Middle School Choral Madness (aka Herding squirrels and teaching them to sing on pitch)

Hi everyone, this is Amanda Isaac. Middle School is a tough and fantastic age group to work with. They challenge you daily and demand your best; the most successful teachers serve that expectation and energy right back to them. Middle schoolers want to be both kids and grown up. I know I try to feed both halves of that personality split. Let them be goofy when appropriate and insist on professionalism when it’s time to work and perform. I also do as much as I can to lead them to certain things subconsciously for two reasons: 1. It’s good pedagogy and 2. Their subconscious usually doesn’t argue with me.

During warm ups everyone vocalizes the fullest range of the voice (both girls and boys). We do at least one overall ascending exercise, one descending exercise, and either a range extender or a tongue twister. I teach them why we do certain vocalizes and what their instrument is as scientifically as possible; that knowledge gives them responsibility and accountability for their participation and performance in class and on stage. For instance my favorite warm up is what I call a lip bubble (aka motorboat sound). Ascending and descending the perfect fifth, either with a legato or glissando articulation, gives the students a limited range to manage or focus on. This exercise is wonderful for supporting and maintaining airflow as well as relaxation of many muscles. Occasionally adding the outstretched tongue, which can release some minor tongue tension, injects some purposeful silliness at the beginning of the rehearsal. I usually begin in E flat or E and ascend by half steps to D’. If the piano is used at this point, I try to only have the open fifth or adding the playing the do, re, and sol as a chord to get their ear active in tuning.

As for voicing here’s how it works in my classroom. I teach them a short song or fragment and we sing it in multiple keys. I then bring the students up to the piano in small groups, eight to ten at a time, always of the same gender, and we sing thorough them again. I call this a Voice Check (like a doctor’s check-up). No one ever sings by themselves (which reduces anxiety) and I move around the circle "casually" listening to the individuals sing. I then ask them to identify which key felt best for them. The students know that I always take their opinion into account when deciding their voice part and that they don’t always get what they want. Their voice part is determined by how many singers there are in the ensemble, their ability to match pitch, overall tone quality, range, and level of experience. Students sing the part that fits their voice the best.

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Music a la Cart: Limited Resource Edition

       Hello everyone! My name is Bethany Bassler and I’m a PK-8^th music teacher in North Carolina. I am in my second year at my school and at the beginning of August I got a call from my administrator saying that my room, which was being transferred to a trailer, would not be ready at the beginning of the school year. Eek!  The result would be music on a cart to start the year, with an undefined open date to a trailer room.

Let the Great Organization Begin!

All items in my classroom had to be organized into three categories: what I wanted on the cart, what I eventually wanted in my classroom, and what was going into long-term storage. My window of cart-teaching was anywhere from 3-5 weeks, but even that was questionable, so my selection of materials had to be varied and cover all grade levels for that time frame of teaching. I didn’t know this at the time, but I also had very limited access to any other materials that were eventually going into the trailer, so switching out materials was near impossible.

The majority of my students are on a modified sequence, so I also had to consider what materials I used most frequently and had the most versatile uses across grade levels.

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Integrating New Students into the Music Classroom

Hi everyone! This is Jamie Parker. Like many of you, I’m getting ready to head back to school soon. This year, I am facing a new challenge: due to population changes, my school is re-districting. About 1/3 of my students will be new to my school. In preparation for this change, I have started to brainstorm how to integrate these new students into my music classroom. Today, I’ll share my thoughts with you.

These ideas will work for first-year teachers, teachers new to a position, or experienced teachers who are getting new students.

(Thanks to Graphics from the Pond for the number graphics.)

• Some of the students you will see this year will come with “a story” from their old school/teacher. Try to give each child a fresh start. Everyone deserves a second chance, especially children. Your students have had an entire summer to grow, and they will be entering a new environment. Greet every child positively and seek the good in each student to avoid a self-fulfilling prophecy.

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Fostering a student-centered environment in the music room

Hi everyone! This is Aileen from Mrs. Miracle's Music Room. Today, I'm blogging about something that has been on my mind quite a bit lately as I've been planning lessons: how to foster a student-centered environment in the music room.

There are so many things that I love about the Kodály-inspired classroom...but at times, it can feel somewhat teacher-centered if taught in a traditional way. Sometimes, students DO need a whole-class approach. They need to sing together as a community, they need to prepare and practice rhythms and solfa together, they need the teacher to share musical knowledge. However, at some point, in order for students to transfer their knowledge, the teacher does need to step away and become more of a facilitator. So how do we do that in a Kodály-inspired classroom? Here are my favorite strategies!

#1: Rotating Centers

Several years ago, I began experimenting with centers in my classroom. I had seen them done well in my daughter's Kindergarten classroom, and thought I would try it in my room. It has been a wonderful journey, and a great way to not only foster a more student-centered classroom, but to provide time to work with and assess students one-on-one while the other students are engaged in exciting activities! With rotating centers, I typically have four centers around the room that are focused on practicing the same concept in different ways. For example, for ta and ti-ti, I might have one center at the SMART board, where students are throwing a squishy ball at the board and then reading patterns, another center in which students play rhythm patterns on non-pitched percussion, a third center with worksheets for ta and ti-ti, and the last center with me, in which each student individually reads five patterns. Every five or so minutes, I have students rotate to the next center until they've been to all of the centers. It does have a much more student-centered feel to it, because instead of you teaching the students, students are often teaching each other! Whether they are explaining to each other how to play High D on the recorder, or reminding each other that la is a step above sol,  it's a really awesome thing to step away and let students process the information and teach each other! If you're looking for more information about centers, here are several blog posts with more details about using centers!

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Don't Sweat the Small Stuff Mindset...

Hello everyone! This is Karla from CMajorLearning.  I don't know about you but this past summer just flew by and here I am having just finished my 3rd week of teaching in the 2015-16 school year!

As with any start to the school year, it comes with mixed feelings!  I LOVE my job and what I get the privilege to do everyday but I also LOVE being home with my family during the summer as I'm sure many of you do too!

With this school year, I told myself that I'm not going to 'sweat the small stuff' and that I'm going to not let myself get overwhelmed with all the expectations placed upon myself, both from my district and my own personal expectations.  Thus far, I have been doing very well - some of my teaching 'stuff' (class lists, charts, diagrams, schedules etc) were not ready as early as I would have liked them to be but it was not a deal breaker!  My lessons plans have been written in a timely fashion and they are looking good if I do say so myself!  I'm enjoying the time in class with my students as well as working with some amazing colleagues!

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Summer Reads

Hi everyone! It's Aileen from Mrs. Miracle's Music Room. I've been enjoying summer for a few weeks now. It's the first summer for several years that I haven't had to teach any levels programs. I LOVE to teach Kodaly levels, but I decided this summer to just take some time to spend with my family and relax! (Considering we moved the last day of school, I'm pretty happy with that decision!)

So besides spending time with my family and unpacking boxes, I've been doing a little bit of reading, which is something I haven't done in a LONG time! Although I love to read novels, the type of reading I'm talking about is school-related, to help reflect on my teaching and go into the new year with fresh ideas! Here are my summer reads...make sure to click on each picture to see more information!

"Classroom Management for Art, Music, and PE teachers," 

by Michael Linsin

I read about this book in the Music Teachers Facebook group, and was immediately intrigued. The book was written by a former classroom teacher who now teaches PE, so he has some great perspectives on the difference between the two environments. He presents several ideas that I'm excited to try out with my students in the fall! It's also a great summer read, because the chapters are super short, so it's easy to put down and pick up later!

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Ideas to Survive the End of the School Year

Hello!  This is Karla from CMajorLearning.  Can you believe it is the end of the school year already?  On one hand, it seems as though this year has flown by and on the other, it has lasted forever!  As I end my school year (Canal Winchester Schools has 13 days left as I'm writing this), I'm looking for ways to survive!  Here is my list of the top 10:

Sing Sing Sing!  Yes, this may seem obvious, but keep the kids singing and making music together.  Pull out the favorites of this year or your personal favorites to sing with the students!  Something with lots of repetition is good so that they can learn it quickly and then be making music.  If they are singing, they can't be talking at the same time!

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Setting Procedures for Success

Hi everyone! It's Jamie. Each year, I am reminded about the importance of setting expectations for my students. It is so easy to assume that my kids know how to get supplies, transition to different activities, and interact with each other peacefully. I can tell immediately when I have not done a good enough job setting an activity for success—we’ve all been there! I try my hardest to predict possible opportunities for students to become disengaged, and I’d like to share some ways to set procedures so that this does not happen:

(Thanks to Creative Clips for the graphics.)

 

1.   How to Make a Circle:

·      My students sit in rows when they come into music class, but we often have to transition to circles for singing games, folk dances, and other activities. It is my goal that students make their circle quickly and efficiently, without wasting class time. Here are some steps I take:

o   At the beginning of the year, have students practice making a circle. Remind students to use walking feet. See how quickly each class can make a circle in an appropriate way.

o   Use non-verbal cues to let the students know it is time to make a circle. For example, after singing through a song that has a circle game, put your hands up and make a circle motion. Teach the students that this means, “Stand up and go to your circle.” Then, once the students are at a circle, either show them to stand or sit with hand motions.

o   When transitioning back to row spots, keep the students engaged. Give them a job to do:

•  Step the beat as they sing the song 
•  Step the beat and clap the rhythm at the same time
• Inner hear the song as they march the beat. At a given signal, have them sing the song out loud.

2. “Connecting”

·      In my class, we connect (hold hands) all of the time. I never use the term “hold hands.” Instead, I say, “connect.” Teach the students how to connect with each other:

o   Connect lightly without squeezing

o   Connect with the whole hand (no pinky or sleeve connecting)

·      When teaching the older students how to connect hands, I start with a game in which their connections are a vital part of the game. One game I like to use is Dance Josey:

·      In this game, if students don’t connect, the farmers can get through multiple places in the circle. The game is literally ruined if all students aren’t connecting appropriately.

3. Turns:

·      In my class, we don’t have time to play a game until everyone gets a turn. I have to teach my students from the earliest age that you might get a turn today, but you might also have to wait until the next time to get a turn.

·      One way I choose “it” is through this simple chant:

Acka  backa soda cracker, acka backa boo

Acka backa soda cracker, out goes you!

·      I also tell the students before we start, “Today, we have time for 5 rounds of this game.”

·      Before the last round, I will always tell the students, “This is our final time.”

·      While some students have a hard time with turns at the beginning of the year, they will get used to it if you use the same process each time!

4. Choosing a Partner:

·      There are many times in my class that students need a partner to work/play with. Before we do any partner work, we always practice the steps of getting a partner:

o   Walk up to a friend you’d like to have as a partner. Ask, “Will you be my partner?”

o   The answer to this question in my classroom is always, “OK.”

o   At a given cue (I will normally play an instrument to get the students’ attention), raise your hand if you don’t have a partner. Find another kid with his/her hand in the air.

o   If the class has an odd number of students, you (the teacher) should be partners with the last student if doing a partner game. If working with manipulatives/doing other small group work, have the student join another pair to make a group of three.

5. Transitioning to get Supplies/Instruments:

·      Again, I want any transition to be quick and effective. Teach the students how to get instruments out, how to put instruments in rest position, and how to wait for directions. If using papers and pencils, have a routine for passing out supplies.

·      As the students are getting any supplies out, keep them engaged by continuing to sing:

o   Continue singing the song they are working on

o   Echo melodic/rhythmic patterns

o   Have the students decode patterns as they get supplies out (tap/hum a pattern and the students respond back with solfége or rhythm language)

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First Days of Music Class Using "Animoto"

It's the first week of school. Like many of you I have 10 classes a day and the first class meeting always includes learning rules and routines.  B-O-R-I-N-G! So I needed to find a way to efficiently convey important information in an engaging manner and then not think to yourself "Did I just say this?"

Our tech teacher introduced me to "Animoto". A really cool way to create videos just using graphics, pictures and text with music either you can upload, or use music from the "Animoto" files. 

Sounds complicated?  Not so good and faithful Kodaly teacher.  I am going to enable you by

• Sharing 3 different exemplars to assist in giving you ideas
• Sharing a YouTube link on how to create a free  (a favorite word of elementary music teachers) "Animoto" education account.
• Sharing a YouTube link on how to create your first video.

Video 1 Introduction to Routines and Expectations

Taking the "Boring" out of the dispensation of necessary information.  We are a "7 Habits" School where we use the "Seven Habits of Highly Effective People" embedded into our school culture, and so they are universally used by all staff throughout their classroom and lessons as you can see in the second part of this presentation.

  

Video 2 Introduction to Music Class-Grade 1

Before this school year, music education started in Grade 1.  These kids have never had a music class and did not know even what to expect.  I created this video to help first graders get the "Big Picture" of music class.   In this case, I actually read the text to the kids during the video because most are just beginning to read and the text goes quickly.



  

Video 3 Getting Kids Fired Up for Lincoln Choir

This video actually improved the participation in getting first year choir members.  Many kids can be intimidated by the unknown and this helps them get an idea of what it means to be in choir.  I even use the PE teacher and a 4th grade teacher who are active musicians and sing in the community.  I follow up by handing out information for choir to go home to parents.  I also post this video and the information on the music classroom blog. (This is last year's video-I am still editing this year's)

Ready to try it?
 Here's the link to set up a free account for educators (everyone else pays a monthly fee)

Video Link for setting up an "Animoto" account

Here's the link to show you how to make your first video!

Video Link Tutorial for Animoto

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Technology Tips for the Kodaly-inspired Classroom

Hi everyone, it's Aileen from Mrs. Miracle's Music Room. Last weekend, I presented a technology workshop for VOKE. I really enjoyed presenting the workshop, and as I was putting together materials for it, I was reminded of how anti-technology I used to be.

I admit it...years ago, when I heard the word "technology," I would shudder. It was starting to become a buzz word, something that would be hailed as the "next best thing." I had visions of active music making going out the window and being replaced by students sitting at computers using notation software. (Not that this is a bad practice all together, but I didn't want to lose the music making in my classroom!) I used to brag that I could teach only with a tuning fork. I've come to realize, though, that just because you CAN do something, doesn't mean you should.

So I guess the question boils down to this: why use technology in your Kodaly-inspired classroom? I'm stubborn in that I refuse to do something just because everyone tells me I should, which is why I was initially anti-technology. Here is my list of reasons to implement technology in your classroom:

• To create an exciting, interactive environment. So many of our students are very comfortable with technology, and there are so many great things you can do with it!
• To save time. This, to me, is one of the biggest reasons I use technology. While initially, it may be time-consuming to learn and make resources for a specific technology (like the SMART board), it can eventually save you time.
• To create unique experiences that wouldn't be possible otherwise.
• To collaborate with other teachers from around the world.
• To research.

Let's start with creating an exciting and interactive environment. One of my favorite types of SMART board files is the "sentence arranger." This is a great way to teach students a new song...simply have them listen to you sing, and then have them arrange the lyrics by dragging and dropping! You can download an example for "I've been to Haarlem" here:

This week I used the "Starry Night" app to have my students brainstorm words and phrases for a "Starry Night" haiku, which they then added solfa to, notated on the staff, then transferred to the dulcimer or a barred instrument. There were so many "ooohhh's" and "ahhh's" when I projected the app from my ipad to the TV screen, and then they got more creative with their brainstorming!

You can download the app here:

How can you save time with technology? One of my favorite ways to save time this year is to hyperlink all of my files on my agenda which I project onto my SMART board, so I don't have to open multiple files in the morning before my lessons begin. I got this great idea from another music blog and of course now I can't remember whose! Read this blog post about creating an agenda; here is a picture of a sample agenda:

In the above agenda, I had a SMART notebook file for "Star Light," so when we got to that part of the lesson, I just touched the words on the SMART board, and the file opened! To hyperlink in Powerpoint, select the text you want hyperlinked, right click, choose "hyperlink," and then choose the file to which you want to hyperlink. This has been a great time-saver, between the fact that I don't have to open up a bunch of new files every morning, AND I don't have to write and rewrite anything on the board as new classes come in; I can just close the file, hit "don't save" (unless there is something I need to save), and I'm good to go!

Another great way to save time is with the "Smart Seat" app.

One of the tasks I have always loathed is creating seating charts...and this makes it SO much easier. It allows you to create charts in several different layouts, take pictures of each child, print out the seating chart to yourself, and so much more!

GarageBand is a GREAT way to create musical experiences not otherwise possible. You can now download GarageBand for free with in-app purchases. See more by clicking below:

I'm not an expert at GarageBand, so here is a great tutorial from Music and Technology you can purchase:

This book has also been very helpful; click the picture to see it on Amazon.

Maybe you're thinking, "I can't have my students use GarageBand...I only have one ipad!" You might consider working in learning centers, and you can also use GarageBand to create accompaniments and songs for your students to listen to or play along with. I created this recorder song and accompaniment on GarageBand that you can download for free for your beginning recorder students learning B and A:

To collaborate with other music teachers, you can simply hop over to the "Kodaly Educators" group on Facebook and ask your question! I've also asked questions on the Organization of American Kodaly Educators page and Ipads in the Music Room page. There are so many great minds there who are willing to give advice and answer questions!

As far as research goes, I LOVE using the Holy Names Kodaly website to search for folk songs! It is like an index many of us had to complete for our levels...but it is online and free! Click here to check it out. You can also read Christopher Roberts' thoughtful blog post on the Kodaly Corner about using the Smithsonian Folkways website to research folk songs from around the world.

This is just a sampling of technology ideas for your classroom that could be added to your Kodaly-inspired lessons to make them even more magical. Have any other ideas? Please comment below (and check out some tips for using Twitter I recently posted at my blog!)

Thanks for reading!

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