My Classroom Community

One of my primary non-musical goals is to develop a strong sense of community and a positive learning environment for my students.  I think this is a key component for learning in the public schools.  If students do not feel valued, safe, or a part of the group, their ability to learn will most certainly suffer.  So, over the years, I have worked diligently to find ways of encouraging a happy classroom where students feel comfortable to take risks, be themselves, and encourage others.

In order to create that kind of a learning environment, I have found that the following items must be a part of my classroom: 1)  a clearly stated set of expectations and routines, 2) cooperative learning experiences, and 3) opportunities for students to have input into class and create music in which THEY make the choices, not me.

Expectations

I have created many sets of expectations over the years, but I really believe that the fewer you have, and the more positively stated they are, the better.

Here are mine:

We review these rules often, and talk about why they are so important.  

So, what if a kiddo breaks a rule?  First, I give a general reminder to the whole class about what's supposed to happen.  If a child continues, then I give him/her a gentle warning.  For instance, "Jim, (or whomever) the expectation is that you are listening, rather than talking, right now.  Can you do that?"  Typically, the child says yes. If they continue, then they to go to the "think spot."  Usually, that takes care of it, but if I find that they are going to the think spot repeatedly, then I might try changing their assigned sitting spot in the room, a one-on-one conference, and/or a call home to their parents/guardians. 

Routines

Kids thrive on routines!  My routine is simple.  We enter the room quietly and safely, and go to our "music spots."  Then, we look at the SMARTboard where I list the activities for the day.  I typically start with a body and/or vocal warm-up, then we learn a song or piece of repertoire that focused on a particular pitch or rhythmic concept.  Within the class period, I try to have kids singing, moving, listening, and creating.

At the end of class, I call of small groups of students to line up (if your wearing blue, or if you sit in the 3rd row, etc.).  This cuts down on a lot of silliness, and kids line up ready to go on to their next class!  Classroom teachers very much appreciate the fact that kids are calm and ready to go.

Resources

One of my favorite resources for classroom management ideas is this book:

I love that it is specific to "specialists" classroom, because, like it or not, our teaching scenario is different!  The author also has a website called www.smartclassroommanagement.com, that I would highly recommend.  Check it out!

Orff Instruments, No Orff is More!

Orff Schulwerk is a daunting name I know, but a wonderful approach to teaching.  Educators who only read an article or two about Orff in their undergraduate classes, often describe it as a set of instruments. You'll sometimes hear music teachers say "Oh yes, I know a lot about Orff, I have a whole set of Orff Instruments," or "I need an Orffestration."  Unfortunately, this is a limiting view of Orff Schulwerk.

A selection of barred instruments: Xylophones,
Metallophones, and Glockenspiels!

By contrast, those who have taken levels training find that Orff Schulwerk refers to much more than just children's percussion instruments.  It is actually a philosophical approach to teaching that encompasses pedagogy, movement, singing, speech, poetry, play, composition, improvisation, and conceptualization of music. In my own teaching, the Schulwerk has become guiding light for the choices I make when teaching.

Here are some ways in which you can learn more about Orff Schulwerk:

1) Go to the American Orff Schulwerk Association (AOSA) home page.  Here you find videos, articles, and other great information on this philosophy that you can access immediately.

2) Read about the approach! Some of my favorite books include:

• Discovering Orff by Jane Frazee
• Exploring Orff by Arvida Steen
• Elementaria, Orff Schulwerk Introduction by Gunild Keetman

3) Take a class locally!  The are over 100 Orff Chapters in the United States.  Chapters typically offer classes on Saturdays, and this is a great way to get started. You do not need to have training in Orff Schulwerk to attend a chapter workshop--just a willingness to jump right in.  Here is a link to help you find your nearest chapter.

4) Attend an AOSA Professional Development Conference.  Again, you do not need to have training in Orff Schulwerk to attend as AOSA conference (which is held yearly).  The conference offers an introductory class to the approach, and the majority of conference workshop sessions are appropriate for those who are beginners to the method.  Click here to learn more about AOSA conferences.

Here I am, at the Orff Institute!

5) Finally, if you are up for it...attend levels training!  Levels training provide an in-depth experience of the approach. Levels classes typically run in the summer over a two week period.  They are held in a variety of locations throughout the United States and the world!  Click here to learn more about levels training.

I would highly recommend Orff training and or workshops to any music educator who interested in exploring music pedagogy.  It is a great way to engage in professional development, meet new colleagues, and enhance your understanding of music learning.

I have taken Levels 1, 2, and 3, and two master classes, but that wasn't quite enough for me, so this summer, I attended the Summer Course at the Orff Institute in Salzburg, Austria. What a great way to spend my summer vacation!