleagues (I did have orientation at my new school last Friday
so I met the other new teachers and saw my room) and learn more about the
culture of my new school.</span></div>
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<span style="font-family: "Trebuchet MS",sans-serif;">On another note, I’ve been thinking about starting this blog for a long
time and I really hope that it can be a place to share teaching and learning
experiences with other teachers and open up dialogue on various topics.<span style="mso-spacerun: yes;"> </span>I can’t wait to hear about others’ starts to
the new school year and the various plans other people have for themselves and
their students!</span></div>
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<span style="font-family: "Trebuchet MS",sans-serif;">So, do you have professional goals you’ve made for yourself for this
school year?<span style="mso-spacerun: yes;"> </span>What are they?<span style="mso-spacerun: yes;"> Leave me a comment, </span>I can’t wait to hear all about them!</span></div>
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<span style="font-family: "Trebuchet MS",sans-serif;">Musically Yours,</span></div>
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<span style="font-family: "Trebuchet MS",sans-serif;">Ashley</span></div>
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<span style="font-family: "Trebuchet MS",sans-serif;">P.S. I started a Teachers Pay Teachers store!<span style="mso-spacerun: yes;"> </span>Check it out and follow me if you like it: http://www.teacherspayteachers.com/Store/Ashley-Cuthbertson</span></div>
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