I am sitting in the Amhurst Elementary gym with the most entertaining, fun, yet stern, teacher ever for me to see as an elementary choir director. Wow. The kids know who’s boss but also want to keep coming to create really cool music! I have heard modal/minor warm-ups, English, and even German...and Swahili?! There are three parts to this treble choir, and they are pretty darn on-key and in-tune. How many songs have they sung? LIKE FIVE?! We still have fifteen minutes to this thing!
I’m just amazed at how well the director knows her stuff. I’ll bet she has to prepare for these elementary choral pieces just as much as a high school choir director has to. I am so impressed.
I can tell she’s a Kodaly person. Tracy had told me that she was, and that’s just—well—wonderful. They have very good musical ownership. They practice outside of choir—which has to be essential, since they only meet once a week. I’m so excited for them! I can’t wait to hear what this choir does, and what the choristers wind up doing with their lives. I guess that’s the beauty of being a “choirmaster.” You get to watch kids grow and become real people.
Okay, just as an ending note, there are five more minutes to rehearsal. Edie has just asked the students to take out their seventh piece. Wow. They even started ten minutes late. This is awesome. I want to be a music teacher when I grow up.
Tuesday, February 15, 2011
V-Day Valentiine (No longer SAD.)
Today was a wonderful, sugar-y day. The different parts that were crazy, though, were brand-new lessons for Kindies and 3rd Graders. Kindies were good—not stellar, but still good. 3rd Graders just got back from lunch, and HOLY COW—they were not attentive and VERY MUCH SO on sugar highs. One class (out of the two, since today is Monday Madness with two classes per music period) had not done Beethoven Part II. So I didn’t get to do my V-Day lesson on love! NOT FAIR! Tracy said, “Yep, that’s the problem with the schedule. It’s a toss-up and easy to miss classes.”
From now on, I am teaching all grades but 2nd and 5th, and when I do solo-week, Tracy would like to keep 5th Grade. I hope I get to do some, but the Beethoven/rap Orff lessons have given me some experience with 5th Graders. Yaaaay.
Note to self: Stop mouthing for the 1st Graders during their program songs. That was something that came up in seminar today. I think it’s a great idea. Dr. Moore said during seminar today, “Even 1st Graders can have ownership of their music.”
From now on, I am teaching all grades but 2nd and 5th, and when I do solo-week, Tracy would like to keep 5th Grade. I hope I get to do some, but the Beethoven/rap Orff lessons have given me some experience with 5th Graders. Yaaaay.
Note to self: Stop mouthing for the 1st Graders during their program songs. That was something that came up in seminar today. I think it’s a great idea. Dr. Moore said during seminar today, “Even 1st Graders can have ownership of their music.”
Crazy Week II Synopsis
Crazy week. It was a crazy week of taking many, many, many classes to teach. I was ready to lay over the xylophones and fall right to sleep. Oh. Dear.
I am always teaching 1st now. Really. Really?! I’m just glad that Tracy trusts me with the 1st Graders. I am so glad to have actually been able to get the movements right, and Tracy lets me make mistakes. I am learning so much from her. It’s unreal. I didn’t have to teach Kindergarteners, but I did have to teach them once when Tracy was out due to sickness. I have enjoyed doing mini-lessons for Kindies (Kindergarteners) and 2nd Grade, but I haven’t done a full lesson for either since the infamous Kindie High and Low lesson.
The craziest thing happened. I ran out of students to teach Beethoven Part II. I had to come up with an entirely new lesson, but it was okay. I just furthered the lesson by doing a rhyme/poem/rap Orff lesson that tied on to the rhythmic portion of Beethoven Part II. It was hilarious. I got them to sound like M.C. Hammer. Oh. Dear. Again. (Only this time, it is a positive one!) This lesson added in ostinati (spoken, body percussion, and percussive instruments—non-pitched.) I’d like to build on the lesson with Orff instruments, but I think that Tracy would rather me move on to a new lesson…? (or just modify my melody to make it simpler.)
I am always teaching 1st now. Really. Really?! I’m just glad that Tracy trusts me with the 1st Graders. I am so glad to have actually been able to get the movements right, and Tracy lets me make mistakes. I am learning so much from her. It’s unreal. I didn’t have to teach Kindergarteners, but I did have to teach them once when Tracy was out due to sickness. I have enjoyed doing mini-lessons for Kindies (Kindergarteners) and 2nd Grade, but I haven’t done a full lesson for either since the infamous Kindie High and Low lesson.
The craziest thing happened. I ran out of students to teach Beethoven Part II. I had to come up with an entirely new lesson, but it was okay. I just furthered the lesson by doing a rhyme/poem/rap Orff lesson that tied on to the rhythmic portion of Beethoven Part II. It was hilarious. I got them to sound like M.C. Hammer. Oh. Dear. Again. (Only this time, it is a positive one!) This lesson added in ostinati (spoken, body percussion, and percussive instruments—non-pitched.) I’d like to build on the lesson with Orff instruments, but I think that Tracy would rather me move on to a new lesson…? (or just modify my melody to make it simpler.)
Thursday, February 10, 2011
Thursday toast
I was a little overwhelmed today.
A little.
It wasn't that bad. In comparison to yesterday, this wasn't so bad. I didn't teach kindergarten, and I didn't teach 2nd Grade. I did the same lesson (again) for 3rd through 5th Grade, and I taught the program songs for 1st Grade.
By the last period of the day, though, I was toast. Thursday toast. It's that time that your body says, "It is Friday, and I am ready to take a nap instead of go to lunch." I eat lunch with the Principal and VPs of our school. Oh, where's Sheridan? That student-teacher who really liked our Valentines Day chocolate? Oh, yes, she is conked out over on the xylophones. Let's fire her. (If that was true, I'd be in quite a position. Bad news, Bob. Sheridan has been fired from her student-teaching. She's not even being paid for that, right?)
Solution: Sheridan, you need sleep tonight.
New proposition--Sheridan, it's time to start taking over most of the classes. Let's try a new lesson for each grade.
Oh.
Dear.
A little.
It wasn't that bad. In comparison to yesterday, this wasn't so bad. I didn't teach kindergarten, and I didn't teach 2nd Grade. I did the same lesson (again) for 3rd through 5th Grade, and I taught the program songs for 1st Grade.
By the last period of the day, though, I was toast. Thursday toast. It's that time that your body says, "It is Friday, and I am ready to take a nap instead of go to lunch." I eat lunch with the Principal and VPs of our school. Oh, where's Sheridan? That student-teacher who really liked our Valentines Day chocolate? Oh, yes, she is conked out over on the xylophones. Let's fire her. (If that was true, I'd be in quite a position. Bad news, Bob. Sheridan has been fired from her student-teaching. She's not even being paid for that, right?)
Solution: Sheridan, you need sleep tonight.
New proposition--Sheridan, it's time to start taking over most of the classes. Let's try a new lesson for each grade.
Oh.
Dear.
Wednesday, February 9, 2011
Can each week be considered crazy?
I have to tell ya, this week has only seen three days. The first was catching my 3rd, 4th, and 5th graders up to see "Beethoven Lives Upstairs," but the second and third days were NUTS. They are classified as NUTS because my mentor teacher was absent both days. By the grace of God, Tuesday is the day that Ben is in for his teaching day and Wednesday a MIRACLE happened and we got a sub.
It was nice to have had 3rd through 5th prepared, which I taught both days. Ben taught K-2 yesterday, but I had them today. That meant that today, I taught for the first time ALL BY MYSELF for the entire day. I did not have K-2 prepared, which has to be one thing that I never, ever want to do again. Tracy's absence today was a surprise, so I didn't have much prepared at all. Again, I never, ever, want to be unprepared again.
K-2 was not horrible. It wasn't. Kindergarteners and 2nd Graders reviewed Lucy Locket, and we got to talk about crescendos and decrescendos with 2nd. 1st Graders had their work cut out for them because of the program. We worked on four out of the seven, but they knew everything but one. They were getting wild, and I could tell they were getting bored. I understand that we need to do program stuff, but what other teachable moments can be used so that they don't get bored? I don't know what I feel about programs now. It's great for a PRODUCT for admin, other teachers, and especially parents to come and see. On the other hand, what time is used up which could be valuable for getting them ready for 2nd Grade music?
3-5:
3rd: Argumentative. They do not like to share, and they really like to complain.
4th: Not bad. Not horrible. They actually listened and behaved very well.
5th: Wild, just after lunch. I had them get out their giggles and their energy at the beginning of class, then calmed them down for the movie. They went awesomely crazy with the instruments. It was funny, but I'm pretty sure if they had pushed on the drums just a LITTLE more, they would have broken at least one of the instruments. My discipline went out the window for that class until the end of class. Then again, I did give them permission to be a little crazy. After all, they became composers, just like Beethoven, and he was a crazy guy.
Whew. I'm starting up a new lesson for 3rd tomorrow. We'll see how that goes. I'd like to do an ostinato lesson, but it is still in the works. I am still able to adapt some of my old lessons from Dr. Sousa's Elementary Music Methods, but sooner or later, those will run out. I'd really like to keep them in reserve, but I have been having writer's block for the last two weeks. I hope I can come up with something interesting.
It was nice to have had 3rd through 5th prepared, which I taught both days. Ben taught K-2 yesterday, but I had them today. That meant that today, I taught for the first time ALL BY MYSELF for the entire day. I did not have K-2 prepared, which has to be one thing that I never, ever want to do again. Tracy's absence today was a surprise, so I didn't have much prepared at all. Again, I never, ever, want to be unprepared again.
K-2 was not horrible. It wasn't. Kindergarteners and 2nd Graders reviewed Lucy Locket, and we got to talk about crescendos and decrescendos with 2nd. 1st Graders had their work cut out for them because of the program. We worked on four out of the seven, but they knew everything but one. They were getting wild, and I could tell they were getting bored. I understand that we need to do program stuff, but what other teachable moments can be used so that they don't get bored? I don't know what I feel about programs now. It's great for a PRODUCT for admin, other teachers, and especially parents to come and see. On the other hand, what time is used up which could be valuable for getting them ready for 2nd Grade music?
3-5:
3rd: Argumentative. They do not like to share, and they really like to complain.
4th: Not bad. Not horrible. They actually listened and behaved very well.
5th: Wild, just after lunch. I had them get out their giggles and their energy at the beginning of class, then calmed them down for the movie. They went awesomely crazy with the instruments. It was funny, but I'm pretty sure if they had pushed on the drums just a LITTLE more, they would have broken at least one of the instruments. My discipline went out the window for that class until the end of class. Then again, I did give them permission to be a little crazy. After all, they became composers, just like Beethoven, and he was a crazy guy.
Whew. I'm starting up a new lesson for 3rd tomorrow. We'll see how that goes. I'd like to do an ostinato lesson, but it is still in the works. I am still able to adapt some of my old lessons from Dr. Sousa's Elementary Music Methods, but sooner or later, those will run out. I'd really like to keep them in reserve, but I have been having writer's block for the last two weeks. I hope I can come up with something interesting.
Monday, February 7, 2011
What a Week!
I am officially taking over 3rd Grade. Last week, I finished the rotation with my Folk Songs/Rhythm lesson. It seems like each new rotation SNEAKS up on me! We recovered and found a good lesson to work on.
The beginning of the week was crazy. I had a rough day, and to make matters even crazier, Tracy was out sick. No sub teachers were available, but luckily Ben Burnette teaches on Mondays. We both tag-teamed, and I was able to do my folk lesson for 3rd and 4th Grade and my Kindergarten lesson about high and low. HOWEVER, things went really well with my lessons!
As soon as she was back, Tracy showed me a neat Kodaly/Orff lesson she learned about in a workshop involving Beethoven's Symphony No. 7. The first round of classes have been watching Beethoven Lives Upstairs, which is an interesting movie to them but pretty rough for the teacher to watch over and over again. This is the disadvantage to watching a film in an Encore class (Music, PE, Art, etc.), but the kids really needed to see it to get background on Beethoven's life before my lesson, "Beethoven Part II."
Let me explain the lesson (Grades 3, 4 and 5. Yes, I am doing more than just 3rd Grade this week!)
You listen to Mr. B's Symphony No. 7, Movement 2. There is a rhythmic pattern repeated three times followed by a different rhythm played only once.
Ta ta-di Ta Ta or Hi, Sis-ter Su-san (repeated x3)
Ta ta-di Ta sh or Hi, Brother John (once only)
The students listen to the movement and identify how many "Sister Susans" and "Brother Johns" are heard. They identify the rhythm's Ta-dis (takadimi method for this school zone) and are given a set of rhythm cards (one per pair of students.) They find the pattern and put a repeat sign between the two rhythm cards. Their next task is to "compose" their own set of rhythms to be played in the same 3+1 pattern. We drew numbers (the sets of cards were labeled with a number) and displayed a few patterns on the SmartBoard for all to see. Partners got one Orff Pitched instrument and the rest of the class (as there are not enough pitched instruments to go around) took non-pitched percussion instruments (mostly drums) to play the rhythms displayed on the SmartBoard.
We ran into a few problems with that first class. They were last week's guinea pigs. I didn't give an example of what to do with the pitched instruments and directed the class with a drum. Therein, the kids who played Orff pitched instruments only played the same notes, which is what the first pattern of Beethoven's is in his 7th. Also, I am not going to draw names. I want all the students to get an opportunity to play their own invented pattern. I think I will give the students about 5 minutes to figure out their melody with their invented rhythmic pattern. Also, I am just going to have enough instruments out for each pair to have one instrument. I can draw numbers out of a hat to determine who will have their compositions featured. I think things will be a bit simpler if I do it this way.
This week, I am teaching Beethoven Part II. All the other 3rd-5th graders have watched the bulk of the film, except for today's kids. Tuesday, Wednesday, and next Thursday will be the days for this lesson. I've got to think of a new one for 3rd Graders soon!
The beginning of the week was crazy. I had a rough day, and to make matters even crazier, Tracy was out sick. No sub teachers were available, but luckily Ben Burnette teaches on Mondays. We both tag-teamed, and I was able to do my folk lesson for 3rd and 4th Grade and my Kindergarten lesson about high and low. HOWEVER, things went really well with my lessons!
As soon as she was back, Tracy showed me a neat Kodaly/Orff lesson she learned about in a workshop involving Beethoven's Symphony No. 7. The first round of classes have been watching Beethoven Lives Upstairs, which is an interesting movie to them but pretty rough for the teacher to watch over and over again. This is the disadvantage to watching a film in an Encore class (Music, PE, Art, etc.), but the kids really needed to see it to get background on Beethoven's life before my lesson, "Beethoven Part II."
Let me explain the lesson (Grades 3, 4 and 5. Yes, I am doing more than just 3rd Grade this week!)
You listen to Mr. B's Symphony No. 7, Movement 2. There is a rhythmic pattern repeated three times followed by a different rhythm played only once.
Ta ta-di Ta Ta or Hi, Sis-ter Su-san (repeated x3)
Ta ta-di Ta sh or Hi, Brother John (once only)
The students listen to the movement and identify how many "Sister Susans" and "Brother Johns" are heard. They identify the rhythm's Ta-dis (takadimi method for this school zone) and are given a set of rhythm cards (one per pair of students.) They find the pattern and put a repeat sign between the two rhythm cards. Their next task is to "compose" their own set of rhythms to be played in the same 3+1 pattern. We drew numbers (the sets of cards were labeled with a number) and displayed a few patterns on the SmartBoard for all to see. Partners got one Orff Pitched instrument and the rest of the class (as there are not enough pitched instruments to go around) took non-pitched percussion instruments (mostly drums) to play the rhythms displayed on the SmartBoard.
We ran into a few problems with that first class. They were last week's guinea pigs. I didn't give an example of what to do with the pitched instruments and directed the class with a drum. Therein, the kids who played Orff pitched instruments only played the same notes, which is what the first pattern of Beethoven's is in his 7th. Also, I am not going to draw names. I want all the students to get an opportunity to play their own invented pattern. I think I will give the students about 5 minutes to figure out their melody with their invented rhythmic pattern. Also, I am just going to have enough instruments out for each pair to have one instrument. I can draw numbers out of a hat to determine who will have their compositions featured. I think things will be a bit simpler if I do it this way.
This week, I am teaching Beethoven Part II. All the other 3rd-5th graders have watched the bulk of the film, except for today's kids. Tuesday, Wednesday, and next Thursday will be the days for this lesson. I've got to think of a new one for 3rd Graders soon!
Thursday, January 27, 2011
Tweaking (Not Tweeting)
I don't even have a twitter account. I couldn't tell you one thing about Twitter, except that it is something like facebook updates.
To TWEAK is not to TWEET. I am going to try to fix my lessons so that they are more interesting and go smoothly. I need to wake up my Kindies and keep my 3rd Graders interested. The nice thing about teaching elementary school music is that you get a LOT of practice teaching the same lesson. Here, in particular, we may teach the same lesson up to nine times (nearly two weeks' worth of classes.) We have finally gotten through a whole rotation (which was messed up a little because of the random snow days at the beginning of the semester.) Note to self: I began teaching the Purple Group and will need to have a new lesson by the time the Purples come back around!
Well, through the day, I have been able to achieve my goals...but I think I have over-tweaked. This time, the Kindergarteners were definitely AWAKE and HYPER. Holy cow times two. The pace of the lesson was good, but discipline was difficult. I got to incorporate games much more quickly this time. We went through the content portion of the lesson quickly and efficiently, so we had more time to play the games. See-saw was REALLY HARD to do! They were better this time at having opposite people going down at one time, but of course they weren't perfect. (They are still getting their coordination down physically--goodness, they're just 5 years old!) The second game (added into the lesson) was hysterical. It gave them opportunity to keep the microbeat and do a made-up movement to the macrobeat of the song of one person's choosing. Oh. My. One kid acted as if he was a belly dancer, and another was a break dancer with some hips that MOVE. WHOA. (Both were boys, too! They were awesome...and also, I've a feeling, the class clowns.) It was admittedly difficult to keep them at bay, but, honestly, it was worth it just to see those two let it loose like that.
The 3rd Graders were definitely not bored...and they were HYPER as well. I was able to roll through the lesson, but the students really couldn't focus. (Today was picture day, which probably contributed to EVERYONE being hyper.) After some reprimands from Mrs. Ward and myself, they finally left well-behaved, and I thanked them. One thing I firmly believe in is positive reinforcement...and I want them to know they did a good job. Oh, yes, and we did do the dance. One complication: a little girl who has autism got in the middle and was screaming (while smiling/giggling) when we collapsed the circle into a bundle in the middle of the classroom. She wanted to be involved (as she is high-functioning) but I'll just have to make sure she doesn't get in a predicament like that. She could have been truly scared or she could have liked it. Oh, my goodness, it could have been awful. Thank goodness it wasn't blood-curdling screaming. She had a great time before that and was dancing/being Vanna White for me while I was teaching the lesson. That probably contributed to everyone else being hyper, but I am glad that she got involved and learned with us.
To TWEAK is not to TWEET. I am going to try to fix my lessons so that they are more interesting and go smoothly. I need to wake up my Kindies and keep my 3rd Graders interested. The nice thing about teaching elementary school music is that you get a LOT of practice teaching the same lesson. Here, in particular, we may teach the same lesson up to nine times (nearly two weeks' worth of classes.) We have finally gotten through a whole rotation (which was messed up a little because of the random snow days at the beginning of the semester.) Note to self: I began teaching the Purple Group and will need to have a new lesson by the time the Purples come back around!
Well, through the day, I have been able to achieve my goals...but I think I have over-tweaked. This time, the Kindergarteners were definitely AWAKE and HYPER. Holy cow times two. The pace of the lesson was good, but discipline was difficult. I got to incorporate games much more quickly this time. We went through the content portion of the lesson quickly and efficiently, so we had more time to play the games. See-saw was REALLY HARD to do! They were better this time at having opposite people going down at one time, but of course they weren't perfect. (They are still getting their coordination down physically--goodness, they're just 5 years old!) The second game (added into the lesson) was hysterical. It gave them opportunity to keep the microbeat and do a made-up movement to the macrobeat of the song of one person's choosing. Oh. My. One kid acted as if he was a belly dancer, and another was a break dancer with some hips that MOVE. WHOA. (Both were boys, too! They were awesome...and also, I've a feeling, the class clowns.) It was admittedly difficult to keep them at bay, but, honestly, it was worth it just to see those two let it loose like that.
The 3rd Graders were definitely not bored...and they were HYPER as well. I was able to roll through the lesson, but the students really couldn't focus. (Today was picture day, which probably contributed to EVERYONE being hyper.) After some reprimands from Mrs. Ward and myself, they finally left well-behaved, and I thanked them. One thing I firmly believe in is positive reinforcement...and I want them to know they did a good job. Oh, yes, and we did do the dance. One complication: a little girl who has autism got in the middle and was screaming (while smiling/giggling) when we collapsed the circle into a bundle in the middle of the classroom. She wanted to be involved (as she is high-functioning) but I'll just have to make sure she doesn't get in a predicament like that. She could have been truly scared or she could have liked it. Oh, my goodness, it could have been awful. Thank goodness it wasn't blood-curdling screaming. She had a great time before that and was dancing/being Vanna White for me while I was teaching the lesson. That probably contributed to everyone else being hyper, but I am glad that she got involved and learned with us.
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