Handouts for Participants at the Tennessee Arts Academy

Happy Summer Music Educators!I am so excited to travel to Nashville in just a few weeks to teach at the Tennessee Arts Academy.  You can learn more about the course here: http://www.tennesseeartsacademy.org/I'm looking forward to meeting the dedicated music educators that will spend some of their summer with me, and my colleagues, Brent Gault and David Row.Stay tuned for updates on the event!  I will share some of my photos and stories from the course soon.

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!

Chinese New Year

I love it when I can tie my curriculum into the real world!  Yesterday was the first day of the Chinese New Year, based on the Lunar calendar.  In third grade, our students study global communities, so I decided to create a unit based on music and the Chinese New Year.

We began by reading the book D is for Dragon by Ying Chang Compestine (Author) and YongShen Xuan (illustrator).

My students enjoyed the bright colors, and it gave us an opportunity to discuss some of the traditions surrounding this holiday.

Then, we learned the song "Gong Xi Fa Cai" which is in the textbook Spotlight on Music, Grade 3.  You can find a link to the song here.  I have a few students who speak Chinese, so this gave them an opportunity to share their knowledge with their classmates, and we had fun learning the song.

I followed this song up with another activity, focusing on Chinese Ribbon Dancing.  First, we watched this video:

Then, we learned to play the "Chinese Ribbon Dance" song from Artie Almeida's Mallet Madness on barred instruments.  On another day, we reviewed the Chinese Ribbon Dance on barred instruments, then we got out the ribbons!  (I have 8' ribbon streamers from West Music.  They are not nearly as beautiful and the silk Chinese streamers, but they worked for us...)  We spent quite a bit of time exploring shapes with our ribbons, and then determined a sequence that we would follow.  Finally, we split up into two groups: an instrument group and a ribbon group...then of course, we switched!  In the future, we will spend a little time improvising patterns on barred instruments, using the rhythm from Artie's song.  

So, how do *you* celebrate Chinese New Year in your classroom?