tag:blogger.com,1999:blog-48197221862677437072024-03-19T04:39:41.772-04:00Organized ChaosHi! I'm Elizabeth, and I'm a single mom to twin girls, elementary music teacher, planner addict, world traveler, and crafter. I love organizing, teaching, parenting, connecting with cultures around the world, crafting, and planning, so I blog about all of my passions! Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.comBlogger885125tag:blogger.com,1999:blog-4819722186267743707.post-18751533643664455762024-03-19T03:30:00.002-04:002024-03-19T04:39:08.794-04:00Using Viral Songs in Elementary Music<div>How can we continue to include music that is "of the moment" in our music lessons now that trends come and go so quickly? And how do we really create meaningful lesson plans with these little snippets of songs that our students are most likely to recognize from social media clips that are under a minute? Here are some of my favorite ways to incorporate those viral songs from social media platforms into my elementary music classes.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinRJGXX5AtWSPoGZDotSd1FRQqVN-edgzWKDaH4uVYC64ZJI2M9JdQJhh4L5YSy9aTSEBIor1Y9jz0ueIjGRCUY8BtL_jx3OgNFoZxg9ZBfp3-b1ZLNeoBjr5ODkKs-dixoBqj8xjaFJSrtJ7beA2ypeqlAEcEQY0MPSLtc5HTSD697mYtW7EBssUdJCw/s2500/viral%20songs%20in%20elementary%20music.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinRJGXX5AtWSPoGZDotSd1FRQqVN-edgzWKDaH4uVYC64ZJI2M9JdQJhh4L5YSy9aTSEBIor1Y9jz0ueIjGRCUY8BtL_jx3OgNFoZxg9ZBfp3-b1ZLNeoBjr5ODkKs-dixoBqj8xjaFJSrtJ7beA2ypeqlAEcEQY0MPSLtc5HTSD697mYtW7EBssUdJCw/w526-h276/viral%20songs%20in%20elementary%20music.jpg" width="526" /></a></div><br /><div>In some ways it's harder than ever to keep up with the music our students are listening to because trends come and go so much more quickly, but in other ways I think because we have these little snippets of songs that go viral on social media, they can be a really easy swap for other song material we may have in an existing lesson plan.</div><div><br /></div><div><b>theme and variations/ arranging/ remixing</b></div><div><br /></div><div>My favorite way to incorporate viral songs and snippets from social media is as examples of arranging/ remixing, or to show a modern example of theme and variations. So much of the music that people are using in viral videos are edited versions of old songs, or edited versions of a currently popular audio. Once a song has been viral for a minute, there is usually someone who will compile all of the different versions of a particular audio people have done into one youtube video. So it's easy to take a few isolated versions to show examples of arranging/ remixing- have students listen to each and identify which musical characteristics were preserved and which were modified- and the compilations are a perfect example of theme and variations (since these compilations almost always start with the original).</div><div><br /></div><div><b>use in place of folk songs</b></div><div><br /></div><div>There has been a lot of conversation around removing many of the "folk songs" that had been passed around so much in U.S. American music education circles based on the discoveries that many of these songs come from questionable origins. The problem with that has been that it's way harder to reinvent the wheel than to keep doing what you were doing! These simple little "folk songs" are really convenient to use in elementary music lessons because they are short little songs that are easy to learn quickly and easy for us as teachers to find a song with a specific musical element in it that we want to teach. Good news: the songs (or snippets of songs) that go viral on social media are also short and easy to learn (and in many cases even easier than folk songs for students to learn, because half of them already know it)! If I stumble on a song I know could work well, I stop and think through the concepts I'm teaching over the next few weeks in each grade and see if any of them are embedded in that song (usually a specific rhythm or pitch element).</div><div><br /></div><div><b>identify musical characteristics</b></div><div><br /></div><div>This idea goes along the lines of the first 2 examples, but it's important enough to mention as a separate point that, since students are often at least somewhat familiar with this music, it's an easy way to give students practice identifying specific musical elements and characteristics, whether it's an instrumental timbre, a pitch or rhythm element, tonality, or expressive elements like dynamics, tempo, and articulation. They work great as examples and using them helps answer the question of "why does this matter" before it is even asked.</div><div><br /></div><div><b>keep in mind...</b></div><div><b><br /></b></div><div>There are 2 important notes we need to keep in mind with all of this that are hopefully self-evident but worth mentioning: 1) obviously not all viral songs are appropriate for elementary-aged students, and 2) the only way to realistically be able to quickly swap in songs in our lesson plans as they are trending is if you have a solid foundation in concept-based lesson planning/ curriculum. Simply put, if you know what the purpose of an existing lesson plan is- if you know what concepts/ skills you're wanting students to learn through the song/ activity- you can easily identify those same concepts/ skills in other songs as they come across your radar and use that instead of the song you have in an existing plan. If you don't, that process will take hours of reinventing the wheel to figure out where you can add in a new song, and that's not something any of us has the time for!</div><div><br /></div><div>If you want to learn more about concept-based curriculum writing and lesson planning (which, quite honestly, is my answer to many struggles we face in effective elementary music education), I highly recommend this free series I've compiled. It walks you through the entire process from the ground up with all the free templates you need to create a curriculum for yourself, or make sense of the one you have: </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/p/lesson-planning-made-awesome.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="334" data-original-width="640" height="167" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrfCwJW17G2BMQOgz4bsU2luWPm3hmu3TImseqjQwG8yq13eyuAStuivoVUTGx951qg4f3hIdqXOGXl8JJBJAhyauOuks6VNNYhzI-mB7OuYuMRdfAer0-Tawo8f6OcrFYSnAmWuTsyM4Y-NchrFiWFGOiBn7tTcKjjX2SBWxZjPZ9d-pRQ-omNXDsTIU/s320/lesson%20planning%20tiered%20email%20series.jpg" width="320" /></a></div><br /><div>I'd love to hear your thoughts, questions, and lesson ideas you've tried! Leave a comment below or email me to join the conversation!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjr0hEnfC5oBRmfIGXdl7tMRx-JUBFx-F_Xxe_8wvDLeK04ZFXX_L3UG16mA7Q2ZwV8nge5A3D-NinkdIAj5MCKGqqsRGmOQkSokifO1l0Vsx8lwU0OXRM_03-_Ebi34IHhuAlUSw8BtpSFAbmu4awVG7JSTjmjY7fYXSP0d3La6aogYPK2UpE5d6oReiw/s3125/viral%20songs%20in%20elementary%20music%20pin.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjr0hEnfC5oBRmfIGXdl7tMRx-JUBFx-F_Xxe_8wvDLeK04ZFXX_L3UG16mA7Q2ZwV8nge5A3D-NinkdIAj5MCKGqqsRGmOQkSokifO1l0Vsx8lwU0OXRM_03-_Ebi34IHhuAlUSw8BtpSFAbmu4awVG7JSTjmjY7fYXSP0d3La6aogYPK2UpE5d6oReiw/s320/viral%20songs%20in%20elementary%20music%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-57748574821794217772024-03-12T03:30:00.003-04:002024-03-12T03:30:00.307-04:00Accountability Without EscalationKids want to know, when they do something wrong, that they can recover. I've found that it's important for me to remind myself of this truth lately to help keep me responding in constructive ways while also holding students accountable for their actions. Here are two concrete strategies for de-escalating a situation and helping students to solve problems, while still acknowledging and holding students accountable for problematic behaviors: one for classes as a whole, and one for individual students.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh25ZR_OK4VHeIur7Mp_tjUshRwcEVKHYBSBaTatXpT0-1dChI8VDACM2ew9MmLiNNjYOaGGCRDChYQqR4YMXHTHsf-agVuMrPQni4pK_Gijbp2i6hlWfj6DgjgJwoSYvCmISIYoZ1ltCIe_rEHPEenzYd7QO4HBWeELsKvFLD6ntyE9sD5a8iCNFjIJsE/s2500/accountability%20no%20escalation.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="326" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh25ZR_OK4VHeIur7Mp_tjUshRwcEVKHYBSBaTatXpT0-1dChI8VDACM2ew9MmLiNNjYOaGGCRDChYQqR4YMXHTHsf-agVuMrPQni4pK_Gijbp2i6hlWfj6DgjgJwoSYvCmISIYoZ1ltCIe_rEHPEenzYd7QO4HBWeELsKvFLD6ntyE9sD5a8iCNFjIJsE/w620-h326/accountability%20no%20escalation.jpg" width="620" /></a></div><br /><div><b>Whole Class Response: The Reset Count</b></div><div><br /></div><div>There's a good chance you've heard of this strategy or seen another teacher use it- maybe, like me, you used to use it and forgot about it- but I pulled it out with a second grade class a couple of weeks ago on a whim after not using it for a few years and it has been amazing. When there are a lot of students that are "off" in one way or another (a bunch of kids start calling out at once, kids are playing instruments when they're not supposed to, they're all distracted, a bunch of them are not controlling their bodies, etc), I say something like "wait a minute this isn't right, I gotta turn around and count to 3 and when I turn back around I'll have my star students back", then turn away from the class, count to 3, then turn back around. I have done this when I seriously thought there was maybe 1 student who actually heard me, and it still worked- and it turns a situation into an opportunity for them to get each other back on track instead of me telling them to. This one works best with younger students but depending on the age, I would recommend it up through 3rd grade at least.</div><div><br /></div><div><b>Individual Response: Whoops</b></div><div><br /></div><div>Sometimes the answer is as simple as me saying "whoops!" to assure a student that you don't hate them while acknowledging that whatever happened wasn't right. So imagine a student goes to the bathroom in the middle of class and when they return, comes running back into the room and crashes into their chair, swinging their arm and hitting the person next to them in the process. One response I have given, in my moments I am less proud of, is something like "what do you think you're doing running in here, you know you're supposed to walk, look what you did- you hurt so-and-so! you need to say sorry, then you need to go sit out and don't you ever ask to leave the room in the middle of class again!". That generally results in the student getting angry, and often ends up with them getting more escalated, leading to more problems I then have to address. A whoops response, in my better moments, goes more like "whoops!", then I wait. Most of the time the student will apologize to the other student, apologize to me, then walk themselves back over to the door and enter the room appropriately (sometimes they don't and then I point out what happened, and again, they are usually much more likely to apologize on their own). Then everyone moves on. The same response works when a student blurts out something rude, plays an instrument without permission, etc- and this strategy I find effective at all ages.</div><div><br /></div><div>Neither of these are groundbreaking new ideas, but they can be life changing, and when patience runs thin it's important for us to remind ourselves that these responses will always produce better results long-term than immediately "coming down hard" on someone (and believe me, I'm saying this to myself just as much as I am to others!). </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnV92rbwGSHHSuJSgQdYyatLVi5UrWC0pWcg2KvzR83f9VKpReX2mfX20Y5mzHupZutrBZWhlVkS-fSErsicJm3zpR9gNtc7DCDik0z-KpYfr16p_Y3frtR9WCiEaq6ETkux2ujwvAc3SPbCDcgpLsmkoHq_xMCw3RBFrMfy0pB1Y6Y-ZtKMXh4FSHutM/s3125/accountability%20no%20escalation%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnV92rbwGSHHSuJSgQdYyatLVi5UrWC0pWcg2KvzR83f9VKpReX2mfX20Y5mzHupZutrBZWhlVkS-fSErsicJm3zpR9gNtc7DCDik0z-KpYfr16p_Y3frtR9WCiEaq6ETkux2ujwvAc3SPbCDcgpLsmkoHq_xMCw3RBFrMfy0pB1Y6Y-ZtKMXh4FSHutM/s320/accountability%20no%20escalation%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-59121821903820097652024-03-05T03:30:00.002-05:002024-03-05T04:22:57.974-05:003 Advocacy Resources for Music Education<p>It's sad that this is still something we have to fight for, especially after everyone proclaimed newfound appreciation for the arts during the pandemic, but in the United States and in many other countries around the world, music teachers are continuing to face lack of respect for music as a school subject. In honor of <a href="https://nafme.org/student-opportunities/music-in-our-schools-month/" target="_blank">Music In Our Schools Month</a><span face="Nunito, sans-serif" style="background-color: white; color: #4c426c; font-size: 13.5px;">® </span>just starting, today I want to share 3 resources to use as reference in advocating for the importance of music education.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQoANfLGAxrz_XcFsyJ28PeynGMR5fKLCi50pBKNacuiQIXXNn7Yl2g8LdfjRA258uP8BjqKAZiejHiht5etfyzbsfiCbDIMaF7I8ECSy63XtPYTeLvL72t35wG3lNEuUBJ7qcL8slqK-76a55BYemLRGow8Fp9n5hGm-I7735Iyvn0CckA0C2nd6dVAo/s2500/advocacy%20resources%20music%20ed.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQoANfLGAxrz_XcFsyJ28PeynGMR5fKLCi50pBKNacuiQIXXNn7Yl2g8LdfjRA258uP8BjqKAZiejHiht5etfyzbsfiCbDIMaF7I8ECSy63XtPYTeLvL72t35wG3lNEuUBJ7qcL8slqK-76a55BYemLRGow8Fp9n5hGm-I7735Iyvn0CckA0C2nd6dVAo/w533-h280/advocacy%20resources%20music%20ed.jpg" width="533" /></a></div><p>First let me be clear: I am intentionally not calling these my 3 "favorite" or the 3 "best" resources because there are so many great ones out there. There are piles and piles of published research studies showing the positive impact of a strong music education on students and student learning that I have used over the years. Don't miss those if you have access to educational research journals etc to look for specific articles and studies! But these are some more general resources, most that have many different specific resources that can be used as effective advocacy tools and references, and are available online to anyone without an account, so they are good ones to keep bookmarked and are my current first stops when I'm looking for material.</p><p><b>1. NAfME</b></p><p>Obviously one of the primary purposes of the <a href="https://nafme.org/" target="_blank">National Association for Music Education</a> is to advocate for the importance of music education in the United States, so they are a good starting point for advocacy references, especially in the US. Some of my most commonly referenced resources in recent years have been the <a href="chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://nafme.org/wp-content/uploads/2023/05/OTL-Standards-Checklist-General-K-12-Checklist.pdf" target="_blank">Opportunity to Learn Standards</a>, and their publications on <a href="chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://nafme.org/wp-content/uploads/2023/06/Title-IV-A-Toolkit-FAQ-2023.pdf" target="_blank">Title-IV-A funding</a>, but there are lots of other excellent resources that can help you navigate and leverage current legislation at the federal and state level on their <a href="https://nafme.org/advocacy/" target="_blank">advocacy</a> page.</p><p><b>2. Bigger Better Brains</b></p><p>This is an Australian-based organization but they have done an amazing job compiling, and keeping up with, current research on music education specifically. Their <a href="https://www.biggerbetterbrains.com.au/" target="_blank">whole site</a> is worth exploring, but <a href="https://www.biggerbetterbrains.com.au/research-updates" target="_blank">their page on research updates</a>, which you can scroll through to see the latest updates and search by specific topics, and their social media (I follow their <a href="https://www.facebook.com/BiggerBetterBrains" target="_blank">facebook page</a>), where they post shareable, high-impact advocacy graphics (if you're a music teacher on social media you probably saw some of their graphics getting passed around in the last couple of years, like the "this is not a (fill in instrument name)" series) are my top 2 go-to sources for reference material.</p><p><b>3. John Hattie</b></p><p>I am assuming this will be the least-known resource for music education advocacy material within music teacher circles, and he has far fewer resources specific to music education advocacy than the first 2 I've mentioned (especially available free online), but I am incredibly excited to have come across his materials this school year and really want more music teachers to know about him and take advantage of his content! If you haven't heard his name before, <a href="https://visible-learning.org/john-hattie/" target="_blank">John Hattie</a> is the person who wrote <a href="https://amzn.to/4bM2niZ" target="_blank">"Visible Learning"</a> (and its sequels/ companions), a synthesis of thousands of meta-studies, that has become one of the primary resources school leaders reference for best practices and school improvement. I guarantee most administrators today know who he is or are at least familiar with the findings from his publications. What many people don't know, though, is that he started as a music teacher! Because he is so widely known and respected in the broader field of education and educational leadership, I think it is so powerful to be able to reference him and his research to advocate for music education specifically. He has several research articles on music education- most you need an account for- but the one thing I love sharing most as a "sound bite" is this video where he is responding to the question a school principal asked about the effect of music, art, and physical activity on student learning:</p><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/4aVMMocBrIA?si=I1RWf5z1ZENkkKqy" title="YouTube video player" width="560"></iframe></div><div><br /></div><div>For someone like me who strongly believes in advocating for music education for its own sake rather than the impact it has on student learning in other academic areas, this one little video has been a dream come true!</div><div><br /></div><div>I hope these resources help you when you are looking for ways to advocate for the importance of music education. There are so many more I could mention here, of course, but if there are specific references you've found particularly helpful in your own advocacy I'd love for you to share them in the comments for all of us to benefit!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihYU51teVD3Te2M4jHjffpLDIfQ1DvHWVsRxywGpfASWQsRWpvFw5okCU63F7BmkEKXxECkAkJr9nRw1viWNstaWruWmu6elrkYbFz1sCcpUckDOtiwQB7dko-ymLIScu0S8dd1OTS4Rf0LsGmYspDT_ha-UiplQj6unwRnm_OC26dY3FdsBvCSTm3y9Q/s3125/advocacy%20resources%20music%20ed%20pin.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihYU51teVD3Te2M4jHjffpLDIfQ1DvHWVsRxywGpfASWQsRWpvFw5okCU63F7BmkEKXxECkAkJr9nRw1viWNstaWruWmu6elrkYbFz1sCcpUckDOtiwQB7dko-ymLIScu0S8dd1OTS4Rf0LsGmYspDT_ha-UiplQj6unwRnm_OC26dY3FdsBvCSTm3y9Q/s320/advocacy%20resources%20music%20ed%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-48063016106654980092024-02-27T03:30:00.000-05:002024-02-27T03:30:00.233-05:00Co-creating Success Criteria with Students<p>There has been research published in recent years that shows that students learn better when they know what they're supposed to be learning, and have a clear understanding of what successful demonstration of learning looks like: knowing the learning target and the success criteria. School leaders, including in my district, have started requiring all teachers to post written learning targets and success criteria, but I'm sure I'm not the only one who didn't get clear guidance on how to do it effectively, especially in the elementary music classroom. I shared some general things I've learned about how to share learning targets effectively in <a href="https://caldwellorganizedchaos.blogspot.com/2024/02/learning-targets-in-music-room.html" target="_blank">this previous post</a>, and today I want to focus more closely on one of those points: co-creating success criteria with students.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjic2EMZKDXkvlMeX04tVBWu0zJxP2KzKvOylMeh8WzjjeNBr4BEdS6TSC7EAs_CN5nm8Mje4ExzI0LLd4NRXruzXuSKqdU_w6y2XznNWJrwTBWAzbRC54jmwUp4mqGzJU7-dON3-OpGMcH-EgGxzf08GfCM4l3oec0PhqOsQJthNTMpEQdFPddCeJXpD4/s2500/success%20criteria%20cocreating.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="293" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjic2EMZKDXkvlMeX04tVBWu0zJxP2KzKvOylMeh8WzjjeNBr4BEdS6TSC7EAs_CN5nm8Mje4ExzI0LLd4NRXruzXuSKqdU_w6y2XznNWJrwTBWAzbRC54jmwUp4mqGzJU7-dON3-OpGMcH-EgGxzf08GfCM4l3oec0PhqOsQJthNTMpEQdFPddCeJXpD4/w557-h293/success%20criteria%20cocreating.jpg" width="557" /></a></div><p>First a little background knowledge: learning intentions (or "learning targets" as many have come to refer to them) are the "this is what we're learning about today"s. The success criteria are the "this is how we'll know / show we've learned what we were supposed to learn"s. Whether you are being asked to explicitly state and/or write them for every lesson, if you have a solid understanding of your curriculum then you probably could pretty easily identify what the learning intention and success criteria are for any given lesson. For example, today my second graders are learning about the 4 orchestral instrument families, and when they can accurately name the 4 families when they see pictures of each group of instruments, and describe the characteristics of each family, they will have learned what they were supposed to learn in that lesson.</p><p>One of the key points that I learned from my deep dive into educational research on the topic of learning intentions (particularly from <a href="https://amzn.to/3OEXwX1" target="_blank">this book</a>) is the importance of developing success criteria together with your students. When I was first reading about this idea my reaction was, "they want me to do WHAT?" (insert eye roll here). It sounded cumbersome, time-consuming, and not realistic for actual classroom teaching, particularly elementary school and especially music. But the more I read and started to wrap my head around what they were saying, the more I realized I was actually already doing this a lot- sometimes verbally and sometimes written- and had been for years. </p><p>All we're saying is that, instead of pre-writing success criteria up on the board and telling students what they should do by the end of the lesson, we review prior learning and guide students to be able to describe a concept or how to do a task correctly together through discussion as a way to check for understanding and serve as another way for students to grasp the concept further. So I put dry erase frames to write my learning intentions with success criteria the district-mandated way at the front of the room but down low, where it was out of the way but still visible:</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6cBI1GGk4iapw9N58AS6ZXPdJrCL77IezV63UWQ15MqXd2u21J-AQsYnFEDddkaqkENg-YmYhk-TXxuSxnMdAYEI3PFxJUpPAY-HvchassbfLXOh8gfLURPHGE1X0qjdT8Ae9r3LG7Eh1eP8uk-BSur8YfySmH7vRuB5I2uKsb1Jw-oPkDzB9cFtfZos/s2500/success%20criteria%20cocreating%20a.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6cBI1GGk4iapw9N58AS6ZXPdJrCL77IezV63UWQ15MqXd2u21J-AQsYnFEDddkaqkENg-YmYhk-TXxuSxnMdAYEI3PFxJUpPAY-HvchassbfLXOh8gfLURPHGE1X0qjdT8Ae9r3LG7Eh1eP8uk-BSur8YfySmH7vRuB5I2uKsb1Jw-oPkDzB9cFtfZos/s320/success%20criteria%20cocreating%20a.jpg" width="320" /></a></div><p>Then I added a whiteboard I already had on-hand to the wall in a more prominent spot right by where I teach, more at eye-level for the students, to write the *actual* success criteria/ lesson intention as we go throughout the lesson (I figure if I decide to stick with this formula, which I think I will, then I'll order something bigger to keep in the front of the room for this purpose- this is a little small obviously but it does the job for now):</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQOYW9TIYtl0htu0_UigvzIVriNPnwm9oH3vcJ45zE7TMx8ar6zoPQgseNIypdZ-0QCX1-kvBWm6KUN1GI7DmePxkXPg6ogfUQ2Q09kRGO9pcNXlybV-WvzNje_7qe3JsKg0PKCnqtYIlIDiji9A80xXDLkI9HV_ggYrOlbuMeCoy4QLNs8iDNWdmzlbA/s1200/success%20criteria%20cocreating%20b.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQOYW9TIYtl0htu0_UigvzIVriNPnwm9oH3vcJ45zE7TMx8ar6zoPQgseNIypdZ-0QCX1-kvBWm6KUN1GI7DmePxkXPg6ogfUQ2Q09kRGO9pcNXlybV-WvzNje_7qe3JsKg0PKCnqtYIlIDiji9A80xXDLkI9HV_ggYrOlbuMeCoy4QLNs8iDNWdmzlbA/s320/success%20criteria%20cocreating%20b.jpg" width="320" /></a></div><p>The lightbulb moment for me was when I was doing a 5th grade composition lesson. At the beginning of class I explained the composition task: writing a 2-measure minor melody in 4/4 time on the treble clef staff. Then I asked students to point out what they needed to remember in order to write a good melody. They recalled using la as the starting and ending note, pointed out the pitch bank they had on the sheet that showed which pitches they should use in their melody, and said they needed 4 beats in each measure. As we discussed, I wrote each item on the whiteboard. Ta-da! We co-created our success criteria, and now they were ready to do their composition and understood what to do! At the end of the assignment I referred back to our list and they checked their work to make sure they had done everything successfully before turning it in. </p><p>Once I saw how this process could work seamlessly with the way I already teach (while taking it a step further in being more conscious about pointing out the success criteria and writing it for students to see), it became much easier to see how this could work with other elementary music lessons. Another example would be a lesson where I'm introducing 2nd graders to half notes for the first time. At the beginning of the lesson I told them they were going to learn a new rhythm today, and by the end of the lesson they should be able to tell me what it is and show me how to clap and say it. I just wrote "new note" on the board and left the rest blank. Once they learned the song that had half notes in it, instead of me having to tell them to listen for a new rhythm they didn't know yet, they immediately told me they knew what the mystery note was: it was those long notes! I showed them what a half note looked like, they figured out it was 2 beats by clapping the rhythm of the song while walking on the beat, and then I asked them what I should write on the board for the new note and they were able to tell me easily. Telling them at the beginning that they were learning a new note, and writing that on the board, had their brains looking for an unfamiliar rhythm from the beginning and they grasped the concept faster.</p><p>If you are in a school or district that is asking teachers to share success criteria with students, I hope this helps give you some more concrete direction on how to do so effectively in an elementary music setting. And if you aren't being asked to share success criteria, I hope you'll consider implementing this strategy in some lessons when it makes sense and see how it goes- I think you will notice a difference! Another key, related point worth mentioning is that not every lesson should have success criteria. If you have the freedom to do so, only use this when it makes sense- don't feel compelled to do it every time.</p><p>What questions do you have about success criteria in elementary music? What strategies have you been using in your classroom? I'd love to hear your thoughts and questions in the comments.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAAlv0VVppOXa_ivyEbn5a9ODzaS2X2ozn30U2ddgG6t5wYrOmcps2vFzwbp7gybfSSN0sx2T6u6yrQyaInn77OXgFksEX_9zwVQVhZqBuA0FsgWm_LE_gcA2b0bFzeXX3GrOhgbDHLpnsazG2BWIG5GxLcZubzk-G0504gIKwLF3_PTdpDEmEUDGFa6Q/s3125/success%20criteria%20cocreating%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAAlv0VVppOXa_ivyEbn5a9ODzaS2X2ozn30U2ddgG6t5wYrOmcps2vFzwbp7gybfSSN0sx2T6u6yrQyaInn77OXgFksEX_9zwVQVhZqBuA0FsgWm_LE_gcA2b0bFzeXX3GrOhgbDHLpnsazG2BWIG5GxLcZubzk-G0504gIKwLF3_PTdpDEmEUDGFa6Q/s320/success%20criteria%20cocreating%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-92859158323911662024-02-20T03:30:00.001-05:002024-02-20T03:30:00.134-05:00Learning Targets in the Music RoomI've had lesson objectives posted on my wall for years now but this school year was the first time I was required by district administration to post detailed "learning targets" in a specific format, including success criteria, for every lesson. After doing a lot of my own research on the topic and a lot of trial and error, I have found some solutions for ways to share learning intentions and success criteria that I believe are actually helpful for student learning (not just a way for my evaluator to check a box). Here are the most important things I've discovered for making learning targets meaningful in the music (and, honestly, every other) classroom.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho3oSSVtFfhJUKiKgnD_-BSsBbTXLQuWpCQ46cebewUlvfdO6bMv89QqDrtNA05lAmyRy0QDYakK8pTczdf1WWu_7u6BnkcCn-5lB2JlKxkBrIVOnd3IGCutD4HpVYw_94diOSwC2YduEZUP6RfQQUV_772T1HPhcgtg7FyjuSGn6BRLYXFL6Xbtqsg9Q/s2500/learning%20targets.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="304" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho3oSSVtFfhJUKiKgnD_-BSsBbTXLQuWpCQ46cebewUlvfdO6bMv89QqDrtNA05lAmyRy0QDYakK8pTczdf1WWu_7u6BnkcCn-5lB2JlKxkBrIVOnd3IGCutD4HpVYw_94diOSwC2YduEZUP6RfQQUV_772T1HPhcgtg7FyjuSGn6BRLYXFL6Xbtqsg9Q/w579-h304/learning%20targets.jpg" width="579" /></a></div><div style="text-align: center;"><i><span style="font-size: x-small;">*this post contains affiliate links*</span></i></div><div><br /></div><div>First a word about language. When my district administration announced the requirement this fall for all teachers to post "learning targets" I started doing a lot of research on where this initiative was coming from, and it's clear to me that all of the educational researchers who have promoted this practice use the term <b>learning intention</b>, not learning target or lesson objective. So although I have included the other more commonly used terms in the introduction and title so everyone knows what I'm talking about, I use "learning intention" when I speak and will be using that term in the rest of this article. They refer to the same idea but I think the word "intention" does a better job of communicating what we're trying to do.</div><div><br /></div><div><b>1. Use pictures with younger students</b></div><div><br /></div><div>What is the point of posting written learning intentions for students who can't read yet? Instead of writing them out like I do for the older grades, for Kindergarten (and self-contained special education classes) I created cards with images that show the concepts I cover in those classes and the ways students would demonstrate their learning, and post those instead.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWgsXEmNbraRsVkUeng481q6rySQYpzFTNv0TojDVatl0IT7jcLwUM49n6JcIOIrQiUvDk9IIZQ6q7Tv2hJCdH8y7o4WYiGpycz_itbBWwidkQd3lk4WfkGSwSk1Y_NzmkkNDH_BjsL00KVEqDbfiBQbqqU16lM8FotRwoOJvo4_VyWNhxuaEnwEOmT_0/s2200/learning%20targets%20a.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWgsXEmNbraRsVkUeng481q6rySQYpzFTNv0TojDVatl0IT7jcLwUM49n6JcIOIrQiUvDk9IIZQ6q7Tv2hJCdH8y7o4WYiGpycz_itbBWwidkQd3lk4WfkGSwSk1Y_NzmkkNDH_BjsL00KVEqDbfiBQbqqU16lM8FotRwoOJvo4_VyWNhxuaEnwEOmT_0/s320/learning%20targets%20a.jpg" width="247" /></a></div><br /><div>My research indicates that <u>written</u> learning intentions and success criteria are not something that educational researchers recommend for early childhood. I have not seen anything that shows they have any positive impact on student learning for younger students. But if you are required, like me, to have them for every grade including preschool/ Kindergarten, adding pictures makes it possible for students to understand and connect with the posted learning intentions without having to spend so much of our short class times on the reading itself, and can serve as a great visual for referencing the concepts during the lesson.</div><div><br /></div><div><b>2. Use the learning intention to pique student interest</b></div><div><br /></div><div>Telling a class, "today we are going to learn about dotted half notes" doesn't really get students excited. But "today we are going to find a mystery new note" can spark their curiosity and get their brains focused on figuring out what the new note could be and trying to find it, which is exactly what a good learning intention is supposed to do! I've realized I don't have to be pedantic to write an effective learning intention that fits what my administration wants to see but more importantly, improves student learning.</div><div><br /></div><div><b>3. Expand as you go</b></div><div><br /></div><div>Adding to the learning intention and building success criteria together with students throughout the lesson is by far the most effective (this is something pushed consistently by all the educational researchers I have been learning from). In the previous example, I would start the lesson with the learning intention of discovering a mystery new note. Once students find a note in the song that is 3 beats- something they haven't studied before- I reveal what it looks like and what it's called and add it to the posted learning intention. If the success criteria is to correctly write a 4-beat rhythm including half notes, it's better to review with students what makes a successful composition and write those points on the board as you discuss them rather than having them written out in advance.</div><div><br /></div><div>Those are my top 3 tips for making learning intentions useful for students in the music room, but obviously there is a lot to be said about how to actually do each of these concretely. I'll be expanding more on these to show you what I do in future posts, so if you have any questions please leave a comment!</div><div><br /></div><div>If you would like to do your own reading on the educational research behind learning intentions and success criteria, what has been shown to be effective in improving student learning, and see more specific examples of how to do this in different types of lessons in different subject areas, I highly recommend this book as a starting point: <a href="https://amzn.to/3OEXwX1" target="_blank">Unlocking Learning Intentions and Success Criteria by Shirley Clarke</a></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8Bxv1siPHvHntBIFY842QDV7CD-m_U4jU3lhgCqPReJjFRKRIC8g1KIGANPlHFIkyr5WNXKZT_7kNDoeNQduryPdoLH34nbH4WRVZtgn0Rsw2q2RyjgRx99mp65Ix4lAo4H1MGXVPTvyrEfBCvXWPbC3mIupGBzenWqmEU8ca0KNPxH3y3AVJOMh5jNk/s3125/learning%20targets%20pin.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8Bxv1siPHvHntBIFY842QDV7CD-m_U4jU3lhgCqPReJjFRKRIC8g1KIGANPlHFIkyr5WNXKZT_7kNDoeNQduryPdoLH34nbH4WRVZtgn0Rsw2q2RyjgRx99mp65Ix4lAo4H1MGXVPTvyrEfBCvXWPbC3mIupGBzenWqmEU8ca0KNPxH3y3AVJOMh5jNk/s320/learning%20targets%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-4205201568243780702024-02-13T03:30:00.019-05:002024-02-13T03:30:00.152-05:00Accountability Without Power StrugglesIt's no secret we're dealing with more disruptive behaviors in the classroom than ever before. It can be tough to navigate as a teacher, and it can often feel like we're fighting a losing battle. Today I have a simple strategy to share that I've found myself using more and more frequently in the last couple of years that I've found to be very effective.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1J2e13VUHpptsfXkzY_ET9OXMeR3Lr_rjKKuSCtx5_Mfpdtjx67BZ_WdHl759ANvBhdubE7RI-PQWqBOit3r7NAS-b-gCu9w-LDQq9TsXxsF7f_43E7eOSbAAAdk6gqKk0unH8FjORGRYuKOw4s4GJK6SyRAPxwy4OIcyTwitdKvyZpdRt1DDmjUgQNM/s2500/accountability%20no%20power%20struggles.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="285" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1J2e13VUHpptsfXkzY_ET9OXMeR3Lr_rjKKuSCtx5_Mfpdtjx67BZ_WdHl759ANvBhdubE7RI-PQWqBOit3r7NAS-b-gCu9w-LDQq9TsXxsF7f_43E7eOSbAAAdk6gqKk0unH8FjORGRYuKOw4s4GJK6SyRAPxwy4OIcyTwitdKvyZpdRt1DDmjUgQNM/w543-h285/accountability%20no%20power%20struggles.jpg" width="543" /></a></div><br /><div>Dealing with escalated students who are being disruptive and disrespectful can be very difficult, especially when you teach elementary music, because</div><div>-class time is so short that one incident can derail the entire lesson, and there isn't enough time to properly address issues to prevent them from happening again,</div><div>-behaviors that would not be as problematic for the class as a whole in other subjects, like refusing to participate, are much more problematic in music where students rely on each other for success, and</div><div>-with hundreds of students to teach it's difficult to build enough trust with each student or learn how to most effectively respond to each individual student when they are having a hard time.</div><div><br /></div><div>One thing I learned fairly early in my teaching career is to avoid public power struggles as much as possible. The problem with that is if you don't hold students accountable in the moment when they do or say something disruptive or disrespectful, other students may not get the message that the behavior is unacceptable, and more importantly, if one student is being disrespectful towards another student, the student who was treated badly won't feel protected or vindicated, and the problem festers rather than the relationship being mended (side note: there are far too many times when we are asking students to "just ignore" things that they find offensive or hurtful because it's easier not to have to get the other student to make amends- telling students "it's not a big deal" is not a solution either). </div><div><br /></div><div>Having a private conversation when the student is calm is definitely the most effective way to truly address a problem and work on finding solutions to prevent it from happening again. The key, though, is to make it very clear in the moment to everyone that you are going to do that (and then actually do it). Making a mental note to myself to talk to them later isn't enough if the other students who saw it happen, or most importantly if other students were hurt, don't know that it is being addressed and not just ignored to avoid a bigger blowup. </div><div><br /></div><div>There are a few ways I do this, depending on the situation:</div><div>-Say to the specific student out loud, "we will talk later", have them go sit away from the group, and write a note on my seating chart</div><div>-Say to the class, "I'm going to start keeping a tally of how many times people are calling out" and add a tally next to their name on my seating chart</div><div>-Say "I'm going to write this down so we can talk later" and write down the exact words a student said</div><div><br /></div><div>Obviously writing things down is important for me to be able to remember what happened and who I said I wanted to talk to, especially if I'm in the middle of back-to-back classes and I know I won't be following up until later, but I've found it's really helpful for making students more aware of what they are doing and realizing that they are indeed being held accountable (it's not just an empty threat), and also for the other students to realize when I say I will deal with it later, I really will. </div><div><br /></div><div>It's also important to note that I'm writing these down to myself privately, not up on the board publicly- the writing itself is not an embarrassment tactic or a punishment in and of itself, it's genuinely a strategy for accountability. And once I do this a few times in class, I don't even have to say the words- students know exactly what I'm doing and what it's for when I go write something down. So it quickly becomes a silent way of holding students accountable, removing even more of the power struggle element in the moment.</div><div><br /></div><div>Sometimes these strategies alone aren't enough to get the lesson back on track or handle the problem- in that case I may end up needing to have the student go to the office, or with a support staff, instead of staying in the room. Even in that situation, these strategies help communicate to the students that I am the one handling the situation rather than passing it off, because I will be circling back with them, and that having them leave the classroom is not the "punishment" in itself but a way of deescalating. </div><div><br /></div><div>I'm sure this is something many of us already know and do, but with behaviors escalating, more people getting sick, and patience running thin, I thought this was an important reminder for everyone. Is this something you do a lot in your teaching? How do you stay on top of everything with so many students and so little time? I'd love to hear your thoughts in the comments.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim4qPTzGLkMLKje17ehFC04r3ho1jcoKWZ6ip9IW4zTLMrQzbHKBil3jhmJuF7lUVJyv7fydC0zoR7wY8O25d1Y_dqnG9-R80TLsVPuj-oW-atMjKmw-dq7jE4n143WqSb1QgYK1RbSHFcSjoVr2Mi-q1XpKJbRpxV68Dsof46aMET0tPqXGGI9F6DQGM/s3125/accountability%20no%20power%20struggles%20pin.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim4qPTzGLkMLKje17ehFC04r3ho1jcoKWZ6ip9IW4zTLMrQzbHKBil3jhmJuF7lUVJyv7fydC0zoR7wY8O25d1Y_dqnG9-R80TLsVPuj-oW-atMjKmw-dq7jE4n143WqSb1QgYK1RbSHFcSjoVr2Mi-q1XpKJbRpxV68Dsof46aMET0tPqXGGI9F6DQGM/s320/accountability%20no%20power%20struggles%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-49982377532796491112024-02-06T03:30:00.007-05:002024-02-06T03:30:00.136-05:00Teaching Older BeginnersWhat do you do when your older students haven't been taught the concepts you would normally expect them to have learned when they were younger? Maybe you just took a new job and there hasn't been a certified music teacher in that position for a while, or maybe you teach in a school where the students don't even get to start music class until they're older. Today I want to explain my approach to teaching general music to older beginners.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimWBE2OMfIKYWW6ZOib3Casao8K3-Sj1YmRBjNkcQtbysiZdBJBtGlPzeQmXgSr9Ko-AoA6AtbaBYAk5oN2kx817C-q8lC3AOvkV-m9H-46vjtMaNy_z4jXfEs2_mj4jVjJ4JA2rOQWPSSRUrMpSFHi3iAB_Ypjt-o12IC5V9xVt19ApEN89y5lRcu6pg/s2500/older%20beginners.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="304" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimWBE2OMfIKYWW6ZOib3Casao8K3-Sj1YmRBjNkcQtbysiZdBJBtGlPzeQmXgSr9Ko-AoA6AtbaBYAk5oN2kx817C-q8lC3AOvkV-m9H-46vjtMaNy_z4jXfEs2_mj4jVjJ4JA2rOQWPSSRUrMpSFHi3iAB_Ypjt-o12IC5V9xVt19ApEN89y5lRcu6pg/w579-h304/older%20beginners.jpg" width="579" /></a></div><div><br /></div><div>One of the most common questions I get is some variation of this: do you have any lesson ideas for teaching Kindergarten concepts to 6th graders? I just started a new job and my older students have never had music class before, so I need to start back at the beginning with everyone. </div><div><br /></div><div>The short answer: no you don't.</div><div><br /></div><div>There are a few different music education methodologies out there that give us a general sequence for introducing fundamental musical concepts in the elementary grades. Whether it's Orff, Kodaly, Music Learning Theory, or something else, the sequence that is laid out in each of those is based on what concepts are appropriate for each <u>age</u>. Regardless of their previous musical background, your 6th graders are just as <u>developmentally</u> ready for the 6th grade concepts as any other 6th grader. Of course any skill takes practice, and practice takes time. And you need to understand beat to understand the divisions of beats- concepts build on each other. But the concepts that are age appropriate don't change based on their background knowledge- they change based on their overall development.</div><div><br /></div><div>But obviously you can't just jump straight into eighth-sixteenth note combination rhythms if the students have never seen music notation before. So what's the answer? </div><div><br /></div><div>2 things: review, and modeling.</div><div><br /></div><div><b>Review</b></div><div><br /></div><div>The good news about any sound general music curriculum is, there is A LOT of review built into it. Because it's assumed that usually students are not getting music class every day, all year, music curriculum is spiraled (meaning concepts are revisited repeatedly with increasing complexity) and it's always assumed that students will need to review constantly to retain things they learned. </div><div><br /></div><div>For older beginners, they're just going to need more review more frequently, and treat it less like "you should know this already, I'm just reminding you" and more like "let's practice the fundamentals". Songs that would be in a 6th grade lesson on sixteenth-eighth combination rhythms probably also have quarter notes, paired eighth notes, and steady beat. You just need to point those out more explicitly and focus most of your practice on those fundamental concepts than you normally would, throwing the new 6th grade concepts out there without expecting them to grasp them as quickly.</div><div><br /></div><div>That brings me to the second component:</div><div><br /></div><div><b>Modeling</b></div><div><b><br /></b></div><div>No, 6th graders who have never had music class before are not going to be independently reading sixteenth-eighth combination rhythms right away. But their brains are developmentally equipped for the concept. If the lesson in the curriculum resource you're referencing says students should be counting and reading the rhythms independently, have them echo you reading them instead. If they are supposed to be independently composing a syncopated rhythm, talk through it as a class, model how to write it, and have them copy yours to create a rhythm together. </div><div><br /></div><div>Think about it this way: when you get a new student who moves into your school mid-year and never had music class before (or even just hadn't been exposed to specific concepts you already covered before), you expect them to need some extra support from you or a peer, you make sure to explain things to them more, but you still give them the same work and you expect that they'll catch up eventually. You're certainly not going to put them in another grade level's music class because you can't! Most of the time they aren't going to be your top students academically- at least not right away- it's all about making sure they don't get frustrated by assuring them that you understand they are catching up and that you will help them whenever they're unsure. What I'm talking about is essentially just applying that same philosophy to an entire classroom. </div><div><br /></div><div>If you are looking for an appropriately sequenced general music curriculum that includes all of that review practice, I have designed the <a href="https://www.teacherspayteachers.com/Product/Elementary-General-Music-Curriculum-K-6-Year-Long-Bundle-2764033" target="_blank">Organized Chaos K-6 Curriculum</a> to do just that, and I have used it successfully with my students for decades. What are your thoughts on teaching older beginners? Have you ever been in this position, and what did you find worked for you? Let me know in the comments!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQyVzWUEnxl3d8uTB-LbGB1KlfBW66jeIWH7oSFjjHJc8xMNc-JK015Guz8jSqI5p_iH50XNf70FNZvAWAHBO-7N5gb8X6LN66bSruWNTq7z64r5rGvwSnJ2qE1Jog5Z8Wq0UAcoD2UPTApxVHqApeqNlBd8GGtzSRZ1TtjH9XS6oWNY8yBN5-4aDSCl8/s3125/older%20beginners%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQyVzWUEnxl3d8uTB-LbGB1KlfBW66jeIWH7oSFjjHJc8xMNc-JK015Guz8jSqI5p_iH50XNf70FNZvAWAHBO-7N5gb8X6LN66bSruWNTq7z64r5rGvwSnJ2qE1Jog5Z8Wq0UAcoD2UPTApxVHqApeqNlBd8GGtzSRZ1TtjH9XS6oWNY8yBN5-4aDSCl8/s320/older%20beginners%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-90104895937033556302024-01-30T03:30:00.011-05:002024-01-30T03:30:00.157-05:00Managing Centers in Elementary Music<p>I love using centers in my elementary music classroom but it took me a while to figure out how to run them efficiently and effectively in my short, 30-minute class periods. Now they run like clockwork! Here's how I manage the logistics of centers to keep them running smoothly.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYOIwFljSv9fEyNF8ABNK3vRJ5ag0sffMRmLlq2dNnma6eWxzzPZqKNRerPI2cjtXbW9lIujaVrQ_78xi9Tx2rg8kU3PYvVnLCDaFGEyfN2BGvw2Qon4KX07ybrPn-ujB8sQG5IK28IhyATh3NuDjocjWLnXimjVAFjhlcm3NvkViSPZQs4G6p77AxCWo/s2500/centers%20management.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="288" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYOIwFljSv9fEyNF8ABNK3vRJ5ag0sffMRmLlq2dNnma6eWxzzPZqKNRerPI2cjtXbW9lIujaVrQ_78xi9Tx2rg8kU3PYvVnLCDaFGEyfN2BGvw2Qon4KX07ybrPn-ujB8sQG5IK28IhyATh3NuDjocjWLnXimjVAFjhlcm3NvkViSPZQs4G6p77AxCWo/w549-h288/centers%20management.jpg" width="549" /></a></div><p><b>1. Group size</b></p><p>I've found groups of around 4 students to be the ideal size for making it realistic for everyone to feel like they had a turn but also having the critical mass to make it feel like a fun group activity. I determine the number of centers I'm going to have based on how many total students I have in the class so they will be split up into groups of around that number. </p><p><b>2. Setup</b></p><p>I keep materials for all of my favorite center activities easily accessible and put together so I can quickly pull out the ones I want. Before class I try to think through the best locations to put each station around the room so that the ones where students will want to be able to hear themselves the most are next to quieter ones. I don't set out the center materials in their planned locations beforehand though- I've found it works best to have everything ready at the front of the room, and at the beginning of class, quickly explain/ review each center activity with students from the front of the room, and then place the materials out in their assigned locations around the room as I go, so students can see everything and hear the explanations more easily.</p><p>Once I explain and show what they are doing at each center, I number off the students (based on the number of centers I have) and then tell each number group where to go for their first center. I tell them they should start right away when they get to their station, warning them that each rotation will be quick, and tell them that when the lights turn off they need to stop and clean up immediately without going to another station.</p><p><b>3. Running the centers time</b></p><p>I rarely, especially in the younger grades, create a station that requires my ongoing presence. I try to make them all self-managed so I can circulate, monitor, and keep my focus on managing any group dynamic issues rather than running the activities themselves. For any centers that require students to take turns, I try to keep an eye on who has had a turn and, if I reasonably can, make sure everyone gets a turn before I tell them to stop. </p><p>When I decide it's almost time to switch, I give students a 1 minute warning so they know they need to wrap up what they're doing, then I turn off the lights when it's time to finish. I always make sure every station is put back the way it was before I tell them, with the lights still off, where they will be going next, reminding them not to move until the lights turn on. Then I make sure they know they have to walk (or else they will have to go back and try again), and turn the lights on so they can all move at once to their next center. I always try to leave a few extra minutes at the end of class to have students bring the materials back to the front of the room and line up the same way we normally do.</p><p><b>4. Logging</b></p><p>Since each class only does centers a few times each school year, it has been really helpful for me to keep track of which center activities they do each time. Each time they do centers I keep most of the activities the same to cut down on the explanation time but I always make sure to include one or two new ones to keep it interesting.</p><p><b>5. Center activities</b></p><p>I have tried a lot of different center activities and I do like to change them up, but I do have some standard centers that I do in almost every grade, pretty much every time (each class usually does centers around 3 times a year, so not very often):</p><p><u>Grades 1-6</u></p><p>-Instrument dice (roll 2 dice, one with instrument names and one with 4 beat rhythm patterns, then play the rhythm they roll on the instrument they roll)</p><p>-Chromebooks (chrome music lab, note letter name games, <a href="https://apps.musedlab.org/groovepizza/?museid=RsxwfYt_-&" target="_blank">groove pizza</a>, <a href="https://danielx.net/composer/" target="_blank">mario paint</a>, incredibox, etc)</p><p>-Instrument exploration (I pick one instrument they don't get to have "free play" time with often- keyboards, ukuleles, glockenspiels, collection of unusual small percussion)</p><p>-Kaboom rhythms (draw a popsicle stick out of a jar and clap the rhythm on it correctly for a point, but if you get a "kaboom" stick you lose all your points)</p><p><u>Grades 1-3</u></p><p>-Reading (I have a bookshelf with music-related books and old music express magazines)</p><p>-Rapping (one person picks out different mini erasers and lines them up, the rest of the group "raps" the sequence by saying the name of each mini eraser shape on the beat)</p><p><u>Grades 4-6</u></p><p>-Truth or dare (choose to take one card from either the truth deck or the dare deck- truths are music facts/ questions, dares are music tasks- <a href="https://www.teacherspayteachers.com/Product/Music-Truth-or-Dare-Cards-2873096" target="_blank">here are the printable cards I use</a>)</p><p>Those are the ones I use most regularly but there are tons of others I use that my students and I love- you can find lots more center activity ideas (and more detailed explanations for the ones mentioned here) in these previous blog posts:</p><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2016/09/elementary-music-center-activities.html"><img border="0" data-original-height="800" data-original-width="1200" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_FC8cu1oOfYsYFISLhbuR_n4kjqtq9KUeacGPAMspso5kSdzTsEPxHH5HFe8cwQXdlLpwo6tLd3dhsETujQQuNKGcGN-OK-K0LyNT3tTrKxyA3PtiCtDySZgYkLZN7WUawuLp4GAyGVw/s400/centers2.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2019/03/elementary-music-center-activities-part.html"><img border="0" data-original-height="836" data-original-width="1600" height="208" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6PhxunmfZg577S3Ao9BZL1FPog4djrSnwUDzfE-2sPnZpi1ZFjadol01PZn-E0OF_6m_sRFHJGiqfEdbNJiTFHIgHvGQiFEVulsPgrJy2EVN84yK0iYavhwCxElnmMUXj0Zt38V-4ZQQ/s400/elementary+music+centers+part2.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2015/01/teacher-tuesday-teaching-letter-names_27.html"><img border="0" data-original-height="495" data-original-width="640" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhT2w6X5uMW5btFRTlORVlcid5ms5KsbFvRYnOy9n-fGEbdT7B5yBi4AUN68sD2m-x6ftWljtmdMpe86A0JphhiN-TqYvp00o03ArjZ7MBsrOornLl9W1Nf6Mzasc3PyMeOicrQwdS3rGA/s400/note+name+heading2.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2015/04/teacher-tuesday-center-ideas-for.html"><img border="0" data-original-height="1237" data-original-width="1600" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtraHs2ON_vWDnVI22pyk-AC2jCBCLrWbwvJdEt7u__omh3onhGqaM6sZn3p2e4UGTspr-kdvbPBotdGp-L2gHBm5x8sy4C_tNvhONP_WocNGtSelCRnGUCG0aNOfrsxIG3DDkD_EneGQ/s400/rhythm+centers.jpg" width="400" /></a></div><div><br /></div><div>I hope this helps make it a little easier to run centers in your elementary music classroom! If you have any questions about anything please leave a comment. I'd love to hear your favorite center activities and tips for managing as well! </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPBG90K2iyH09330rsgqz8XYFz1L3SF5LcyK15_edPyHAFIbKAoGngoLq-yiE9HNWRN8GMkeyx_uuktcXrarXMI7a4QQYGNZHhCvUm_yhorUTEVdJaQBZlbnWaQlAIyGG3QgWIZTUBTo_z0teDV4iW4wTlepIn26B5_ULWg6bCv8IrZzxDz5ZIGeTNWZc/s3125/centers%20management%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPBG90K2iyH09330rsgqz8XYFz1L3SF5LcyK15_edPyHAFIbKAoGngoLq-yiE9HNWRN8GMkeyx_uuktcXrarXMI7a4QQYGNZHhCvUm_yhorUTEVdJaQBZlbnWaQlAIyGG3QgWIZTUBTo_z0teDV4iW4wTlepIn26B5_ULWg6bCv8IrZzxDz5ZIGeTNWZc/s320/centers%20management%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-38202439593671918562024-01-23T03:30:00.011-05:002024-01-23T03:30:00.138-05:00Music In Our Schools Month® 2024: "I See Me in Music Education" Song Bracket<div style="text-align: left;"><span style="font-family: inherit;"><span style="background-color: white; color: #222222;">This year the theme for </span><a href="https://nafme.org/programs/miosm/" style="background-color: white; color: #2187bb; text-decoration-line: none;">Music In Our Schools Month<span face=", , , "lucida grande" , "tahoma" , "verdana" , "arial" , sans-serif , "segoe ui emoji" , "segoe ui symbol" , "noto color emoji" , "notocoloremoji" , "emojisymbols" , "symbola" , "noto" , "android emoji" , "androidemoji" , "arial unicode ms" , "zapf dingbats" , "applecoloremoji" , "apple color emoji"">®</span></a><span style="background-color: white; color: #222222;"> </span><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222;">(MIOSM®) is</span><span style="background-color: white; color: #222222;"> "I See Me in Music Education". I have been doing a "musical March madness"-style song bracket, where students listen to different songs each day and vote on their favorites, for several years now, and for the last several years I've tried to tie the songs into the annual theme NAfME chooses. Since the 2024 focus is on "me" I decided to choose songs around the theme of self identity / being yourself.</span></span></div><div style="text-align: left;"><span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5UKSkd7CC28m-m_vwUMlEId5V9prv9091tBatAH3kGwnBBSMpwUeBFrbr6wp3kgqD_vL_lqFwo8n1eYmz30w9wkDKEYfdqnehgL3etPwK1GB7cX8XQ57lyHlB0V9-dyImH1kzX1MCQUYdlDOMzGZ_YZoQsqOPU_cx2E97NWYeUR_GHPQ2fwFtX1po_Ww/s2500/miosm%202024%20bracket.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="293" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5UKSkd7CC28m-m_vwUMlEId5V9prv9091tBatAH3kGwnBBSMpwUeBFrbr6wp3kgqD_vL_lqFwo8n1eYmz30w9wkDKEYfdqnehgL3etPwK1GB7cX8XQ57lyHlB0V9-dyImH1kzX1MCQUYdlDOMzGZ_YZoQsqOPU_cx2E97NWYeUR_GHPQ2fwFtX1po_Ww/w558-h293/miosm%202024%20bracket.jpg" width="558" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div style="text-align: left;"><span style="background-color: white; color: #222222; font-family: inherit;">As I have done the last few years, I'm going to be setting up google slides files with the songs for each day embedded in the slides so that classes can vote in their homerooms. If you want to see how I organize the logistics so classes can vote every day regardless of whether they have music that day or not, check out <a href="https://caldwellorganizedchaos.blogspot.com/2021/02/music-in-our-schools-month-2021-sound.html" style="color: #2187bb; text-decoration-line: none;" target="_blank">my 2021 MIOSM</a></span><a href="https://caldwellorganizedchaos.blogspot.com/2021/02/music-in-our-schools-month-2021-sound.html" style="background-color: white; color: #2187bb; font-family: inherit; text-decoration-line: none;" target="_blank"> post</a><span style="background-color: white; color: #222222; font-family: inherit;"> </span><span style="background-color: white; color: #222222; font-family: inherit;">(and definitely let me know if you have any questions, I'm happy to help). Doing it in slides was such an easy way to have all the songs organized and make it easy for the homeroom teachers to report their class' vote rather than having to email me every day! I don't have the rights to share the song files, but you can make a copy of my slide templates and add the audio files yourself by clicking on the image below- <a href="https://caldwellorganizedchaos.blogspot.com/2023/02/setting-up-your-miosm-song-bracket-in.html" target="_blank">here is a tutorial</a> on setting it up in slides using the templates:</span></div><div style="text-align: left;"><span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span></span></div><div style="text-align: left;"><span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><a href="https://docs.google.com/presentation/d/1VyZ8mAuTNQIAkQ3hsE5P2ZSBljAyl5a0itKXrg-3KEs/copy" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1700" data-original-width="2200" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFWMWHBobFoCWBzKmoOWBmibvrIggwftEkZdIyU9I0KtF-CCnEDerAGN1VtzYOqkf8pulqL4S8Lpzbw4qmE7e7_1pjn1mqQf62cuuSG2ld-YqtVfEiVyQwVV8PF_xtEtVmlS6TcvPG5iStoAVHG81A2rBgH72ER7fflLP-Qd1gQJLxvjh_pJaxa1veS5E/s320/miosm%202024%20bracket%20slide1.jpg" width="320" /></a></div></span><span style="background-color: white; color: #222222;"><div style="text-align: left;"><span style="background-color: white; color: #222222;"><br /></span></div>In my song lists each year I try to include songs from different genres and time periods, representing artists of different backgrounds and including different languages, and this year is no different. You'll find a blank slide template in the slides file linked above: I use that to show the lyrics in their original language and in the English translation for songs that are not in English. </span></div><div style="text-align: left;"><span style="color: #222222;"><span style="background-color: white;"><br /></span></span></div><div style="text-align: left;"><span style="color: #222222;"><span style="background-color: white;">In the past I've always just shared all of the songs in a long list but after getting many requests over the years to see exactly what order I put the songs into the bracket, I'm sharing the songs in their scheduled order this year. </span></span></div><div style="text-align: left;"><span style="color: #222222;"><span style="background-color: white;"><br /></span></span></div><div style="text-align: left;"><span id="docs-internal-guid-e52a2400-7fff-6128-ce79-4dfb4d8918d6"><span style="font-family: inherit;"><div style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">3/1 </span><a href="https://www.youtube.com/watch?v=CjxugyZCfuw" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">This Is Me from The Greatest Showman</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> vs </span><a href="https://www.youtube.com/watch?v=SphTGtDlhHw" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">I Believe from A Wrinkle in Time<br /></span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">3/4 </span><a href="https://www.youtube.com/watch?v=VUMK4Da9Avg" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">I Am Me by Willow Smith</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> vs </span><a href="https://www.youtube.com/watch?v=XGlKvBtoWjI" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">I Don’t Know My Name by Grace VanderWaal<br /></span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">3/5 </span><a href="https://www.youtube.com/watch?v=ZhnVJcP4Mxg" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">That’s OK by D.O</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> vs </span><a href="https://www.youtube.com/watch?v=hvv0yTgSEQ0" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Be Yourself by GoodLuck and Boris Smith<br /></span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">3/6 </span><a href="https://www.youtube.com/watch?v=PivWY9wn5ps" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Man In the Mirror by Michael Jackson</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> vs </span><a href="https://www.youtube.com/watch?v=qQzdAsjWGPg" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">My Way by Frank Sinatra<br /></span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">3/7 </span><a href="https://www.youtube.com/watch?v=gK46VR7qnwA" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">By Myself by Alvin Garrett</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> vs </span><a href="https://www.youtube.com/watch?v=v2Er7q6X390" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Who I Am by Alan Walker, Putri Ariani, & Peter Elias<br /></span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">3/8 </span><a href="https://www.youtube.com/watch?v=rxTbKtTMAcw" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Tomorrow (A Better You, Better Me) by Quincy Jones</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> vs </span><a href="https://www.youtube.com/watch?v=IYzlVDlE72w" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Greatest Love of All by Whitney Houston<br /></span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">3/11 </span><a href="https://www.youtube.com/watch?v=xwTr_CRw3GY" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Brave by Sara Bareilles</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> vs </span><a href="https://www.youtube.com/watch?v=Wy9poGs-w6Q" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Broken & Beautiful by Kelly Clarkson<br /></span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">3/12 </span><a href="https://www.youtube.com/watch?v=jI3WdN-K030" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Будь Собой by Ната Волкова</span></a><span style="color: #0f0f0f; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> vs </span><a href="https://www.youtube.com/watch?v=2J5F9ikDIvY" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Se Tu Misma by Da Ink<br /></span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">3/13 </span><a href="https://www.youtube.com/watch?v=jRPvLcq-TpI" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Who I Am by Wyn Starks</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> vs </span><a href="https://www.youtube.com/watch?v=1tpHnf9zw6o" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Bet On Me by Walk Off the Earth<br /></span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">3/14 </span><a href="https://www.youtube.com/watch?v=FmY7LkZuqQc" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Within You Without You by the Beatles</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> vs </span><a href="https://www.youtube.com/watch?v=2ecaYj14z3M" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">True Colors by Cyndi Lauper<br /></span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">3/15 </span><a href="https://www.youtube.com/watch?v=Mq86e4Fhja0" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Video by India Arie</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> vs </span><a href="https://www.youtube.com/watch?v=ad9D41WzkEQ" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Whatever by Oasis<br /></span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">3/18 </span><a href="https://www.youtube.com/watch?v=LjhCEhWiKXk" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Just the Way You Are by Bruno Mars</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> vs </span><a href="https://www.youtube.com/watch?v=ZNn-MyipwNY&t=96s" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">The Way I Am by Charlie Puth</span></a></div></span></span></div><div style="text-align: left;"><span style="color: #222222;"><span style="background-color: white;"><br /></span></span></div><div style="text-align: left;"><span style="color: #222222;"><span style="background-color: white;">One thing to note: for this year's school calendar there are so many weekends, and (at least in my school district) a day off on the 29th as well, that it's hard to fit the normal bracket into the month of March. I honestly haven't decided which way I want to do it yet myself because although I don't like finishing after the month is over, I know students have told me they don't like having to pick between 3 songs in one day, and there would be more 3-song days with the shorter option. Here are the 2 different ways you could structure the bracket this year (the numbers show the dates in March):</span></span></div><div style="text-align: left;"><span style="color: #222222;"><span style="background-color: white;"><br /></span></span></div><div style="text-align: left;"><span style="color: #222222;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheIUF-DGi2_4zZavQycdV5SpVtA3BEmWapnNXrii8KxZGxffXQEzqbZLix0_S6w0jwVbbdYJWWDtdM5sPG0bAzGlRwWuPUoLy6xZxzEic0pAphPChw5VonnY57q9c9YMLxKaZPMtXXPYOOOf2qWpDetfRcyJr-IUSI0Z6m_MO4TnXvb1ixXcSgDvm0fE0/s2500/miosm%202024%20bracket%20a.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="143" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheIUF-DGi2_4zZavQycdV5SpVtA3BEmWapnNXrii8KxZGxffXQEzqbZLix0_S6w0jwVbbdYJWWDtdM5sPG0bAzGlRwWuPUoLy6xZxzEic0pAphPChw5VonnY57q9c9YMLxKaZPMtXXPYOOOf2qWpDetfRcyJr-IUSI0Z6m_MO4TnXvb1ixXcSgDvm0fE0/w272-h143/miosm%202024%20bracket%20a.jpg" width="272" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS-opQXuul5PpzrMSWCN4eHAYL3H3ydDW3vXGgtmNmvO4b7MOMDK3HHRt-lunMCUjvJVfWg7n-kvKB6TiqyWkibWZeNJpqsiYxreRa_LJwN6Yy-mXXb0guBTQ-pZDQpPUNUThirEE9NN4TbiA_R02ByoJIrVFmwgPJmKjkX-TFrZRvp7T7iOSkKltimEQ/s2500/miosm%202024%20bracket%20b.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS-opQXuul5PpzrMSWCN4eHAYL3H3ydDW3vXGgtmNmvO4b7MOMDK3HHRt-lunMCUjvJVfWg7n-kvKB6TiqyWkibWZeNJpqsiYxreRa_LJwN6Yy-mXXb0guBTQ-pZDQpPUNUThirEE9NN4TbiA_R02ByoJIrVFmwgPJmKjkX-TFrZRvp7T7iOSkKltimEQ/w265-h139/miosm%202024%20bracket%20b.jpg" width="265" /></a></div><br /></span></div><div style="text-align: left;"><span style="font-family: inherit;"><span style="background-color: white; color: #222222;">I'm excited to see how the students respond to this year's playlist, and I'm curious to see which song wins out in the end! </span><span style="background-color: white; color: #222222;">What are your plans for Music In Our Schools Month</span><span style="background-color: white; color: #222222;">®</span><span style="background-color: white; color: #222222;"> this year? What are other songs that fit this theme? I'd love to hear more suggestions in the comments below. If you're looking for more ideas to use for MIOSM</span></span><span style="background-color: white; color: #222222;">®</span><span style="background-color: white; color: #222222; font-family: inherit;">, </span><a href="https://caldwellorganizedchaos.blogspot.com/search/label/MIOSM" style="background-color: white; color: #2187bb; font-family: inherit; text-decoration-line: none;" target="_blank">here are all my posts on the topic</a><span style="background-color: white; color: #222222; font-family: inherit;">.</span></div><div style="text-align: left;"><span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span></span></div><div style="text-align: left;"><span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi20_OVm-m4M6GsiHoElCKf7jJrWXFs1TXaqv0EXXb_FPZ0wDewonxVpMTB4giJ9_07dNcWuvWLhp34acbjsc3G3dtWyh54nEZQpqGTZeUsVISXdTT1alWl_niPdJGakQXAOhgymmOfXSI0qeHc0nX6F_0tG6fGX3ccNbIc4wag6l80o0CyW3AUC4wFtqE/s3125/miosm%202024%20bracket%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi20_OVm-m4M6GsiHoElCKf7jJrWXFs1TXaqv0EXXb_FPZ0wDewonxVpMTB4giJ9_07dNcWuvWLhp34acbjsc3G3dtWyh54nEZQpqGTZeUsVISXdTT1alWl_niPdJGakQXAOhgymmOfXSI0qeHc0nX6F_0tG6fGX3ccNbIc4wag6l80o0CyW3AUC4wFtqE/s320/miosm%202024%20bracket%20pin.jpg" width="213" /></a></div></span></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com2tag:blogger.com,1999:blog-4819722186267743707.post-58936847923086158952024-01-16T03:30:00.002-05:002024-01-16T04:18:48.345-05:00Instrument Examples to Counter Stereotypes<span style="background-color: white; color: #222222;"><span style="font-family: inherit;">One thing I have really focused on in recent years in my lessons on instruments of the orchestra is pushing back against common stereotypes with the examples I choose to share with my students. Any time I am teaching about an instrument, especially if it is an instrument that people tend to associate with a certain type of person, I try to find an example of an accomplished player that doesn't fit that stereotype to use as my visual / example. Today I'm sharing some of my favorite instrumentalists that I like to share in my lessons to help break down those common stereotypes!</span></span><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCpb0iPt6ocJBP8EJ_-htaIQebScsZrOtMT6XdkBQ19FokOY7JA3DOvoLz2NLecBN78UhnFVKo_NKtvBxJcBEMDd1rZKQuCiVsU2nLO65tjBrtBHwuDtJM4ilwh793CmTJqpuXMy0h6fEF3ZDCWGZY75PEum01L4L_WCLEq52rdCwLPp-qS_yRN5dirP4/s2500/instrument%20stereotypes.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="309" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCpb0iPt6ocJBP8EJ_-htaIQebScsZrOtMT6XdkBQ19FokOY7JA3DOvoLz2NLecBN78UhnFVKo_NKtvBxJcBEMDd1rZKQuCiVsU2nLO65tjBrtBHwuDtJM4ilwh793CmTJqpuXMy0h6fEF3ZDCWGZY75PEum01L4L_WCLEq52rdCwLPp-qS_yRN5dirP4/w589-h309/instrument%20stereotypes.jpg" width="589" /></a></div><div><br /></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Last year I wrote in detail about how I teach instruments of the orchestra (and beyond) in my K-6 general music classes, and I mentioned the importance of sharing instrumentalists outside the typical stereotypes. If you want to learn more about how these examples fit into my lessons and curriculum, I recommend reading <a href="https://caldwellorganizedchaos.blogspot.com/2023/01/teaching-instruments-of-orchestra.html" target="_blank">this post from last year</a>! Obviously I do change out my examples as I find new ones to share, but here are some of my favorites that I've used- I try to think about the music they are playing, and the age, gender, race, and the portrayed personality of the performers and include as much variety as possible:</span></span></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Violin: </span></span></div><div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/IB4ZDcypOdU?si=V3XzrMP8xiABdrGG" title="YouTube video player" width="560"></iframe><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">(I should note my students already know <a href="https://www.youtube.com/watch?time_continue=4&v=Tb5zO7OybPg&embeds_referring_euri=https%3A%2F%2Fdocs.google.com%2F&embeds_referring_origin=https%3A%2F%2Fdocs.google.com&source_ve_path=MjM4NTE&feature=emb_title" target="_blank">Black Violin</a>- if yours don't they are another good one to share with students)</span></span></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Viola:</span></span></div><div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/dJZcPE3IHC0?si=VTrynqq_sKgh5bzr" title="YouTube video player" width="560"></iframe></div><div><br /></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Flute:</span></span></div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/crfrKqFp0Zg?si=Z3IiJ4tCJRRCbRxo" title="YouTube video player" width="560"></iframe><div><br /></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Clarinet:</span></span></div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/mjr8jZ83vic?si=gzkvJkmP-BlTPN4I" title="YouTube video player" width="560"></iframe><div><br /></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Saxophone:</span></span></div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/R3nMyv4IXFY?si=ResqOn3Gqee4XOph" title="YouTube video player" width="560"></iframe><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Trombone:</span></span></div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/WGH9vzrixHA?si=eTPP-zAaZNX7ZD63" title="YouTube video player" width="560"></iframe><div><br /></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Timpani: </span></span></div><div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/PbwZ_e-zk5w?si=OAD3OLHm107OuFTa" title="YouTube video player" width="560"></iframe><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Snare Drum: </span></span></div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/mEijJjZwL7o?si=tD749l3_0MfyoHHx" title="YouTube video player" width="560"></iframe><div><br /></div><div>What are some of the favorite instrumental examples you've shared with students that help break down common stereotypes? I think it's so important for students to feel like they can choose any instrument that they want to play based on the instrument itself rather than feeling like certain instruments are "for boys" or "for quiet kids". Share other examples you've found in the comments so we can all add to our lists!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZTQmTS2xWkSnXBTPFRdwlqcbH95ef3YQ5A6JxhczGYNM2tujq1gS1DtUQVN_uhwyCkjhAryMek3UQNGemGGIk3fN_PpS7jEE4U8zQMUJRQxbts3fsLeDmI9S4jXtMRgyKqqP645m1zv29OZg333jBTflkD1d4hHi65a4LT7DqdEQO1ufaInoOP0RIu_0/s3125/instrument%20stereotypes%20pin.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZTQmTS2xWkSnXBTPFRdwlqcbH95ef3YQ5A6JxhczGYNM2tujq1gS1DtUQVN_uhwyCkjhAryMek3UQNGemGGIk3fN_PpS7jEE4U8zQMUJRQxbts3fsLeDmI9S4jXtMRgyKqqP645m1zv29OZg333jBTflkD1d4hHi65a4LT7DqdEQO1ufaInoOP0RIu_0/s320/instrument%20stereotypes%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-48664481266529189762024-01-09T03:30:00.000-05:002024-01-09T03:30:00.338-05:00Rhythm Theme Elementary Choral Program<div style="text-align: left;"><span face=""Trebuchet MS", Trebuchet, Verdana, sans-serif" style="background-color: white; color: #222222; font-family: inherit;">I don't do themes for my concerts very often- I find it too restrictive most of the time for me to get the perfect songs for my elementary choirs- but I just finished planning my upcoming spring concert with the theme of "rhythm" and I am so excited about it I had to share! If you are looking for a chorus program for your elementary choirs, or just some good selections to add to your concert, these are great options!</span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBTj_aZtpMU41ibEGLaeBxsNEDfvi4MKVxmIvCrF7cA_RH3NXqVQYClEFbIxw5_gDvBgWNdjxoD2rkpXYsC_ZnpwBUFteYvfrFBnSeLpDl-q_8Eg5uRX41vpWRPixvbAZfbH9cje8B83tjGzqDuSkkDVT3sthMi3ceuaz2R3h2sTjUtAxAtIh99B4RBOY/s2500/rhythm%20theme%20elementary%20choir.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="264" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBTj_aZtpMU41ibEGLaeBxsNEDfvi4MKVxmIvCrF7cA_RH3NXqVQYClEFbIxw5_gDvBgWNdjxoD2rkpXYsC_ZnpwBUFteYvfrFBnSeLpDl-q_8Eg5uRX41vpWRPixvbAZfbH9cje8B83tjGzqDuSkkDVT3sthMi3ceuaz2R3h2sTjUtAxAtIh99B4RBOY/w501-h264/rhythm%20theme%20elementary%20choir.jpg" width="501" /></a></div><p>For context, I have one elementary chorus that meets during the school day as a pullout class with 5th and 6th graders. I have around 65 students in the group in the group this yea, and I always try to choose songs over the course of the year that include parallel harmony, a capella singing, solo opportunities, and a mix of traditional choral and pop songs in multiple languages. They sang an a capella song and songs in 3 different languages with some parallel harmony and only a few solo opportunities for our winter concert so I'm focusing on including more parallel harmony and solos in the spring.</p><p><b>Here are the songs I chose</b>:</p><p><a href="https://www.youtube.com/watch?v=7ubtX0YA1ck" target="_blank">Feel Good Feeling by Blessing Offor</a></p><p><a href="https://www.jwpepper.com/Rhythm-of-Life/10606372.item" target="_blank">Rhythm of Life arr. John Leavitt</a> (2-part)</p><p><a href="https://www.jwpepper.com/Rhythms-of-One-World/10355967.item" target="_blank">Rhythms of One World by Gary Fry</a> (2-part)</p><p><a href="https://www.youtube.com/watch?v=oHvl6z56zGc" target="_blank">Gang of Rhythm by Walk Off the Earth</a></p><p><b>And a few others I considered that I also love</b>:</p><p><a href="https://www.jwpepper.com/Oye-La-Musica/3296002.item" target="_blank">Oye la Musica by Jay Althouse</a> (2-part)</p><p><a href="https://www.youtube.com/watch?v=OAwaNWGLM0c" target="_blank">Rhythm Nation by Janet Jackson</a></p><p>I am planning to use backing tracks for all of the songs except for Gang of Rhythm- I have colleagues in my building who play instruments so I'm hoping to have them play with us for that one!</p><p>If you want to read more about how and why I use pop songs in elementary chorus, here are two posts on that (with a running list of all the songs I have done):</p><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2019/01/pop-songs-for-elementary-choir-why-and.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="334" data-original-width="640" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW8i77mVnjw7qfj_pzD_JLmnY1nx3FMhyvLO8KL7sibMgZziPURqRKAR6-9c8BSgKrKCqVEURdOUyeAIBSBl3Og_3FT9TxOOuRbUH-0-TEzbDb1t8OP3MU11BwrNvIEcSiIhz-Nu6iUTJ85xV94kmojxnvSFY3fRZj9u1z7Hhy1_HBWevCUqeF51TR/w266-h139/pop%20choir%20why%20and%20how.jpg" width="266" /></a><a href="https://caldwellorganizedchaos.blogspot.com/2019/01/pop-songs-for-elementary-choir-finding.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="334" data-original-width="640" height="140" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhulrcj3vyz_32thbgwMUJSSMGztfCYHdP8noVuNMdqgj3SNnsEAkU5Jgfu5Fp1O1IigwokWS9XeqrC2H1ADjEYt5bYsE4A1hcdExllZucWbm2OUxWp_N805m70GELM3qtBwJbzxBjXFlCvQIXfnd1VHzT6tlfhtugxoCwbjbyhnRTw5VHoc3zyWQWo/w269-h140/pop%20choir%20right%20song.jpg" width="269" /></a></div><p>I have only done a couple of other concerts with themes like this- here are those 2 song lists if you're looking for more great pieces to do with this age group:</p><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/01/stars-theme-elementary-choral-program.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="267" data-original-width="509" height="135" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdGsFmELxlB1d2eHtthyphenhyphen4MfeUjC_5ydNKG9xpz-yNDY75vaLXRk4u8uJZg-AI5MQxuTSDJohUXgJs-t6qh1svNKyO1D3ylovuFafBCYpoteK1iRTdW8tmWSDlWR0uEj0EKlk0qpNTYzvolkjlx2o59jWx035fx5EmZqelfW_M0IFZ5UAbIu2qySdjoBpw/w258-h135/star%20theme%20elementary%20choir.jpg" width="258" /></a><a href="https://caldwellorganizedchaos.blogspot.com/2023/05/finding-myself-theme-elementary-choral.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="267" data-original-width="509" height="136" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga8shGBOwc1CgpI6sfaZFsuGWkKcNw5-YRdHX3FM2Ay1S03BLqhVxDvhZ3fb4bukIHt_XpSAwbRtQGc626uHYUO0ptLoOCWEROqg5KX3d9Eq9pndl8ws0y-s-Jky2Zf4yJIzvuHwIRmVktKQnoVSS3Xb4a_4u_6STG2XWRO6hHC-0dSpoIH85JVUGm7t0/w260-h136/finding%20myself%20choir%20concert%20theme.jpg" width="260" /></a><br /></div><p>And you can catch up on all my posts related to <a href="https://caldwellorganizedchaos.blogspot.com/2018/06/teaching-elementary-choir.html" target="_blank"><b>all things elementary choir here</b></a>, including rehearsal procedures, warmups, teaching strategies for introducing parallel harmony, lesson planning, and more. I hope this is helpful for anyone looking for selections for their next concert!</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigYyOQK4iCYqEbX8hkv5RXyIat6gVzfXYR4xH6z4UkhgnIbkuoI7CDxipQuGIEoQp-5hvx8IHIQX9G7BvHVpUYQHvEfnj9iCgbLBX-mrT8mwPLQVHHabtIqLacYys8faaY1NEgfVyW05ra1uyjklCEutbYTXWZsEzO3-GL9ns6-Uo-EKWzsyfLeyFYu3s/s3125/rhythm%20theme%20elementary%20choir%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigYyOQK4iCYqEbX8hkv5RXyIat6gVzfXYR4xH6z4UkhgnIbkuoI7CDxipQuGIEoQp-5hvx8IHIQX9G7BvHVpUYQHvEfnj9iCgbLBX-mrT8mwPLQVHHabtIqLacYys8faaY1NEgfVyW05ra1uyjklCEutbYTXWZsEzO3-GL9ns6-Uo-EKWzsyfLeyFYu3s/s320/rhythm%20theme%20elementary%20choir%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-8699481889733094682024-01-02T03:30:00.001-05:002024-01-02T03:30:00.157-05:00Top 10 Posts from 2023<p>I am so grateful for the opportunity to connect with other music teachers around the globe through my little corner of the internet, and it is such a good feeling when readers connect with something I've written. Each time a new calendar year rolls around, it's gratifying and fascinating to me to see which of the posts I wrote the past year have been read the most. So we're looking back on 2023 today to see which posts made the top 10 list- have you seen them all?</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEKPJycW4LTXPfRJiH0Ht6DzrBs1Ij-YbJwbqonz5GU1IAUNP351cqBAGNdKyBkjC6HkDF_2J7OBDb4qt7oYkF0hu-GmJJa6Tm6cGoEeqt7NMFHPrtTU88zblBgtVM9E2H-yg3xN20DXpsHdqBLb6-9K0Lp9G93z9QYpRfOe0NBLw0FYu2kb9Wy3rU_t8/s2500/top%20ten%202023.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEKPJycW4LTXPfRJiH0Ht6DzrBs1Ij-YbJwbqonz5GU1IAUNP351cqBAGNdKyBkjC6HkDF_2J7OBDb4qt7oYkF0hu-GmJJa6Tm6cGoEeqt7NMFHPrtTU88zblBgtVM9E2H-yg3xN20DXpsHdqBLb6-9K0Lp9G93z9QYpRfOe0NBLw0FYu2kb9Wy3rU_t8/w557-h292/top%20ten%202023.jpg" width="557" /></a></div><p>10. How I'm using a storage bench as extra closet/ dresser space in my bedroom </p><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/06/bedroom-storage-seating-upgrade.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPcfdo4e9PGiKk964BAJrAmRYJGKx4RwH3QpUXTqX8EvVCrj-dIO5MY8_XUVjWhBefzB5rCoU0LwFFrDN5tjPcRk1sLPzgbmrfh6hHA6uiOnHSAbLLkg0g2FA5wEIJtrYgqmoqupyp-tUiFi_MqzgpOSf6hZTTGyu0ufA3jRTMl0y_gFmNjcuyMcaiuuw/s320/storage%20bench.jpg" width="320" /></a></div><p>9. Lesson warmup activities to practice steady beat</p><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/09/lesson-warmups-to-practice-steady-beat.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFheZ6SeG3tLqkUkhMbopC-8R_w44-qZuKlnZdr4HyjrQVZ2P3AsIOrhkYoehmIUrmBkPD5NoBZumzEnbf8aGKIc2KW-2xiO9WIVMyMyw3Druw0g9h3a-xhbtivd7UpmVWIetJUi-fpN2Wm6xlRrOH9sqbMuDZ_DBYmfGWuBXoIU1ImoemrQUPeswsh24/s320/warmups%20steady%20beat.jpg" width="320" /></a></div><br /><div style="text-align: left;">8. Four different song lists for<span style="font-family: inherit;"> <span style="background-color: white; color: #222222;">Music In Our Schools Month® Song Brackets</span></span></div><div style="text-align: left;"><span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span></span></div><div style="text-align: left;"><span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/02/miosm-bracket-song-lists.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFzqSlteZLd766Mb_0mos9CV4zCAiVoWcFrgNevpzV1GEeJrHVOKDhKVi8fA_m6C65EO_rMIHvA2PCpX-LKf2a5_zfwQ3P4W45fBtgMmOJff47GrsNuoGH53RDP6VC3tY6Tl-h_qPbMkZlSwRhU2_4Sm_UaljWRKiSTblagV2DSCPUj86AxuMdwLb99pU/s320/miosm%20song%20bracket%20lists.jpg" width="320" /></a></div><br /><span style="background-color: white; color: #222222;">7. Dance playlist 2023 (perfect for field day, slideshows, dance games, and more)</span></span></div><div style="text-align: left;"><span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span></span></div><div style="text-align: left;"><span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/04/dance-playlist-2023.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh57HetA_UfXVvVRCrSlrvDY4AkAZqPc4Tt5ktijG6zd-rNLrPuoxO0DfFG4iZ3j7wO82furrbBj6pg2GFBmioEUNqafrMe4A3FXgeO7ITHvWeQ8Me2cxcYl5YjQapWVb_5tgSo-OWPt8GjpcyQnEjCEUlDUdyiyBR_LUeSbvYDlPiWhP5RT-MpGLlFFZ8/s320/dance%20playlist%2023.jpg" width="320" /></a></div><br /><span style="background-color: white; color: #222222;">6. Elementary choral concert program around the theme of "Stars" </span></span></div><div style="text-align: left;"><span style="font-family: inherit;"><span style="background-color: white; color: #222222;"><br /></span></span></div><div style="text-align: left;"><span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/01/stars-theme-elementary-choral-program.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="267" data-original-width="509" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAXdVXnddsqHdLJP3vbSyTihLEvVbYr8kFe7e4JcrfVdsc1_S1geBt8RenLir1SEqOAyBfVA-qPADnyVCwm329qE9y43V1QSfmXVQUFVV6rm68JqStekI-gXkM26HoUh4uXi5YtLHGYFvB1Q6yJOXBTOXmwl8af0dF99KRtJRTPejDs64MALRsKP7nCuc/s320/star%20theme%20elementary%20choir.jpg" width="320" /></a></div></span></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><span style="font-family: inherit;"><span style="background-color: white; color: #222222;">5. </span></span><span style="background-color: white; color: #222222; font-family: inherit;">かえるの合唱 (Kaeru no Uta): Japanese frog song lesson plan</span></div><div style="text-align: left;"><span style="background-color: white; color: #222222; font-family: inherit;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/04/kaeru-no-uta-japanese-frog-song.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiEumk_iQEHv0zPZKluO35t51ZBK79eWhIBmK1S_86crMfbsXlVYoU7P0ybkL0AKncXWmKIO1kbM1x8JMc0sc046D5XWK3sJgxtURF0xOoOT5Lo5FFJouDk2131TCuKtL4aFgix4lB-1rSsadkFASniq2nC12UdDPKcw6Q-2jZex4V1V0Lk_0tABkDU_8/s320/kaeru%20no%20uta.jpg" width="320" /></a></div><br /><span style="background-color: white; color: #222222; font-family: inherit;">4. Three common behavior consequences music teachers need to stop using</span></div><div style="text-align: left;"><span style="background-color: white; color: #222222; font-family: inherit;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/10/3-common-consequences-music-teachers.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="309" data-original-width="589" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyID4kZeKzqgeMg_-sdT4xgHY54wmKy2UuPm7cn37BaVUmaqJ8fHU7XUXFHCSw2t9fivEtJfSFc9yubz0g88tfSemuhmtw29ecx0SMAn6vcCFQMb3QVp9NJUu5gKVV0U38y4B_DZxNQaDazSgwoYltq12VSslsIzbrSaJguYNPmw2N1CsnU44HjSq4eSY/s320/stop%20consequences.jpg" width="320" /></a></div><br /><span style="background-color: white; color: #222222; font-family: inherit;">3. The #1 thing we all need this year (it's agency)</span></div><div style="text-align: left;"><span style="background-color: white; color: #222222; font-family: inherit;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/07/the-1-thing-we-all-need-this-year.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4CkVkvSiFGHFmRutmwub6t96q0vD7evIA93MYOX_lpgxw5FbYvCg0PjS9uoWYfA5grBbXrSXyxnua7ZC6laf9Vel5j6H1UBAQyDmDY9AtOByDRKiFvm3KQobXbqr6dRzKNh9FezMCJaQkKEsTYIQ9ByKk_2wn5SqBbRFyl4CbqHFwwx24hNJ1e7JjA0A/s320/agency.jpg" width="320" /></a></div><br /><span style="background-color: white; color: #222222; font-family: inherit;">2. Lesson plans using the Puerto Rican frog song "El Coqui"</span></div><div style="text-align: left;"><span style="background-color: white; color: #222222; font-family: inherit;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/04/el-coqui-puerto-rican-frog-song.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJID0daa79TrC9nJ51vYbe5yHwShFuCVgdllu1u0FPcDPeXqkCOxYCbdeudMUjN58wkmcL7Fp5plcUucEMnZDxPK0ITDZSjHzvZxFbRgW_9zb9PVGdNtpJ-eL-Q5T1m94u4Ss7CUcD18yzFAKl0PtPMu3m2jZPRFMc7-FNKrB19BzSDT-D9WvNM9NAbrk/s320/el%20coqui.jpg" width="320" /></a></div><br /><span style="background-color: white; color: #222222; font-family: inherit;">1. </span><span style="background-color: white; color: #222222; font-family: inherit;">Music In Our Schools Month® 2023: "Music Is All of Us" Song Bracket</span></div><div style="text-align: left;"><span style="background-color: white; color: #222222; font-family: inherit;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/01/music-in-our-schools-month-2023-music.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4AxyjawhE-n66l0Ml4aqdH9jGJONm4K98WRCfM13iDYtMfo0jGrrbpGIHe3OhI8qZiQDwiCeUxxLUUVC8HAhPESo4DQDYzAbZN12TsBdwzfI18YLfwUDuhsr4lneSsZmEqEOPe_eyJNsKc5nMCszrierE3yfKr9R4A0OzbitmJ1sz25CMZ1ECKFMB-UM/s320/miosm%202023%20bracket.jpg" width="320" /></a></div><br /><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Thank you all for reading, interacting with, and supporting this page. Having the opportunity to interact with other music teachers, and the platform to share my thoughts and ideas, has been such an amazing creative outlet and source of encouragement for me! I can't wait to see what 2024 brings us. Happy New Year!</span></span></div><div style="text-align: left;"><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div style="text-align: left;"><span style="background-color: white; color: #222222;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgF8B6vXiMINSpHoF5PSzhGNdd7poXnsql6RuTMzKzeeuzLec7ndQg2-SU29F_kQS3Rg83xcuwvamtJFv6pTTDOjhsTqNjGzVy4C34MsX_9sL3cxFV51fa29Wv8BQ6wyBWFIP_bkTi6Bb0gpdRKcnF085Jxd3JmanGZWsjzzeXzvWhI9H0AUkLjD7-Iclg/s3125/top%20ten%202023%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgF8B6vXiMINSpHoF5PSzhGNdd7poXnsql6RuTMzKzeeuzLec7ndQg2-SU29F_kQS3Rg83xcuwvamtJFv6pTTDOjhsTqNjGzVy4C34MsX_9sL3cxFV51fa29Wv8BQ6wyBWFIP_bkTi6Bb0gpdRKcnF085Jxd3JmanGZWsjzzeXzvWhI9H0AUkLjD7-Iclg/s320/top%20ten%202023%20pin.jpg" width="213" /></a></div></span></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-61475186081481462912023-12-26T06:32:00.000-05:002023-12-26T06:31:59.991-05:00Elementary Music Teacher January JumpstartI know it can be hard to think about going back to work when you're enjoying a relaxing winter break snuggled on the couch under a blanket, so today I thought I'd share all of my top tools and ideas to make your life easier as you head back to school, from calendars and organizational tools to lesson ideas and management tips. Hopefully this will help you be able to focus on the joy of seeing your students again and less on the dread of returning to a pile of work!<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_i96euj8wX6F0Y5FsMThNbv_6LWwd37WGpa0azg6XOcB6tBBalevroy2U9gjvcrm9jvklAz8I8hd0kfx2emHzwvXuJ2cOLgXCnQVNZBIw_vgem7VwoGnX0PZzaR7JcVt5fiav3sEYpNJY5vn811oLr7tSn9mtTmbr_VsXxUioACFByp96rf2EaDkoxZY/s2500/january%20jumpstart.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="283" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_i96euj8wX6F0Y5FsMThNbv_6LWwd37WGpa0azg6XOcB6tBBalevroy2U9gjvcrm9jvklAz8I8hd0kfx2emHzwvXuJ2cOLgXCnQVNZBIw_vgem7VwoGnX0PZzaR7JcVt5fiav3sEYpNJY5vn811oLr7tSn9mtTmbr_VsXxUioACFByp96rf2EaDkoxZY/w539-h283/january%20jumpstart.jpg" width="539" /></a></div><div><br /></div><div><b>1. Lesson Ideas for January</b></div><div><br /></div><div>For me January actually kinda plans itself. I always focus on reviewing all the main concepts I introduce in the beginning of the year- rhythm and pitch concepts in particular- and include lesson material centered around new year's celebrations and winter themes. I promise you, all of these ideas have been big hits with my students year after year and they are highly effective for reinforcing and learning key concepts. And if you want a little extra help putting all the lessons together with each grade's plans written out and all the materials put together for you, you can grab the<b> <a href="https://www.teacherspayteachers.com/Product/Elementary-General-Music-Curriculum-K-6-January-2932887" target="_blank">January curriculum set here</a></b> and check it off your list in one click!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2019/01/mid-year-review-in-elementary-music.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="334" data-original-width="640" height="167" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkoMboFP4akvfBgkpjnLc8aUlh_Ks8i5eCmr7MfUjwE17YPKtaIyd4CTTOc7Ln-kgHoiEbL_wkQitKl2leE_jpjcLfAE9GsKC3fJaJGjTRtCdlfRrOcplR8lXiw_UMv6eLqHkwfG4M25DElTWFrQek3OR2JGmtsd68_XTaPcRcejPZ8ULytJiVPO2qpBc/s320/midyear%20review.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2022/01/lunar-new-year-in-elementary-music.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="300" data-original-width="572" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2ixjl4-lto0ZkUa6XKKXbQHqmwoo7P3Yw6uDUoroyw4M3NrQ4w1v4PI8jSPbSVeDCHCQyoaRp6tt138_r-MgE1_0gq9RU54qvsaAJf0t3yNlB0OjXsGG6nxdE3Mm38J4muzLyviDcD0gLHlq-I4axzuqUStu_ALRUcOsapB01q9nECNJxtjS6idaAMOc/s320/lunar%20new%20year.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2017/11/bring-winter-to-music-room.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="334" data-original-width="640" height="167" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEht0YMHDJEB6qzRCXu8dqLTUUQp8kVfY1IrTFqVRH-eWPpR5Sjvbkggp_kp1B8xrY3-vpKJd6EN4J-nukjh6yUupW3PRz8lFP0kr2SEgD68KmxskVg3rYcb867v5xq9q0iZbFrmuOf4BKtPzrlTUtrucN-LOjpB9z5-3rUgvLrDtTxQfnzPtDFnzecih9w/s320/winter%20music%20room.jpg" width="320" /></a></div><br /><div><b>2. Behavior Management Reset</b></div><div><br /></div><div>If you had a tough time with difficult/ disruptive behaviors in any of your classes at the beginning of the year it can make it particularly difficult to think about going back (I know because I've been there). Just know that it is never too late to implement new procedures or systems to help your classes run more smoothly and help foster a positive classroom environment! If you left for winter break feeling dissatisfied or discouraged about your classroom management for one or all of your classes, here are my top recommendations for procedures and systems to implement midyear and hit the reset button, both general strategies and ideas to address specific issues. If you want to set up any of these systems quickly without having to make visuals and materials from scratch, <b><a href="https://www.teacherspayteachers.com/Product/Rules-and-Procedures-Rainbow-Patterns-Music-Room-Decor-4035595" target="_blank">here are the posters and visuals I use</a></b> ready to print and go!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2021/08/top-5-strategies-to-foster-positive.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="296" data-original-width="564" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCvHE3H2rkJNufLcLAJWi0-zcSOFWnngjTkNof2R6w3ZnkxOTz8jRjgKfg9wG797efOqi6ZNbwde6ZbuypiGXS3UooOwCB-j1RW-2Ode_zNZnS8cAnquz510GL4swfMAMGY0kEWtTqg3Y46RACtlvr7ysuA07MDDxtwKci_Srl0jNXlKp-bYtXaPdsWL8/s320/positive%20classroom%20climate.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/10/elementary-music-lesson-warmup.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="292" data-original-width="556" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMtYpgvEYgKxFDJ8ztEPS_u0Ko5Bv_jf_AEWaxxCfItRkTsS2aClBPUHoij090zmcuomo5eBuKeKceMKzag64CMDuajlPtrBwEX5a9J7fqo1wVwGEs0B186CX5laN0IZkyAYCrLgkyNJ3MZBLwSNdhpPvTFxYJFIRDt50ICB__gIAg1RiKPjnrVGpLpUc/s320/warmup%20music%20activities.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2021/09/top-5-strategies-to-support-individual.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="281" data-original-width="535" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMkY9vDKL-RMInGUsKwIjrEdf_j4En__MpyJ46-6ieKbCvDToLwH1jln7WTetGnxdHYFwA9WCY5MB0zvY_HPnSK-RtxwJ4aRvgTbTyrRyMGGnECnQq4n82sK_FNWFrT7Yr1NizdQ176kSAduHJ0ICx4hU123xp-CyLs6AY5QcNNoA0HhtsToVxdivLvPM/s320/individual%20student%20support.jpg" width="320" /></a></div><br /><div><b>3. Organization</b></div><div><br /></div><div>I know for me, January is when I get the urge to organize, purge, and streamline everything! Here are my favorite organization ideas for the classroom, planning, and home life to help get your life in order and take away so much stress! And of course if there are 2 things that I think play the biggest role in relieving stress and keeping me from dropping all the balls I have in the air, it's <b><a href="https://www.teacherspayteachers.com/browse?search=%23planmywholelife" target="_blank">my planner</a></b> and <b><a href="https://www.teacherspayteachers.com/Product/Elementary-General-Music-Curriculum-K-6-Year-Long-Bundle-2764033" target="_blank">my K-6 general music curriculum</a></b>. Trust me, if you are really serious about making your life easier to focus on what matters most, those are the two biggest "bang for your buck" things you can get.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2014/08/teacher-tuesday-teacher-music-stand.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="334" data-original-width="640" height="167" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivgpxC7g9uZvT-iKbYNbJgBb0FYziqSSCrRTr8ZENVKr5P-GRVEvbb-9dsqwjbLmPebh6Fj10ZBr6uQJpkZsopMIdKXIKAVrc280RtUYclXqXacCuljVfIQP0zOzY3124vaXj8znsYwgSUJgwkFBgHrdepiAkm-F2B1EGr5K8QGFwK4zj-0cYkNnYP4VU/s320/music%20stand%20organization.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2022/08/organized-instrument-storage.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="257" data-original-width="490" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7v0cAfl7nlfK5CYUvYxx17HoAbgfvEkjACl0M9aAFwbwXGIxiarjAM028siwrKlR_INDkgL0-nVU_45AF3YkxjuqQrU_bts5rxxCkzkJdMZZgwRA5J6kcjWEWaNhH2dgDO2uTMuFgICkDsvqYnPbW-zWQGA7stBtejCG7MjUpCNziL9biMXRuZj3Zwpo/s320/instrument%20storage.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2017/06/general-music-lesson-planning-tiered.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="334" data-original-width="640" height="167" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIvmXHns-Jx4x4YmcTPHTpSI0FqbFWotl5yNpu3p5TiUj61Vx8YjpiEMU0anN1VRv4C0bAoA4v8JYEEVJ2h407Z6HtBhyphenhyphenQDbKhb95o8F4iyVJZAXpp9JY-hnt915x-VElJB92JLIShXKJIzXPy95DvBgouOTEQMB02e4eCX2we9FHLfjW8y-Q4eOTIEa8/s320/lesson%20planning%20tiered%20title.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2017/05/planner-setup-printing-binding-and.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="334" data-original-width="640" height="167" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZkdORf_FK0uFgAgh-mp4M368Q54c7Dhe4NSwrCQwrL7rcj7BBpLxurJGYTBf7qHYpM39qouORgaAaSA8x5yeuGb-P0oEYfoxYIU7Aocb-CZVb6M1MU50C7Msz5eAFVrVuYZXVnlcavU6-M6bAWeKwVUOVBOHiHhJADWvqX98aN6XbT5Xwhv07TQFvZaY/s320/planner%20setup%20physical.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Free-Monthly-Calendar-Plain-and-Simple-1626490" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgANlVVUIkpV2-5lcWUBTNA6buRFLgsZfEMjyIiqKJO0876pvSJ1ds8AIlJuHkPBoBpc9ZtyX0AzSl2R0hTKYvhyf3yXvBR2nEHHoItMifTCOjP4kVyidjqJ36mwElg5C6-nGyaL6RqY7uty2sVNi6NUmeAFRMl1Le_5kbWPaBhsgthc5dnO6YL4sjLsmE/s320/2024%20calendar.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2018/12/dry-erase-home-organizer.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="334" data-original-width="640" height="167" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlxRX39kKObCBYrdC2xZVAIWz14YQmhmN3pTNk4lsahSTGq_mLSEOYBdCSb2sTnav66sa5qyfg51HhG9uWrGnVjsXtG3ZHLOHF25fgbmvCdpNyoOzm75IqVUb5aiHnCfHJo01XMrbUQXPQB3YCSUbXGu4Q_WV64tm81pkCCZXBA0dGeiuVFkp5kzfgLoE/s320/home%20organizer%201.jpg" width="320" /></a></div><br /><div>I hope you find something here to help make back to school a little less intimidating and a little more exciting. If there's something else you're feeling anxious about or just wanting to improve that you don't see an answer for here, let me know in the comments and let's talk! </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimRbiUnUEGghym4_jNhyBxiGjt2YVHwLUjr8jj2exkVyfbY90x-bA0eY61p-KEq0T9CRHhQ7FBoXCKE9xd-7oKDo0jUJYeaRMPgEXNA1se4CCtaoeu_EPXkTNw8J8hZtozrF2Ae-WJ_btHM00QjHcjCH6lVvvDAaxlORS0KsGu0-gonPq6WsXOW3c6c3w/s3125/january%20jumpstart%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimRbiUnUEGghym4_jNhyBxiGjt2YVHwLUjr8jj2exkVyfbY90x-bA0eY61p-KEq0T9CRHhQ7FBoXCKE9xd-7oKDo0jUJYeaRMPgEXNA1se4CCtaoeu_EPXkTNw8J8hZtozrF2Ae-WJ_btHM00QjHcjCH6lVvvDAaxlORS0KsGu0-gonPq6WsXOW3c6c3w/s320/january%20jumpstart%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-346449715952518052023-12-19T03:30:00.010-05:002023-12-19T03:30:00.144-05:00Meaningful Ways to Encourage TeachersIf you haven't heard, teaching is hard! And at this point, a jeans pass is not going to cut it to make teachers feel better about their jobs- we need real, systemic changes in policies, pay, budgets, and so much more. But I also know that is a long game that is going to take a lot of time and group effort, and many of us are looking for ways to help teachers feel supported and appreciated in the meantime while we work on that! Whether you are a teacher like me trying to support your colleagues, an administrator wanting to show your appreciation for your staff, or a parent or other community member wanting to support your local teachers, here are some things you can do now that don't require a big social movement or a massive budget but also won't feel trivial or trite.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibiamcPtlNbe1m4Led6KxaTHc0UTJv2ri_a1qGYJWw0zlCdtGHUhZMo2YupSBVLi35SaCwuTQtvHF7xhHzl9ekqLBgRTl79JZckfOOktUdo_K30CmFr8BngTJnd5Q1_ftX3ZoEQ8oO7Q0fnbGK173TzqSFueRHPLmC8uiEm4w4Eq2EjsBJ0f0JwNK9kC8/s2500/encourage%20teachers.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibiamcPtlNbe1m4Led6KxaTHc0UTJv2ri_a1qGYJWw0zlCdtGHUhZMo2YupSBVLi35SaCwuTQtvHF7xhHzl9ekqLBgRTl79JZckfOOktUdo_K30CmFr8BngTJnd5Q1_ftX3ZoEQ8oO7Q0fnbGK173TzqSFueRHPLmC8uiEm4w4Eq2EjsBJ0f0JwNK9kC8/w534-h280/encourage%20teachers.jpg" width="534" /></a></div><br /><div>I've written about each of these ideas in more detail in their own separate blog posts- click on the images to read more about each one.</div><div><br /></div><div>1. Start a teacher shoutout book</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/11/teacher-shoutout-book.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="312" data-original-width="595" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNXOZp8TzXG9FaZ1oPsd2AMu67kcwWZGILxxXZSIcdqqaB3jIIeqaczTV31obq-sa5ySWWUdg9-uSP9jNNxkclWxZLRwdKOsDlqm9JmBFav4X1FUl-L2Xo0fkzOdyjiKjDIFAHYAtGJr3f6hnAuBj4Cksdd7poj5v1V_vWJ9WhYA9CJ_mRoWKCebG0Kdw/s320/shoutout%20book.jpg" width="320" /></a></div><div><br /></div><div>2. Set up a place to share "wins" in the staff lounge</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/12/interactive-display-for-teacher-staff.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="268" data-original-width="510" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBiVPaKZpgDkatpKH5vq6baqDhYFO0aKEPvHzAYax0kRgGehFI03TV1maOsc269s6hz_uqcVKsHqVGcC5CkY43IPKXR94bSiKOWJCHAmaZc0Sd7ej9J1uM9IlWhxY_2-FoeLs5KBwJHgB4fioh7vsV_maB_JyLo0UiaI7sFAbD5Gznny4zGeR809wYFJo/s320/staff%20lounge%20display%20fb.jpg" width="320" /></a></div><div><br /></div><div>3. Set up a water station for staff</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/11/watertok-education-hydration-station.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="311" data-original-width="592" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAhgL75_CG50a3lYdxKdMIf_2miRJL2qcVwJCTowtugEKz7kFbB_0pGtKtbd1C8dhoaAG4xoZ_OoSMDs5IJQOBe7hW4WUg3w9GjWWtyt29hNYr4GdBMpFv6HP4f2WQS5aZInjmwnf6yqxFCioNBVeNlPmeqiMGY7ulwCEOhpC65TlyGX2bRDm4Mhhsp64/s320/hydration%20station.jpg" width="320" /></a></div><div><br /></div><div>4. Find opportunities for affirmation</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2021/11/be-encourager.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="316" data-original-width="602" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTbmn78ZuaTs6xYTQQ0EeREVhyphenhyphenhHJ4_a7L_QJ1_HzvcDChGjtuiaHdWbaH7NQMchgJJoG4xF-kTTfibPMuqI9IJ5_wCAQV4cM_RTsaitiK5TZ2TZ7I6_YieoFj9GoBt-vV3HKxfMbcTY5INMovHrsovbZFtVBnD9IPIggaz4Lmx3_mo5pKG4i3rFqUozQ/s320/encourager.jpg" width="320" /></a></div><div><br /></div><div>5. Get them a gift they'll truly appreciate</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2017/11/top-3-teacher-gift-ideas.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="334" data-original-width="640" height="167" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGbNXe5Bo3-nzyMvCiaQksDB6wZ4cyCpDI5MGWUfJl7x6iTeAP7KglsP-aDKpFj_n403UTSSf1ipgopDT4yKZC3MkXgDxZ3jpFob2jsmI5EYQ9z-tNe3t3mjqnBz5oOHFJGz684_UNEz1vUg-rZc1VfEpN588vHfpSa2kNIKr5VVWS2aYe_AG3hmURVNU/s320/teacher%20gift%20ideas.jpg" width="320" /></a></div><div><br /></div><div>6. Adjust your language </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/05/how-to-talk-to-teachers-in-may.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="267" data-original-width="509" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0N2cxglqigs5DlztiLKH_OicS3aq5Ia0nmdQL4r-jRJON0M_XZo-hNXYbWNG4PXFmYTAreKIfggapJyM2u9yvZa0xSHOTrhAZaMxqWzxYB5k9JTbY6seo81Oda5qh3e6-KDek7yOU4AS6TjRyKpw9XdIlKNToDFV3IoB7BGRZOAa_T63Rsl7cBkmmm-I/s320/how%20to%20talk%20to%20teachers%20in%20may.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2022/02/dear-everyone-stop-calling-us-specials.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="311" data-original-width="593" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgesnai-ihZV26ANxmdk7KKoDlJH0mpEwmE6JciPaXgOre_j842o-UfDhV9s-EmtHbi3iDcvKgFR3FirC5GR7dznaW-BrnMAP5xu2YDKMii2F6yrYr1jzFelGip1x3aUFdNvDsF7RqE5zF38uwMZpWlSykeVdxpivIELV7gxY3OOMn758ljNvyuYJ9lx3s/s320/stop%20specials.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2018/03/5-things-to-stop-saying-to-music.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="334" data-original-width="640" height="167" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9gduA21ff-YLp1ojPhNqUsSP6HIbEPuBTssbfcDK84H5WPxay8JoeS4RRQFwySLnSHTU6KOrdOi88ONHsDf3t6ZS7GHHZxMy6W_wwuaQJ3eHRlv8RdxYkSnq0VMdylpBqpFfeCIamj2558bvs7GcGre9Ge7-EVmWar6ds-P-awfSNInTrFhSge6d9uxM/s320/stop%20saying%20to%20music%20teachers.jpg" width="320" /></a></div><div><br /></div><div><i>Bonus ideas specifically for administrators/ school leaders:</i></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/10/3-ways-to-foster-teacher-agency.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="265" data-original-width="504" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVEKJbcY5Nh_Q4M0nmA60GUj6CNP2HFrsReW-QEq7r9bAJqvvMlOFepNCZbQmqV1j8WVDRNGHlWsS7ISrmdr_UKqEuGN6Bkop9v_vUO7nLxb2kvEIqxTdR23NmqZ3PRtToZCB0N6FDHf9VpCQf1PVLjNAyZuT_LjdoDNlU9KmTpyqhHGhVet-deWfjHg8/s320/teacher%20agency.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2021/11/one-jeans-day-wont-cut-it-and-what.html" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="333" data-original-width="633" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhctzEZ14J0HnXT6shLto6YF6KsLDfefggG0I4a9NBavtsaQwBqo3kNJMyoNjRxxfcKpCCnSGtXwIFd7o_qh3d8n0CuqvERaGavvOQpA42ImAmigBCQp4Bw7r3k3-I_R9wxiCiaecETUAolhG_VbcyntsD-1SCDEna7rdjQyTmkuhRgYAPjfTjbyT4a04U/s320/jeans%20day.jpg" width="320" /></a></div><br /><div>I hope this gives you some practical ideas if you've been wanting to do something to show teachers your appreciation but felt helpless to do so! And teachers, if you have other ideas you've seen that help teachers feel encouraged, supported, and appreciated please leave them in the comments.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9vzL8-x_8vE6nrr576YrH7CR1_umQAUhiMr_VOLGuJndA9Qe1byT3V3J8WwraEGsfLhCdWMhBc_mkeBIsip3TgD0TGw6CG4CqvJsMwPpTEBRfTS8lL2Imcc16LtprLOAT6zxRYcqzvDGIhJuT18T6xPtfrIB0Ed6YXow-tVjwbMQWGzbFmHyPcL0lbdM/s3125/encourage%20teachers%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9vzL8-x_8vE6nrr576YrH7CR1_umQAUhiMr_VOLGuJndA9Qe1byT3V3J8WwraEGsfLhCdWMhBc_mkeBIsip3TgD0TGw6CG4CqvJsMwPpTEBRfTS8lL2Imcc16LtprLOAT6zxRYcqzvDGIhJuT18T6xPtfrIB0Ed6YXow-tVjwbMQWGzbFmHyPcL0lbdM/s320/encourage%20teachers%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-40136955367638716512023-12-12T03:30:00.008-05:002023-12-12T04:32:54.115-05:00Teaching FaI introduce solfege notes sequentially over the course of 4 years to really make sure students are comfortable working with the pitches before adding more to the mix. The very last note that I introduce in the middle of 4th grade is fa, and today I'm sharing some of my favorite lessons for introducing and practicing reading, writing, hearing, and singing fa along with the full diatonic scale.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhce_z_kbn6T4HiN4AOiHc8c3nbFARK0a-pFUD5OSrex_Z_C334EwBB9UDJUVuPQj3iMkLjKbI2Wz2BQQb_xomEqf8_iPCD_nKjkJlRc7Z32s92Zh-QaVX6Xc25MenlNyRT8cNjRABvUeD3KltGgwbOvNk-DWfO9AnG3Vsrz_d-USx1wPSAxlSrbYlaRY8/s2500/melodic%20fa.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="271" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhce_z_kbn6T4HiN4AOiHc8c3nbFARK0a-pFUD5OSrex_Z_C334EwBB9UDJUVuPQj3iMkLjKbI2Wz2BQQb_xomEqf8_iPCD_nKjkJlRc7Z32s92Zh-QaVX6Xc25MenlNyRT8cNjRABvUeD3KltGgwbOvNk-DWfO9AnG3Vsrz_d-USx1wPSAxlSrbYlaRY8/w517-h271/melodic%20fa.jpg" width="517" /></a></div><div><br /></div><div>My favorite song to use to introduce fa is "One Bottle of Pop". I'm also introducing partner singing in 4th grade, so this song is the perfect way to practice partner singing and also introduce the last solfege note in the same song! I'm sure most people have heard the song but for those who may not know, the song has 3 short verses that can be sung at the same time as a partner song- <a href="https://www.youtube.com/watch?v=hkFQqRcANXQ" target="_blank">this video</a> shows the melodies so you can hear how they go together. I actually lived in Edinburgh, Scotland for a year in elementary school and learned this song there so I teach the lyrics I learned there, which are slightly different than the ones I see U.S. Americans using online:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUPoojh4UgL_lFb9BfmZIa-e-8U3tW7XXuMkL1619UXwlZnDKRWYLVPsN4B9yjgvYLEetjDtBTF_ElH097v5OpNKfAYlpIF-Ft2PBYrOSTbQ7LF263Xx26KgCcZzSGUm2FwR95xdUOGjP5gMNXtzy3FqgUMCMQebXm5yETp2g1ekfqDaGNDD4HYHUbW-w/s1200/melodic%20fa%20a.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="1200" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUPoojh4UgL_lFb9BfmZIa-e-8U3tW7XXuMkL1619UXwlZnDKRWYLVPsN4B9yjgvYLEetjDtBTF_ElH097v5OpNKfAYlpIF-Ft2PBYrOSTbQ7LF263Xx26KgCcZzSGUm2FwR95xdUOGjP5gMNXtzy3FqgUMCMQebXm5yETp2g1ekfqDaGNDD4HYHUbW-w/w463-h308/melodic%20fa%20a.jpg" width="463" /></a></div><br /><div class="separator" style="clear: both; text-align: left;">After learning each of the 3 verses separately with motions, I ask students to aurally identify the solfege of the first verse, which is incredibly easy with just do and sol. Then I tell them I want to figure out the solfege of the very end of the last verse and work backwards, so we start with the last note do and I ask them to aurally and visually identify the solfege from do back to the 2 eighth note "fa"s, which comes naturally since it is just a scale. There's fa! I like using this phrase to introduce the note because the phrase starts on fa and makes it easy to hear the tonality of the note and how it leans into mi. Once we've figured that phrase out and officially added the final note fa to our diatonic scale, I ask them to visually identify the solfege of the beginning of the second verse to see fa in a scale passage going from do to sol. Then we practice singing the entire song in solfege with hand signs, reading from the notation. Students are usually pretty surprised to find that they're able to do that pretty easily!</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">By 4th grade students are already aware that the note between mi and sol is fa, so introducing the note is not a major step. But it is a big deal that they now know the full scale and will be expected to use them all going forward! We always have a "solfege celebration" afterwards with <a href="https://girlconductor.com/" target="_blank">Maria Ellis</a>' Soul-fege Slide- I like to use this to practice the hand signs and solfege notes the next few classes after that as well:</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/ESZAzX-DVCI?si=-npfiR5w3svutfDg" title="YouTube video player" width="560"></iframe></div><div><br /></div><div>Once they've gotten enough practice reading, hearing, and singing all of the solfege notes, I have them practice contextualizing the melodic and rhythmic notation concepts they've been working on by writing different rhythms on the staff with different pitches. Up until this point they have mostly either worked on writing rhythms in isolation on a 1-line staff, or writing melodies in isolation with just noteheads, so this is a big step for them. I have found that showing them on my computer how to take notes of different note values (like a set of beamed sixteenth notes or a dotted half note) and drag it onto the staff in different places helps them understand how the two concepts come together. We practice picking out different rhythms and putting them in different places on the staff on the computer together, then I have them work in groups to create a rhythm using <a href="https://caldwellorganizedchaos.blogspot.com/2017/11/diy-composition-manipulatives.html" target="_blank">rhythm cards</a>, then write that rhythm on the treble clef staff to create a melody.</div><div><br /></div><div>It is so much fun to see the excitement on the students' faces when they realize they have unlocked the entire set of solfege notes after all those years of practice! And they love the partner song because we make it silly with motions to exaggerate the nonsense lyrics. I hope you enjoy using these lessons with your students! You can see all of my lesson plans for melodic concepts all the way from teaching high and low in early childhood through the full progression of solfege notes in 1st through 4th grade, and practicing note letter names in treble and bass clef, <a href="https://caldwellorganizedchaos.blogspot.com/2018/04/teaching-melodic-concepts-lesson-plans.html" target="_blank">in this post</a>.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaS5zeF7-xT1h-9pmSM0KTohL7y2TpmtRL5CUl1DH5TmExhqdhspJvqkD0qUlSVkitZSSi7LJCQENjES423dTIO_zbuImw5bXz_wYUr_Qtc4uFwGt2H9mBZLP97E4DVKq9WQaZWgNFKJFwTSc7CCZwFAXjdgxF19bPKA_iip4663HpTGPQyQtN-m9hsWw/s3125/melodic%20fa%20pin.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaS5zeF7-xT1h-9pmSM0KTohL7y2TpmtRL5CUl1DH5TmExhqdhspJvqkD0qUlSVkitZSSi7LJCQENjES423dTIO_zbuImw5bXz_wYUr_Qtc4uFwGt2H9mBZLP97E4DVKq9WQaZWgNFKJFwTSc7CCZwFAXjdgxF19bPKA_iip4663HpTGPQyQtN-m9hsWw/s320/melodic%20fa%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-27700137311910846212023-12-05T03:30:00.001-05:002023-12-05T03:30:00.138-05:00Interactive Display for Teacher Staff Lounge The staff lounge can be a very negative place sometimes. While it's good for teachers and staff to have a safe place to vent and complain, it's also important for our own emotional well-being to share positive things as well, and that can be difficult to do when you pop in to have an adult conversation for the first time in 4 hours! This is a simple and effective way to help lift everyone's mood when they're having a tough day, and serve as a reminder of the good parts of our work.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJOxuExCaD5E8IZZv9T39xN-1em8gulvTDJXKe64EHhLxa48zSXQ_-V4ZRF4Z1GvD3J-jg_zYh6Lph3idbakNRbCQVZ1njbKKCRZcm_c4A7vLSb9CUaQUR7e77XZe7SjzQP9JOLCG7PRyX6UjyT6YSVUKk5LWdI9J1ol15RCVQd3v43XBNH54k3OX5R50/s2500/staff%20lounge%20display%20fb.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="268" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJOxuExCaD5E8IZZv9T39xN-1em8gulvTDJXKe64EHhLxa48zSXQ_-V4ZRF4Z1GvD3J-jg_zYh6Lph3idbakNRbCQVZ1njbKKCRZcm_c4A7vLSb9CUaQUR7e77XZe7SjzQP9JOLCG7PRyX6UjyT6YSVUKk5LWdI9J1ol15RCVQd3v43XBNH54k3OX5R50/w510-h268/staff%20lounge%20display%20fb.jpg" width="510" /></a></div><br /><div><div>As teachers we spend our whole day trying to maintain calm and positivity in the face of disrespectful parent emails, disruptive and rude student behaviors, and overwhelming work loads, so it's perfectly healthy and good to be able to vent and share our frustrations with colleagues who get it. The problem is that, especially with the very short length of time we usually spend in the staff lounge, it will often stop there and we never hear or share the positive things that happen, which can feed into the perception that there is more bad than good going on, which in turn can feed into an "us vs them" mentality, or just negative feelings about school in general.</div></div><div><br /></div><div>While there are definitely plenty of aspects of teaching that need fixing, it has really been helpful for me to find ways to refocus on the positive, fun, happy, funny moments as well. I definitely can take myself and my job too seriously sometimes and that makes me a much more uptight, cranky teacher! So I decided to put up this display in the staff lounge and invite colleagues to add to it:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgum4ei8oAAgPIcVC12YuFYNP6XGjSLr9gK95OGlzmh9fXd7jQwz_tYR_6xrtwmmsx1_EIZ5dnRwSx-qx8Lqc06hZS8IiJp-xn1OycGevkLfbQx7CZ5wJp7tEZZYvQSex_VvHzd1KQk3V12078hjymygCrA-iM3QQRE8OyDCzNC8KbwSz6xc2TYypTueYg/s1400/staff%20lounge%20display.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1400" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgum4ei8oAAgPIcVC12YuFYNP6XGjSLr9gK95OGlzmh9fXd7jQwz_tYR_6xrtwmmsx1_EIZ5dnRwSx-qx8Lqc06hZS8IiJp-xn1OycGevkLfbQx7CZ5wJp7tEZZYvQSex_VvHzd1KQk3V12078hjymygCrA-iM3QQRE8OyDCzNC8KbwSz6xc2TYypTueYg/s320/staff%20lounge%20display.jpg" width="274" /></a></div><br /><div>I just put some butcher paper on the wall, used some extra border I had with stars on it (our school's PBIS system is "STAR" so we do a lot of things with a star theme), cut out a few star shapes from regular copy paper, and made the letters and sign to create a title and explanation above it (feel free to copy and print to use yourself):</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG9p0qA_JGrPoGFgMe7U1WNf8nh9aPVe3OFWV346SJwwTtJf9mJaL9PRuqnbXeUF0MpWaCrypLIuPF45E5254Gd3p0p46lKYW6KucFH1c3MSHvZ2PMdNvGaodGtjfy691CsvezxWRXv7lBsuGFj4nNpRDG5qD1U2zUWmZlQGVj6SvD-HAyvVexEzVjfYE/s2200/staff%20lounge%20display%20b.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1700" data-original-width="2200" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG9p0qA_JGrPoGFgMe7U1WNf8nh9aPVe3OFWV346SJwwTtJf9mJaL9PRuqnbXeUF0MpWaCrypLIuPF45E5254Gd3p0p46lKYW6KucFH1c3MSHvZ2PMdNvGaodGtjfy691CsvezxWRXv7lBsuGFj4nNpRDG5qD1U2zUWmZlQGVj6SvD-HAyvVexEzVjfYE/s320/staff%20lounge%20display%20b.jpg" width="320" /></a></div><br /><div>I also grabbed a few extra markers and pencils and put them in a cup to leave next to the board so people could write things down whenever they thought of something. I talked to the principal beforehand and each of us wrote an anecdote up immediately so staff would get the idea. It definitely took a few days to catch on but slowly but surely, more and more stories and quotes have started to be added- I love walking in to see a new one on the board, it makes me smile every time! And although the venting and complaining is definitely still there (as it should be), there are also conversations about the funny quotes that people posted mixed in as well, and that has had a small but positive effect on the mood in the room.</div><div><br /></div><div>I've loved seeing people use it, and I hope we can fill up the entire wall by the end of the school year! And maybe next year I'll make something a little more permanent to use the same way so we can keep it going. What other ideas do you have for fostering positivity in the teacher room? I'd love to hear what you've seen in your buildings in the comments below!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9nJAgVzcS4G1vKFQn09r3N_02yNyabrBAnoSowdlzoaq42WYFPb430ou_EpS0e5b2ljfcbmOCNshw3_BlLCxJGQIHrAgRT3A6CHOoxaT2ltzOeCTyHywP12hH_r3j4dLhPiyaballJF_Su4d7nQlW9gOpv45fcoXCxyN5cfIQpu0ooCwER6gz4mKdQGQ/s3125/staff%20lounge%20display%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9nJAgVzcS4G1vKFQn09r3N_02yNyabrBAnoSowdlzoaq42WYFPb430ou_EpS0e5b2ljfcbmOCNshw3_BlLCxJGQIHrAgRT3A6CHOoxaT2ltzOeCTyHywP12hH_r3j4dLhPiyaballJF_Su4d7nQlW9gOpv45fcoXCxyN5cfIQpu0ooCwER6gz4mKdQGQ/s320/staff%20lounge%20display%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-10231599856972160832023-11-28T03:30:00.004-05:002023-11-28T03:30:00.142-05:00#Watertok Education Hydration Station for the Teacher's Lounge<p>I've been especially focused this school year on finding ways to boost teacher / staff morale in my building. The last few years have been incredibly stressful, to say the least, and with so many new teachers coming into my building I knew it would be important to try to build a positive, supportive work environment with my colleagues if I was going to avoid being completely miserable this year. I have taken on a few different projects to that end already this year, but the one that has gotten the most buzz amongst the teachers so far this year has been the "education hydration station" I set up in the teacher's lounge.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm5VN5grel0Q84NdN2zUFN7cZLCtD9CEQ5_V40gYrU72ARVUPz9vr6BRZwehV1SaBEKENSFdQZvlUJ5oRCSEZMH9H0lyi8_Sfmo6ZfskYdE5GIVM0LWSU3mGISrMohOg8nGZTdqanzkUUlZW9YxURVOus0pSt7wA3Q3erUH8fODZ_dprH6S099zTKT4ho/s2500/hydration%20station.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="311" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm5VN5grel0Q84NdN2zUFN7cZLCtD9CEQ5_V40gYrU72ARVUPz9vr6BRZwehV1SaBEKENSFdQZvlUJ5oRCSEZMH9H0lyi8_Sfmo6ZfskYdE5GIVM0LWSU3mGISrMohOg8nGZTdqanzkUUlZW9YxURVOus0pSt7wA3Q3erUH8fODZ_dprH6S099zTKT4ho/w592-h311/hydration%20station.jpg" width="592" /></a></div><p>I am definitely not the first person to do this- I completely stole the idea from this video I saw on Instagram:</p><blockquote class="instagram-media" data-instgrm-captioned="" data-instgrm-permalink="https://www.instagram.com/reel/CxMUJTcuSAf/?utm_source=ig_embed&utm_campaign=loading" data-instgrm-version="14" style="background: rgb(255, 255, 255); border-radius: 3px; border: 0px; box-shadow: rgba(0, 0, 0, 0.5) 0px 0px 1px 0px, rgba(0, 0, 0, 0.15) 0px 1px 10px 0px; margin: 1px; max-width: 540px; min-width: 326px; padding: 0px; width: calc(100% - 2px);"><div style="padding: 16px;"> <a href="https://www.instagram.com/reel/CxMUJTcuSAf/?utm_source=ig_embed&utm_campaign=loading" style="background: rgb(255, 255, 255); line-height: 0; padding: 0px; text-align: center; text-decoration: none; width: 100%;" target="_blank"> <div style="align-items: center; display: flex; flex-direction: row;"> <div style="background-color: #f4f4f4; border-radius: 50%; flex-grow: 0; height: 40px; margin-right: 14px; width: 40px;"></div> <div style="display: flex; flex-direction: column; flex-grow: 1; justify-content: center;"> <div style="background-color: #f4f4f4; border-radius: 4px; flex-grow: 0; height: 14px; margin-bottom: 6px; width: 100px;"></div> <div style="background-color: #f4f4f4; border-radius: 4px; flex-grow: 0; height: 14px; width: 60px;"></div></div></div><div style="padding: 19% 0px;"></div> <div style="display: block; 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font-family: Arial, sans-serif; font-size: 14px; font-style: normal; font-weight: 550; line-height: 18px;">View this post on Instagram</div></div><div style="padding: 12.5% 0px;"></div> <div style="align-items: center; display: flex; flex-direction: row; margin-bottom: 14px;"><div> <div style="background-color: #f4f4f4; border-radius: 50%; height: 12.5px; transform: translateX(0px) translateY(7px); width: 12.5px;"></div> <div style="background-color: #f4f4f4; flex-grow: 0; height: 12.5px; margin-left: 2px; margin-right: 14px; transform: rotate(-45deg) translateX(3px) translateY(1px); width: 12.5px;"></div> <div style="background-color: #f4f4f4; border-radius: 50%; height: 12.5px; transform: translateX(9px) translateY(-18px); width: 12.5px;"></div></div><div style="margin-left: 8px;"> <div style="background-color: #f4f4f4; border-radius: 50%; flex-grow: 0; height: 20px; width: 20px;"></div> <div style="border-bottom: 2px solid transparent; border-left: 6px solid rgb(244, 244, 244); border-top: 2px solid transparent; height: 0px; transform: translateX(16px) translateY(-4px) rotate(30deg); width: 0px;"></div></div><div style="margin-left: auto;"> <div style="border-right: 8px solid transparent; border-top: 8px solid rgb(244, 244, 244); transform: translateY(16px); width: 0px;"></div> <div style="background-color: #f4f4f4; flex-grow: 0; height: 12px; transform: translateY(-4px); width: 16px;"></div> <div style="border-left: 8px solid transparent; border-top: 8px solid rgb(244, 244, 244); height: 0px; transform: translateY(-4px) translateX(8px); width: 0px;"></div></div></div> <div style="display: flex; flex-direction: column; flex-grow: 1; justify-content: center; margin-bottom: 24px;"> <div style="background-color: #f4f4f4; border-radius: 4px; flex-grow: 0; height: 14px; margin-bottom: 6px; width: 224px;"></div> <div style="background-color: #f4f4f4; border-radius: 4px; flex-grow: 0; height: 14px; width: 144px;"></div></div></a><p style="color: #c9c8cd; font-family: Arial, sans-serif; font-size: 14px; line-height: 17px; margin-bottom: 0px; margin-top: 8px; overflow: hidden; padding: 8px 0px 7px; text-align: center; text-overflow: ellipsis; white-space: nowrap;"><a href="https://www.instagram.com/reel/CxMUJTcuSAf/?utm_source=ig_embed&utm_campaign=loading" style="color: #c9c8cd; font-family: Arial, sans-serif; font-size: 14px; font-style: normal; font-weight: normal; line-height: 17px; text-decoration: none;" target="_blank">A post shared by Bella'sBees:AdventuresofBella (@adventuresofarabellajo)</a></p></div></blockquote><p>To be honest I had not heard of #watertok until I saw this video- I'm not actually on TikTok at all. So for anyone else hiding under a rock like me, apparently there has been a trend recently of people sharing "recipes" for flavored water that they make by mixing water with different drink mix powders and syrups. The idea behind the "Education Hydration Station" is to set up all of the ingredients, along with some recipes, so staff can mix and match different flavors with their water.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAXphaGTGzt9TmWlo2Nk0V49LKMF4wVCKXCTWuqtgxKhj_R1VkJGx3yLNloteM6rQ-DP9lo1t2XMFMNVRHw0SoislC638a2yUdkHdiVLd_3Psl_4mJxXB_MUM4F-1-VImV4xzIDDVj7yMSbvwZc3p-vJvOvPfv-5mn8XZW1w68blfLa1WIDPc_jswaYW4/s2500/hydration%20station%20c.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="269" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAXphaGTGzt9TmWlo2Nk0V49LKMF4wVCKXCTWuqtgxKhj_R1VkJGx3yLNloteM6rQ-DP9lo1t2XMFMNVRHw0SoislC638a2yUdkHdiVLd_3Psl_4mJxXB_MUM4F-1-VImV4xzIDDVj7yMSbvwZc3p-vJvOvPfv-5mn8XZW1w68blfLa1WIDPc_jswaYW4/w513-h269/hydration%20station%20c.jpg" width="513" /></a></div><p>I set this up the week of Halloween- we had a VERY long week that week with a full 5 days of school (with Halloween on Tuesday), evening conferences on Monday, and a 90 minute staff meeting after school on Thursday (yikes). I really do think having the motivation to drink more water actually helped keep my energy up, and everyone loved trying out the different combinations! I was only going to have it set up in the teacher's lounge for one day but ended up leaving it out for most of the week. </p><p>The one part of this I will take credit for is the name (yes I know I am so clever). If you want to use the signs I made for the table, you're welcome to print them out below:</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhRbKxuaZ4_0a35pRIk0c_204V7TYKrhaPI-hYtpaTxqWZidxldZL1-VBCGLJ7F_c35lmMumsBOIFetrfGUP9gkEthrLghgvIIdqaupqHls0HuNIy_PN0QL4TeZ9bn5gQapjJj9kNADPBGJ-5dBQzWUYiZIJ8Z_JNhpmr6dArEKwrXYoUgvTdVdsJISv8/s2200/hydration%20station%20a.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1700" data-original-width="2200" height="152" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhRbKxuaZ4_0a35pRIk0c_204V7TYKrhaPI-hYtpaTxqWZidxldZL1-VBCGLJ7F_c35lmMumsBOIFetrfGUP9gkEthrLghgvIIdqaupqHls0HuNIy_PN0QL4TeZ9bn5gQapjJj9kNADPBGJ-5dBQzWUYiZIJ8Z_JNhpmr6dArEKwrXYoUgvTdVdsJISv8/w197-h152/hydration%20station%20a.jpg" width="197" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUcSarSuyR9-vx3PuTkoaDbSnHxoSRBkobwEORYssLHjWC9ikTPOw5siuW0twB9R-Yh_xg6wMJIJupqbXyXw8KIUGTBo5MfGjdbGiW3Ahi0sxRizJYxQFhhNH3c3B0nTJPbrhPJ44WPlrBZ53ipzvrBvj7LGF2shqV60F-rS_EHjGm0LQt9AO6Z4f3cgE/s2200/hydration%20station%20b.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1700" data-original-width="2200" height="152" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUcSarSuyR9-vx3PuTkoaDbSnHxoSRBkobwEORYssLHjWC9ikTPOw5siuW0twB9R-Yh_xg6wMJIJupqbXyXw8KIUGTBo5MfGjdbGiW3Ahi0sxRizJYxQFhhNH3c3B0nTJPbrhPJ44WPlrBZ53ipzvrBvj7LGF2shqV60F-rS_EHjGm0LQt9AO6Z4f3cgE/w198-h152/hydration%20station%20b.jpg" width="198" /></a></div><p>All you really need are the drink packets, syrups, and ice to make this work. I also had jugs of water, because we don't have a bottle filler or any other source of drinking water in the staff lounge, and I also got some cups with lids and straws, although most teachers have their own water bottles so they aren't absolutely necessary. Here are the links everything I bought for the recipes on the printout above (plus a few other drink mix flavors):</p><p><a href="https://amzn.to/40IiKrS" target="_blank">plastic cups with lids and straws</a></p><p><a href="https://amzn.to/3G4irhB" target="_blank">coconut</a>, <a href="https://amzn.to/49FNAW5" target="_blank">peach</a>, <a href="https://amzn.to/49KeZpI" target="_blank">pina colada</a>, and <a href="https://amzn.to/3G6k5iA" target="_blank">vanilla</a> syrups</p><p><a href="https://amzn.to/3SSWY2R" target="_blank">grape</a>, <a href="https://amzn.to/46m0xBD" target="_blank">strawberry</a>, <a href="https://amzn.to/3SGysSm" target="_blank">orange</a>, <a href="https://amzn.to/3ueVUvG" target="_blank">pineapple</a>, <a href="https://amzn.to/40M87Ef" target="_blank">fruit punch, pink starburst, and cherry</a> drink mix packets (I got mine at the dollar store- they were cheaper there- but you can get them online at those links if you can't find them locally)</p><p><a href="https://amzn.to/49KR1e0" target="_blank">water jugs</a> from (I got mine at Walmart)</p><p>ice from Sonic</p><p>I think this is a fun way to change up the usual the staff lounge treats, and it was definitely a big hit with a low budget. Maybe you can find a way to sneak this post in front of your principal or PTA to keep in mind for teacher appreciation week....? We all know teachers are always dehydrated, so we can pretend it's healthy :)</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgexySBJnkcptjLoMeVWoU76Za1pObiuB7eMMhLnbJxFN4DCRodhCwWvStNdUb-Q0FBptUHbQKFRyM4cG5GQRwWWhl1PeE-gvHYCuse1ZVvCoCZ_ef2zBkTKNL4EkMIi8tRxScEF5kD8VJwiweMipmCAiqNFtcJdCjJ2aOh5l6xfZsNXVxQANiSab3MD1E/s3125/hydration%20station%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgexySBJnkcptjLoMeVWoU76Za1pObiuB7eMMhLnbJxFN4DCRodhCwWvStNdUb-Q0FBptUHbQKFRyM4cG5GQRwWWhl1PeE-gvHYCuse1ZVvCoCZ_ef2zBkTKNL4EkMIi8tRxScEF5kD8VJwiweMipmCAiqNFtcJdCjJ2aOh5l6xfZsNXVxQANiSab3MD1E/s320/hydration%20station%20pin.jpg" width="213" /></a></div> <script async="" src="//www.instagram.com/embed.js"></script>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-63527153655916446272023-11-21T03:30:00.008-05:002023-11-21T03:30:00.137-05:00Teacher Shoutout Book<p>I've been especially focused this school year on finding ways to boost teacher / staff morale in my building. The last few years have been incredibly stressful, to say the least, and with so many new teachers coming into my building I knew it would be important to try to build a positive, supportive work environment with my colleagues if I was going to avoid being completely miserable this year. I have taken on a few different projects to that end already this year, but by far the easiest, completely free, and genuinely effective one by far has been the teacher shoutout book.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqoZVqppNQ7xuCQi7b7toxXuHND5z7jHm2BaqT5U98PqqPn5JTJfbM9GECGMsYYtjaXZgI86mS_dLjPaiCyXXQY4yLziw-NjK9uZQQS5otzz8rwc8PN8a8wMnw4yqHHtaLcHwE62Temp9qw7Th2XuANtB3rvMQCRNR2ZPtz9aMZ8Fj1sXFyPm2obw5Hig/s2500/shoutout%20book.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="312" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqoZVqppNQ7xuCQi7b7toxXuHND5z7jHm2BaqT5U98PqqPn5JTJfbM9GECGMsYYtjaXZgI86mS_dLjPaiCyXXQY4yLziw-NjK9uZQQS5otzz8rwc8PN8a8wMnw4yqHHtaLcHwE62Temp9qw7Th2XuANtB3rvMQCRNR2ZPtz9aMZ8Fj1sXFyPm2obw5Hig/w595-h312/shoutout%20book.jpg" width="595" /></a></div><p>As I'm sure many other schools are experiencing, we have a lot of new teachers in our building this year. Along with that, there is (understandably) a general sense of negativity in teacher land right now because of student behavior, mounting pressure and micromanaging from administration, ongoing inadequate pay, and other factors that have been heightened coming out of the pandemic. I also am very aware that we are in a time in education where, because teaching has been so dramatically different the last 3 years, administrators, consultants, families, and others in the community are uniquely unable to understand what teaching is like for us, which adds to the level of stress. </p><p>While certainly working towards improving and fixing the structural, societal issues that are causing this stress and negativity is obviously the most important thing that needs to happen, I wanted to do what I could to help foster a sense of community and teamwork with my new colleagues, and do what I could to spread positivity- not the toxic, fake kind that ignores the real issues, but the genuine kind that helps everyone feel seen and valued- in our school staff.</p><p>The basic idea of the teacher shoutout book is simple: someone writes a note to another staff member about something they appreciate about them, something awesome they did, etc in a notebook and leaves it in their mailbox or on their desk for them to find, with directions to pass the favor along to someone else. I had a few blank notebooks laying around at home that I wasn't using so I picked one that had a bookmark (added bonus, as more notes get added it's easier to mark the current spot), wrote "Staff Shoutout Notebook" on the front, and taped 2 pieces of paper on the inside:</p><p>pic</p><p>On 1 piece of paper I printed out a list of all the school staff- their names and positions- to hopefully encourage people to think of someone that hasn't been recognized yet when they are thinking of who to pass it along to next. On the other side, I put a basic explanation of what the book is with instructions to pass it on when they get it. </p><p>So far it has been circulating well among different members of the staff, and the principal told me she has had several staff members comment to her that it was the best thing that had happened to them that year and totally made their day. I did find it on someone's desk a few weeks after I started sending it around and peeked at some of the messages people had written- it was so nice to see all of the positive and encouraging things people were saying about each other!</p><p>I highly recommend this to everyone. Even if you already have a really strong, well-connected staff, this is still a great way to help teachers feel appreciated for the work they are doing, and it really does make you feel better both as the writer and the receiver! And it's so easy to set up: all you need is a notebook, or you could even use a binder with some looseleaf paper inside, and a little note somewhere on the notebook explaining what it is so people know to keep passing it. I hope you'll consider trying it out in your school- let me know if you do! </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmYRvi6qIXq2T5B-YtDd4mDdzgB6XrQLjBeKjLKKEKEFR1RevJEEinSBRxHO40sOV-hvsiF2WSJZ6OF9s6cYJy7-yn97gibYLO_ckUVHrRPVK6gquDt62rTVwxIzWnJFtJu5U3bHrirYVR-Hlvc2q25CICMOf3OUCiFfVtF2crR7CGtgjpGJwQb_OPJwc/s3125/shoutout%20book%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmYRvi6qIXq2T5B-YtDd4mDdzgB6XrQLjBeKjLKKEKEFR1RevJEEinSBRxHO40sOV-hvsiF2WSJZ6OF9s6cYJy7-yn97gibYLO_ckUVHrRPVK6gquDt62rTVwxIzWnJFtJu5U3bHrirYVR-Hlvc2q25CICMOf3OUCiFfVtF2crR7CGtgjpGJwQb_OPJwc/s320/shoutout%20book%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-83958528249058165122023-11-14T03:30:00.001-05:002023-11-14T03:30:00.176-05:00Teaching Ti<p><span style="background-color: white; color: #222222;">I'm returning to my series on melodic teaching strategies from years ago today with my favorite lesson ideas for introducing ti. After working on the pentatonic scale in 3rd grade, I introduce ti in 4th grade: singing it, identifying it aurally, and notating it as well.</span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTn49y5mCCKqRfPUptMUQwP28WfJKoi8JNRDeZ8H53W8zUK3nSkwbasE0DJpQzhZGlm4NiXxpaPpQoZblUdks3uihIUJDWGebblz4m8SHA1Sc_wu1OINqItwJa1JjG5ty-X1LzPf41YrJc4TZ7Cz-UUFlk272jKZVdaAEFvKMmktKERww2TP57VWcyLaA/s2500/melodic%20ti.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="258" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTn49y5mCCKqRfPUptMUQwP28WfJKoi8JNRDeZ8H53W8zUK3nSkwbasE0DJpQzhZGlm4NiXxpaPpQoZblUdks3uihIUJDWGebblz4m8SHA1Sc_wu1OINqItwJa1JjG5ty-X1LzPf41YrJc4TZ7Cz-UUFlk272jKZVdaAEFvKMmktKERww2TP57VWcyLaA/w491-h258/melodic%20ti.jpg" width="491" /></a></div><p><span style="background-color: white; color: #222222;">My favorite song to use to introduce ti in 4th grade is "Boots of Shining Leather". I like using this song because I use it to review canon singing (as we get ready to learn partner songs) and this song is a good level of challenge for singing in canon while adding some movement as well. Here is one example of movement you can use- adding the element of having the groups face each other and walking back and forth makes it interesting and challenging for this age group! I tend to change up some of the movements to make them a little more modern but the basic idea is the same:</span></p><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/ARBADO2Rvdg?si=GVwXPHoh7EeFIIjm" title="YouTube video player" width="560"></iframe></div><div><br /></div><div>Once they are familiar enough with the song to be able to sing and move in canon, I show students the notation of the 2nd line, "boots of shining leather". This line works particularly well for students to see adjacent notes and quickly find ti because it starts on do, goes up to re (which they already know), and then goes back down the scale to la. There's our new note ti right in between do and la!</div><div><br /></div><div>I don't get into minor scales until 5th grade so I don't explicitly touch on it in this lesson, but this is also a great song to use for la-based minor. Every single year I have had at least one student who notices that the song "sounds minor" and I often give a quick explanation of la-based minor for that student(s) by pointing out that the phrase ends on la instead of do.</div><div><br /></div><div><div class="separator" style="background-color: white; clear: both; color: #222222;"><span style="font-family: inherit;">Once we've practiced singing the note names in the song, I introduce the "me salty" game. If you have seen my <a href="http://caldwellorganizedchaos.blogspot.com/2018/03/my-favorite-lesson-for-teaching-mi-sol.html" style="color: #2187bb; text-decoration-line: none;">previous post on mi/ sol/ la</a>, then this game works the exact same way the "salami" game does: I sing a 3-note phrase with hand signs and students echo it back, but if I sing mi-sol-ti (which sounds like I'm calling myself "salty") then they are not supposed to sing it back. I of course mix all the other pitches into the phrases they echo so that they get plenty of practice with all of them! Once they can consistently sing the pitches with correct hand signs, I up the ante. First I sing the notes with hand signs but humming instead of singing the names, and they have to sing them back with the note names. Then I take away my hands and continue humming and have them sing and sign the notes back, and then I use just my hands and have them sing and sign the notes back. It takes quite a bit of concentration!</span></div></div><div><span style="font-family: inherit;"><br /></span></div><div>My favorite way to have students practice notating melodies including ti, at this age, is with <a href="https://musiclab.chromeexperiments.com/Song-Maker/" target="_blank">Chrome Music Lab Song Maker</a>. I like using this software with upper elementary because it's an easy way to use the colors to see which note is which, and they can see the melodic contour of the notes going higher and lower on the screen. First I have them practice notating short phrases I sing on solfege on the computer, then I have them notate the melody for "Boots of Shining Leather", and then eventually they compose their own melody including ti on Song Maker and transfer that to staff notation.</div><div><br /></div><div><span style="background-color: white;">All of this is done over the course of the entire year as they get more comfortable with the pitch concepts. If you missed them, be sure to check out my previous posts on </span><a href="https://caldwellorganizedchaos.blogspot.com/2018/03/my-favorite-lesson-for-teaching-sol-mi.html" style="background-color: white;">introducing sol/mi in 1st grade</a><span style="background-color: white;"> and </span><a href="https://caldwellorganizedchaos.blogspot.com/2018/03/my-favorite-lesson-for-teaching-mi-sol.html" style="background-color: white;">introducing la in 2nd grade</a><span style="background-color: white;">. </span><span style="background-color: white; text-align: center;">And if you want to see the full lesson plans for how I teach the pentatonic pitches throughout the year in third grade, along with all the materials I use, you'll find them in my <a href="https://www.teacherspayteachers.com/Product/3rd-Grade-General-Music-Curriculum-Year-Long-Bundle-2769430">3rd grade curriculum set here</a>. All of my posts on teaching melodic concepts, including solfege, pitch letter names, and more are compiled <a href="https://caldwellorganizedchaos.blogspot.com/2018/04/teaching-melodic-concepts-lesson-plans.html" target="_blank">in this post</a>.</span></div><div><span style="background-color: white; text-align: center;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVgkDuJVWo1qWWq50SUGyxTYjgpxvVnaBSwT9cH0iPv-fdQUYwVZA1nAUqE5KQ34uvN5dZZFbA7arXncpllyVqmcKoFMZ-n-vN9XWf93ZXWuD5iWdUibdC85GGRE_vwHGYyHxPRwZI7iV9PjGkhIc1u90NAb0SjfZU4MQeSH0aeCjl8gEwE2iyLrqzHWU/s3125/melodic%20ti%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVgkDuJVWo1qWWq50SUGyxTYjgpxvVnaBSwT9cH0iPv-fdQUYwVZA1nAUqE5KQ34uvN5dZZFbA7arXncpllyVqmcKoFMZ-n-vN9XWf93ZXWuD5iWdUibdC85GGRE_vwHGYyHxPRwZI7iV9PjGkhIc1u90NAb0SjfZU4MQeSH0aeCjl8gEwE2iyLrqzHWU/s320/melodic%20ti%20pin.jpg" width="213" /></a></div></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-37974736603250936482023-11-07T03:30:00.005-05:002023-11-07T03:30:00.156-05:00Teaching Do / Re / Mi and Pentatonic<div style="text-align: left;"><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">I'm returning to my series on melodic teaching strategies from years ago today with my favorite lesson ideas for focusing on the do/ re/ mi pitch set. If you sequence your teaching by starting with these 3 notes, you can use these ideas to work on just do/re/mi. If you, like me, start with mi/ sol/ la and add do and re afterwards to make a pentatonic scale, you can use them that way as well.</span></span></div><div style="text-align: left;"><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div style="text-align: left;"><div class="separator" style="background-color: white; clear: both; color: #222222; font-family: "Trebuchet MS", Trebuchet, Verdana, sans-serif; font-size: 13.2px; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjshMn_Qn-jwkiKgsf3WDqCJpxoK53QB6yCuR8G7w-qpi8cumVIF2eLvmxtYnI8BzhKiE2BT7Yj2nWTmJvvGRAt24lRwT073nbRi_Rl_SkLcNuuPaHqiAVagkR0Coh-xJYeUAaytKr5ZWY/s1600/melody+do+re+mi+pentatonic.jpg" style="color: #2187bb; margin-left: 1em; margin-right: 1em; text-decoration-line: none;"><img border="0" data-original-height="836" data-original-width="1600" height="334" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjshMn_Qn-jwkiKgsf3WDqCJpxoK53QB6yCuR8G7w-qpi8cumVIF2eLvmxtYnI8BzhKiE2BT7Yj2nWTmJvvGRAt24lRwT073nbRi_Rl_SkLcNuuPaHqiAVagkR0Coh-xJYeUAaytKr5ZWY/s640/melody+do+re+mi+pentatonic.jpg" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 1px solid rgb(238, 238, 238); box-shadow: rgba(0, 0, 0, 0.1) 1px 1px 5px; padding: 5px; position: relative;" width="640" /></a></div><br style="background-color: white; color: #222222; font-family: "Trebuchet MS", Trebuchet, Verdana, sans-serif; font-size: 13.2px;" /><span id="goog_1466195888" style="background-color: white; color: #222222;"></span><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">After focusing on mi / sol / la in 2nd grade, I add do and re in 3rd grade. There are TONS of pentatonic songs using do, re, mi, sol, and la from all over the world that are perfect for practicing those pitches, but to first introduce do and re, especially in relation to mi, I like to use the song "Zudio" because it's a great way to get students moving actively with the song and repeating it over and over again!</span></span></div><div style="text-align: left;"><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQgQ3aLhzkJzfVneLsRIj61a-2wtuXORp4JX_gpOxbuyQxmRzMydqhrRXbOsd1oZTGHiuUaRdkfltZOY8ikVTjHC9H5HXIiWcAvr-ROJuhCbUkF0ixQARDtKMyc55Ms-SdWWcCyuRpp6D6mSxU_fbJP4i1OinWT1vEQlphUbyUs8Me2XLqc5xdi2ZqBjU/s2500/do%20re%20mi%20zudio%20notation.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="315" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQgQ3aLhzkJzfVneLsRIj61a-2wtuXORp4JX_gpOxbuyQxmRzMydqhrRXbOsd1oZTGHiuUaRdkfltZOY8ikVTjHC9H5HXIiWcAvr-ROJuhCbUkF0ixQARDtKMyc55Ms-SdWWcCyuRpp6D6mSxU_fbJP4i1OinWT1vEQlphUbyUs8Me2XLqc5xdi2ZqBjU/w599-h315/do%20re%20mi%20zudio%20notation.jpg" width="599" /></a></div><br /><div style="text-align: left;"><span style="background-color: white; color: #222222; font-family: inherit;">There are so many super fun movement games to do with this song! If you are going to devote enough time to the lessons to do the full song, </span><a href="https://www.youtube.com/watch?v=1Oc5J61ayhk&" style="background-color: white; font-family: inherit;" target="_blank">this game</a><span style="background-color: white; color: #222222; font-family: inherit;"> is so much fun (I like teaching just the one part in the beginning of the year with a quick game and then coming back to this full version at the end of the year- this game is perfect for the pre-summer wiggles)! </span><a href="https://www.youtube.com/watch?v=IrP__8U0R0A&" style="background-color: white; font-family: inherit;" target="_blank">This</a><span style="background-color: white; color: #222222; font-family: inherit;"> kind of movement is also really fun and much faster to learn, especially if you're just focusing on the 2 parts of the song notated above. I like to have students partner up and do a simple 4-beat clapping pattern (clap your own hands on beats 1 and 3, cross to clap each other's right hands on beat 2 and each other's left hands on beat 4) for "here we go" and do a simple hand jive for "step back Sally".</span></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">If you're following the pitch sequence to introduce do re mi first, this song works great because you can focus on the last 3 notes of the phrase where it says "all night long" and identify just those pitches. If you have students learning mi sol and la first and are then adding do and re, which is what I do, I still start with "all night long" but then go back and identify the solfege of the first line, "here we go Zudio" to have students identify the sol and la in the melody as well.</span></span></div><div style="text-align: left;"><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div style="text-align: left;"><div class="separator" style="background-color: white; clear: both; color: #222222;"><span style="font-family: inherit;">Once we've practiced singing the note names in the song, I introduce the "me dodo" game. If you have seen my <a href="http://caldwellorganizedchaos.blogspot.com/2018/03/my-favorite-lesson-for-teaching-mi-sol.html" style="color: #2187bb; text-decoration-line: none;">previous post on mi/ sol/ la</a>, then this game works the exact same way the "salami" game does: I sing a 3-note phrase with hand signs and students echo it back, but if I sing mi-do-do (which sounds like I'm calling myself a "dodo") then they are not supposed to sing it back. I of course mix all 5 pitches into the phrases they echo so that they get plenty of practice with all of them! Once they can consistently sing the pitches with correct hand signs, I up the ante. First I sing the notes with hand signs but humming instead of singing the names, and they have to sing them back with the note names. Then I take away my hands and continue humming and have them sing and sign the notes back, and then I use just my hands and have them sing and sign the notes back. It takes quite a bit of concentration!</span></div><div class="separator" style="background-color: white; clear: both; color: #222222;"><span style="font-family: inherit;"><br /></span></div><div class="separator" style="background-color: white; clear: both; color: #222222;"><span style="font-family: inherit;">As with the other solfege pitches that I introduce, the last step is to practice notating. To practice with all 5 notes (which can be pretty overwhelming at first), I bring back the monster magnets that I introduce in 2nd grade, and then later have them use solfege stickers, color-coded to match our boomwhackers, to practice translating a rhythmic composition to a melodic one. If you haven't already, be sure to read about both of those DIY manipulatives in the posts below- they are so effective in helping kids see the different pitches more concretely and keeping them engaged while they practice notation! </span></div><div class="separator" style="background-color: white; clear: both; color: #222222;"><br /></div><div class="separator" style="background-color: white; clear: both; color: #222222;"><div class="separator" style="clear: both; color: black; text-align: center;"><a href="http://caldwellorganizedchaos.blogspot.com/2015/10/teacher-tuesday-rhythm-monster-magnets.html" target="_blank"><img border="0" data-original-height="427" data-original-width="640" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4oVwAGhAhcA-FgGs60c1hAYjd6x3iMcKuNatzujZ8J9lsYTsOz3l14tIogM94saU6UOGZfV02wMJyLUm6BbnRc9kGjsrbLYY1jwTlPyqsvu0f6N_dk6Arpr29Otjw8xET5dE4gT7ni7g/s320/rhythm+monster+magnets9b.jpg" width="320" /></a></div><div class="separator" style="clear: both; color: black; text-align: center;"><br /></div><div class="separator" style="clear: both; color: black; text-align: center;"><a href="http://caldwellorganizedchaos.blogspot.com/2015/11/teacher-tuesday-solfege-stickers.html" target="_blank"><img border="0" data-original-height="427" data-original-width="640" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGFoRkR4Kz9rmEWvHRtrvo9kqLBxGYhalJGTystA5_225u02LfmYQNHuiW1J59FGz_erD8cVkZv3WwxeAIDyfYScpoNTI3PgvmbcJdonXOiOO4_BvY1VKma-hJO1_Jp1UQhxWvum43xII/s320/solfege+stickers3.jpg" width="320" /></a></div><div class="separator" style="clear: both; color: black; text-align: center;"><br /></div><div class="separator" style="clear: both; color: black;">In my case, since students now know the 5 pitches of a pentatonic scale after introducing do and re, this is also when we first talk about the word and concept of "pentatonic" music. The best way that I've found to have students grasp the idea of pentatonic melodies and see how versatile that set of pitches can be is to have them improvise with pentatonic notes on barred percussion. We get out the xylophones and remove the F and B bars (the "burgers and fries") and then take turns making up whatever they want for 4 beats each. They're always surprised at how they can use those notes in any order or combination and still sound like "real music"! </div><div class="separator" style="clear: both; color: black;"><br /></div><div style="color: black;">After those lessons, the rest of the year is spent practicing and reviewing do, re, mi, sol, and la and learning lots of pentatonic songs! If you missed them, be sure to check out my previous posts on <a href="https://caldwellorganizedchaos.blogspot.com/2018/03/my-favorite-lesson-for-teaching-sol-mi.html">introducing sol/mi in 1st grade</a> and <a href="https://caldwellorganizedchaos.blogspot.com/2018/03/my-favorite-lesson-for-teaching-mi-sol.html">introducing la in 2nd grade</a>. <span style="text-align: center;">And if you want to see the full lesson plans for how I teach the pentatonic pitches throughout the year in third grade, along with all the materials I use, you'll find them in my <a href="https://www.teacherspayteachers.com/Product/3rd-Grade-General-Music-Curriculum-Year-Long-Bundle-2769430">3rd grade curriculum set here</a>. All of my posts on teaching melodic concepts, including solfege, pitch letter names, and more are compiled <a href="https://caldwellorganizedchaos.blogspot.com/2018/04/teaching-melodic-concepts-lesson-plans.html" target="_blank">in this post</a>.</span></div><div style="color: black;"><br /></div><div class="separator" style="clear: both; color: black;"><br /></div><div class="separator" style="clear: both; color: black; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-oCWfFIyCzZEB-tjcoC5hrEuQIEbhwp8l1_wjYDep1WxzufykFkbgWESfohQUnN9d5R6e7vme4xsr1zcdIubF6IxRgEitILKaIjlX8xhkyWYOly8fRMnno5eMw_ErMWPU54vFBVW8QZE/s1600/melody+do+re+mi+pentatonic+a.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1067" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-oCWfFIyCzZEB-tjcoC5hrEuQIEbhwp8l1_wjYDep1WxzufykFkbgWESfohQUnN9d5R6e7vme4xsr1zcdIubF6IxRgEitILKaIjlX8xhkyWYOly8fRMnno5eMw_ErMWPU54vFBVW8QZE/s400/melody+do+re+mi+pentatonic+a.jpg" width="266" /></a></div></div></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-60998249144887802322023-10-31T03:30:00.004-04:002023-10-31T04:32:53.069-04:003 Common Consequences Music Teachers Need to StopWe need to be able to enforce boundaries and standards of behavior, but it can be hard to come up with consequences that we can use as elementary music teachers when our class times are so short and there are often several days between the times we see them. But there are some common practices I hear teachers recommending to others regularly that I think do more harm than good- here are my top 3 consequences I wish elementary music teachers would stop using, and what I do instead.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQaVBL62snUwxhA7Bn90ogCnpxVK5L6yN6mfmK_7D-ZA7PHe6451o2vHTgFlruQbELE1IGbKedoHCyKH7BhHfL008r412ruzKsD2-gFigN_3_eskIX2fT1VjKRq6XjfoS4lqGeWJ2hvdUTPEJaxwtde-h_7tj4OsKzICMLyt-kwsHaL3pM56I8g8K-vks/s2500/stop%20consequences.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="309" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQaVBL62snUwxhA7Bn90ogCnpxVK5L6yN6mfmK_7D-ZA7PHe6451o2vHTgFlruQbELE1IGbKedoHCyKH7BhHfL008r412ruzKsD2-gFigN_3_eskIX2fT1VjKRq6XjfoS4lqGeWJ2hvdUTPEJaxwtde-h_7tj4OsKzICMLyt-kwsHaL3pM56I8g8K-vks/w589-h309/stop%20consequences.jpg" width="589" /></a></div><div><br /></div><div><b>1. Give a class intentionally boring worksheets as a consequence for expressing or demonstrating negative attitudes towards regular lesson activities</b><br /><br />As logical as it may sound to think that students will appreciate the fun and exciting lesson activities more if they experience what a boring lesson is like, if there is toxic, negative energy going around for whatever reason about your class, making it more boring is not going to help- it's going to make it worse. There is always a ringleader or two that is the root of the negative energy, even if it feels like the whole class is against you. Start by explaining at the end of the lesson that the negative energy is ruining the vibes and preventing the class from having fun and from learning- not every activity or class has to be their favorite, but everyone needs to do their best and have a positive attitude: "don't yuck someone else's yum". Tell them that starting next lesson, you are not going to allow anyone to ruin the positive energy.</div><div><br /></div><div>If possible, make someone- the principal, the social worker, etc- aware of the situation and that you are trying to turn around the negative energy in a class. Warn them ahead of time that you may need backup during a particular class period while you handle the situation, and work out a plan, either for someone to push in or be prepared to take students, if you need it. I know sometimes teachers don't have adequate support staff or their administrator is unsupportive- in that case I would get a colleague on board who is willing to have a student or two come in their room. But I would encourage you to try to advocate for someone to be available to come in if needed- I've found administrators and support staff appreciate when you explain all the things you've already tried and that you are wanting to do this as a short-term strategy to keep everyone in class instead of having to throw them out or stop your lessons in the long run.</div><div><br /></div><div>Once you've established that you expect everyone to keep negative energy to themselves, start the next lesson overflowing with positive energy, grinning as soon as you see them to show you're excited about having a good time that day. Don't plan anything different than what you normally would have, but be super excited about everything. Give positive reinforcement for all the students who are engaged, whether that's points or whatever other positive reward you have in place in your school or classroom (if you don't have one, start one and explain what it is to everyone!). As soon as the first person starts to make a negative comment/ face (even if it's right as they enter the room), try to quickly catch them and remind them to keep it positive. If they don't, ask them to sit away from the rest of the class and take their negative energy elsewhere and go back to having fun with the others. If they are still disrupting the lesson, offer to let them write down their negative thoughts instead of saying them out loud and spreading their negativity. If that doesn't work, put the backup plan into action: ideally I think it works best if there is someone that can be on call to come and sit with the negative student(s) while you proceed with the others, but if not, get them to leave the room, whether it's the principal's office, another classroom, or somewhere else. The goal is to turn the tide so that the majority of the class that was getting sucked into the negativity before, gets sucked into your positive energy instead. </div><div><br /></div><div style="text-align: left;">If you have to have a student (or several students) leave the room, it will be important to follow up with that student after class. Often they will be happy that they got to leave the class they were complaining about (which is why it's best to find a way for someone to come in if at all possible)! So there needs to be a consequence for that specific student, whether that's giving makeup work, calling/ writing home, or something else to make sure that student doesn't want this to keep happening. Having that positive reward for the students who were engaged will help here too, since obviously the ones who left will not get whatever the others did. It will get easier and easier to get those students to at least tone down their negativity to a manageable level once the attitude of the rest of the class is positive- it has never taken me more than 4 class periods of this to turn the class around.</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><b>2. Put away instruments and ban their use from the entire class because of chaotic behavior while using them or damaging an instrument(s)</b></div><div style="text-align: left;"><br /></div><div style="text-align: left;">If students don't know how to use instruments properly, giving them less opportunity to learn how is not going to help long-term. It's also never helpful to punish an entire class for something that most likely wasn't something everyone did. First of all, I have a strict rule in place of, "if you play before I say you'll make the instrument go away". I tell them every single time we get out instruments, and I also remind them often that I'm not here to judge if it was intentional or accidental- if you touch/ make sound with something when you're not supposed to, you will miss a turn with that instrument. The key is to make sure the time they lose the instrument is short and then they quickly get a chance to try again and do it right.</div><div style="text-align: left;"><br /></div><div style="text-align: left;">If as a group a class is too chaotic while using/ getting out instruments, slow it way down to whatever point you need to be able to monitor each student more closely. Sometimes that means only half the class plays at a time instead of everyone at once, having one student at a time go and get out their instrument while the rest of the class waits and watches and you narrate the correct way of doing it every step of the way, or having a few students designated to get out an instrument for others, etc. </div><div style="text-align: left;"><br /><b>3. Having a class practice coming into class silently/ calmly over and over until they are all coming in the way you expect</b></div><div style="text-align: left;"><b><br /></b></div><div style="text-align: left;">I used to do this ALL THE TIME at the beginning of my career. Having students practice a behavior or procedure the right way when they do it wrong is obviously a good thing. But again, punishing an entire class for something that is probably not something everyone is doing is only going to make students feel frustrated and agitated, not calm and focused like you want them to be.</div><div style="text-align: left;"><br /></div><div style="text-align: left;">If the vast majority of a class comes into my room too rambunctiously, I will definitely stop and have them go back and try again. But 1) I only do it one time and I make sure to give positive reinforcement to the ones that do it right, and 2) I do not have them go back in the hallway- I have them line up as close to the door as possible but still inside my room, and then walk to their spots from there. I find going back in the hallway is counterproductive because I never know who else is going to walk by making noise and/or distracting my students, and usually sound carries a lot more in the hallway so every little noise is amplified. I keep them in my controlled environment to practice instead.</div><div style="text-align: left;"><br /></div><div style="text-align: left;">If it's just a few students, obviously I just ask those few students to do it again. If the class has practiced once there will only be a few students, if any, who still aren't doing it right- in that case I will have those few students try it again by themselves. But again, only once- after that it just turns into a power struggle and it's not effective. If I still have students who are running/ talking loudly etc after that, I tell them we will practice another time and move on. I talk to the homeroom teachers and/or principal and figure out a time when I can take them by themselves and practice walking appropriately (some years I've been lucky enough to be available to do it during their recess, other times I take them first thing in the morning when everyone else has circle time, or immediately after class).</div><div style="text-align: left;"><br /></div><div style="text-align: left;">As a sidenote, one thing that has helped tremendously with this problem specifically is I've stopped needing my students to walk in silently. Yes, they should not be yelling, running, or touching other people or things, but the thing that has helped me get everyone focused right away without requiring them to be silent is to immediately start student-led warmups. It took away so many power struggles to start class this way! Check out <a href="https://caldwellorganizedchaos.blogspot.com/2018/08/class-openers-for-elementary-music.html" target="_blank">this post</a> on how I do that, and <a href="https://caldwellorganizedchaos.blogspot.com/2023/10/elementary-music-lesson-warmup.html" target="_blank">this post</a> for a whole bunch of activity ideas for warmups.</div><div style="text-align: left;"><br /></div><div style="text-align: left;">I know this may ruffle some feathers but I hope this gives teachers some new ideas to try that will help turn the tide in a positive direction! I would love to hear your thoughts on these common consequences, and any other strategies you have used effectively in these situations, in the comments below. </div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj78k2j39Jt5rFsdu3VwVxN2neezOVuEvLJ2h17655oWl6KEt1CDu487mzbV-mnlp6231m4OQhvZhUdtPs6Ik-tqikxiKkwLtmcOiqxSwbJVAiGaIeqjOCzXLNPOrcDbHd5Pc-lHjcQEHZidZ3kTILlOoOby6PH_UFBLT2gXuyAp10_SyUiJVawqIS-Jqc/s3125/stop%20consequences%20pin.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj78k2j39Jt5rFsdu3VwVxN2neezOVuEvLJ2h17655oWl6KEt1CDu487mzbV-mnlp6231m4OQhvZhUdtPs6Ik-tqikxiKkwLtmcOiqxSwbJVAiGaIeqjOCzXLNPOrcDbHd5Pc-lHjcQEHZidZ3kTILlOoOby6PH_UFBLT2gXuyAp10_SyUiJVawqIS-Jqc/s320/stop%20consequences%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-23308731672408714322023-10-24T03:30:00.014-04:002023-10-24T03:30:00.133-04:00Elementary Music Lesson Warmup Activities<p><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">I've been using student-led warmups at the beginning of my elementary general music lessons for years now and I am a big fan! I've gotten a lot of questions about the warmups I do and how I do them, and over the last few weeks I've been sharing my favorite activities for lesson warmups in my K-6 general music classes (26 in all!) that focus on important musical skills and concepts. In this post I've compiled all of my posts on how I set up and manage the student-led warmups in general, all of the different activity ideas, and the visuals I use to run them.</span></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWRLsGyyZcDl1UB5tFwzcCuNax_IzoQT-IjxCQItodDzMr4f2m2pFmn2hgEjCNkoESMhVgybE69CDj_C_yQBfA2L59mi4Hs7j75xUuDDgCYm6bfepV7E3QdkDwP-gQPWo3wMxxc6CbgktKZo4I31yQggk6MPnP6V2-ke4kfnTDploXM6tJH4p9RWP0AfU/s2500/warmup%20music%20activities.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWRLsGyyZcDl1UB5tFwzcCuNax_IzoQT-IjxCQItodDzMr4f2m2pFmn2hgEjCNkoESMhVgybE69CDj_C_yQBfA2L59mi4Hs7j75xUuDDgCYm6bfepV7E3QdkDwP-gQPWo3wMxxc6CbgktKZo4I31yQggk6MPnP6V2-ke4kfnTDploXM6tJH4p9RWP0AfU/w556-h292/warmup%20music%20activities.jpg" width="556" /></a></div><p><span style="background-color: white; color: #222222;">First of all, my warmup activities start as soon as students start coming into the room- it's more like a "do now" where I don't wait for the class to all be seated before I start. Once I get it going, I hand it off to the small group of students assigned to lead warmups (the job rotates throughout the year) and they take over, giving me time to finish setting up, pull aside a student who needs a checkin, etc while the others are engaged in the activity. Here's the full post on how I run my warmups:</span></p><p><span style="color: #222222;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="color: #222222;"><a href="https://caldwellorganizedchaos.blogspot.com/2018/08/class-openers-for-elementary-music.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="334" data-original-width="640" height="167" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGizSCEev-o9a-IZ7wJL1tmR3iVHvpXcpBZpz631UXT3pmk_tRrF5ZIB0fvSwv0iLXPgPKkiVD2nCjhI33qSUdjUP4gp2jNO83lavDO6GkS0nrwVMdJOllErkNrKTm0uorVjuXZii33JmkBxEtnYMfekD_kdXvrqHWit7wog_B6R6ev82wRfcSmoNSYNU/s320/warmups%20class%20openers.jpg" width="320" /></a></span></div><span style="color: #222222;"><br /><span style="background-color: white;">Besides the benefits from a management perspective, I've found the warmups very helpful for student learning because it gives me an easy way to quickly touch on those skills and concepts that need regular "drilling" for students to attain and maintain fluency, especially steady beat, rhythm, pitch, reading notation, and music vocabulary. In each of the posts below you'll find 4 or 5 different activities I use with different grades to practice these fundamental skills and concepts in quick and easy (and fun!) ways:</span></span><p></p><p><span style="color: #222222;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="color: #222222;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/09/lesson-warmups-to-practice-steady-beat.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj199Mka5ny2hdWM811Czhta_-LXLtXtA1yjqioBwVbFUIQrusmRzoiZ1tRoeVP_zHJwXv88zEdH69mEPX80sUo9f3eLPtgJT4Cnn__Bb4K5R0S4IGRG-dL5wIhbYPyLKEbliyAtnT6VnzXk9q3PDssJBUxYBTH1IQZ2sdyDhbmQqW6ahonllmGJKTLdZM/w286-h150/warmups%20steady%20beat.jpg" width="286" /></a> <a href="https://caldwellorganizedchaos.blogspot.com/2023/09/lesson-warmups-to-practice-rhythm.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="147" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPgi3_zNTT9FKkmjpv4rdvyrzox66C2audHaiFTSVMnj6-zIAGe8NygF67ooBykSK8lhM72IjFBdnzsNsric_rI3xa93m-cf01R2m0HYjw9RXjoYNEAG3dqVOiE4OO3DsdTLs1Ka4W8vg9VjpfT6uaH1kivS5HoSf5WbstOiNGpByxajByuqsDHIh0pJ4/w281-h147/warmups%20rhythm.jpg" width="281" /></a><br /><br /></span></div><span style="color: #222222;"><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/10/lesson-warmups-to-practice-solfege-pitch.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCj_YkSpS5A-S9YNUCbdLsN1N58BYYS0M71CJ9H1ukqGRFibNnIe0kph9Goy91RZy9VjFkH-E2bADByEAThvvIFluUo2EAKq8ch6yFqmKM3o-eHKV-KpGoY_8CMf2JKNxy-RfhEZffS3VPPYdyUUlau3mhaiA2Xn_uLyU0d3hpw2X6P0GGUquv_dd1Juc/w286-h150/warmups%20solfege.jpg" width="286" /></a> <a href="https://caldwellorganizedchaos.blogspot.com/2023/09/lesson-warm-ups-to-practice-pitch.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="147" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-WQEd_kM24NQ0AeCIFCwZUsk0igCF17fUcBM-YDZwtrGd4KmTeYt7UKOE_fSB0_Ch7QI1PWXy5OY_6n81afmOBuHIV6yW2TbxJltTZZM8uo-9-HheB2tdlOt8IhnbWv4yvVJiF4uNtzVOkAQsbl0XR5N2pgBSSLjf-uCY_7-z8QdKsT3hxZwNW5VNPr4/w281-h147/warmups%20pitch%20letters.jpg" width="281" /></a><br /><br /></div><span style="background-color: white;"><br /></span></span><div class="separator" style="clear: both; text-align: center;"><a href="https://caldwellorganizedchaos.blogspot.com/2023/10/lesson-warmups-to-practice-listening.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1313" data-original-width="2500" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqBRnaF7HmbgmqpIl35YrYbO-jalrmub-Si7oK0Z5aZSVvBc-ASZOOXmwsQgHVjsuHwI3EHwSUqn13efkRi9nYPKnkQTIh-Xo_QarJG7MA3OGyNm7fntQc07-o_luSaMWOrw447lrytSDE6VD7jgfRqADWBgQ548IAfZBBumQ0nsdqdqUvLuW0LY6kCew/s320/warmups%20listening.jpg" width="320" /></a></div><br /><p></p><p>All of these can truly be done without any special slides or equipment, but I got several request to share the slides I use- for those who want something ready-made at your fingertips to implement all of the different warmups mentioned above, here they are:</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Elementary-Music-Warm-up-Activities-10377302" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1200" data-original-width="1200" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6SCVNQOyVvoNL_R_AngO7ITIGQZbs6hlceRmUqmvRynhqtKjHZW1BVVd3cKp9vrvlL5Py7Fsfs9nYy7Vk5VBjsEpPhcibmrrSwSWBQ_Q2V96neOAkNzu2RBTVGTWseUzfZzJQ7Q3HFHRfggWiuaM_wI_OlDAvMcW7aQcy-PavYdS6KczAjUxtDVpn9bs/w246-h246/cover.jpg" width="246" /></a></div><p>If you haven't tried using warmup activities at the beginning of your elementary music classes, I highly recommend trying them out! It took me a long time to be convinced I should do it, but I have been hooked ever since I started. If you have more ideas for activities, or questions about anything, please leave a comment below.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsbuRBU0qmLX9t8-QPv82Z5dehEuov_MC-HuaKrel9e4lTX58g0OqKftJvYAA6SML-yx9iU0YKb_642QBaS25pnU2Lh8FjTSVjNpNtZx2CORrTlL_ndi2BUevsT5lz3Daiq8Rowe4IX9MUxf83nFEGz44XXAhyfe3UvrRF44-mbbhVt2wHR-_Wx6EE25U/s3125/warmup%20music%20activities%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsbuRBU0qmLX9t8-QPv82Z5dehEuov_MC-HuaKrel9e4lTX58g0OqKftJvYAA6SML-yx9iU0YKb_642QBaS25pnU2Lh8FjTSVjNpNtZx2CORrTlL_ndi2BUevsT5lz3Daiq8Rowe4IX9MUxf83nFEGz44XXAhyfe3UvrRF44-mbbhVt2wHR-_Wx6EE25U/s320/warmup%20music%20activities%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-69578150285147425352023-10-17T03:30:00.007-04:002023-10-17T03:30:00.172-04:00Lesson Warmups to Practice Listening / Responding<span style="background-color: white; color: #222222;">I've been using student-led warmups at the beginning of my elementary general music lessons for years now and I am a big fan! I've gotten a lot of questions about the warmups I do and how I do them, so today I'm sharing my favorite warmups to practice listening to and responding to music.</span><div><span style="color: #222222;"><br /></span><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCETgWAA51Vj4xXYJE3b9InFA5QYoKkjV_Ol1D4drpSElVAcPZe8PJpssrdpb3Gb7et3HK1Xs_ReDdhbw7n-OqUFgSlt3qzJhwJQhOskJiJt5fc8l513Dc2WtOLO8a01arqRsvVdatLCvk0CBRUhZ89b3Yt7QsZmJYg8v9_S94IVWRIaSua2mcNZdPrxM/s2500/warmups%20listening.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="278" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCETgWAA51Vj4xXYJE3b9InFA5QYoKkjV_Ol1D4drpSElVAcPZe8PJpssrdpb3Gb7et3HK1Xs_ReDdhbw7n-OqUFgSlt3qzJhwJQhOskJiJt5fc8l513Dc2WtOLO8a01arqRsvVdatLCvk0CBRUhZ89b3Yt7QsZmJYg8v9_S94IVWRIaSua2mcNZdPrxM/w529-h278/warmups%20listening.jpg" width="529" /></a></div><br /><div>In this post I'm focusing on warmups that help students practice listening to and responding to music in different ways. <span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Most of my warmups are focused on practicing/ reviewing a basic skill or concept I want my students to practice regularly. Including these warmups gives me a chance to introduce students to musical genres, artists, and styles I may not be able to incorporate into my lessons as often, and gives students a chance to practice and review music vocabulary.</span></span></div><div><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div><span style="background-color: white; color: #222222;">You can read more about why I do student-led warmups and how I manage the logistics of warmups in general </span><a href="https://caldwellorganizedchaos.blogspot.com/2018/08/class-openers-for-elementary-music.html" style="background-color: white; color: #2187bb; text-decoration-line: none;" target="_blank">in this post</a><span style="background-color: white; color: #222222;">, but essentially I have a small group of 2-4 students who are assigned to lead the warmup / opening activity / do now at the beginning of class. The idea is to keep it quick, easy, and low-pressure so everyone can be successful right from the beginning of the lesson.</span></div><div><span style="background-color: white; color: #222222;"><br /></span></div><div><span style="background-color: white; color: #222222;"><b>1. Pick a song</b></span></div><div><span style="background-color: white; color: #222222;"><b><br /></b></span></div><div><span style="background-color: white; color: #222222;">I have a few slides premade with lots of tracks embedded in them, grouped in different ways- sometimes I intentionally have a wide range of all different tracks, and sometimes I have tracks that all represent one specific musical element, genre, or theme. Student leaders pick a track, we listen to a snippet of the track, and then I ask the class a question about it: identifying a musical element, asking them what characteristics of the focus genre they hear, etc.</span></div><div><span style="background-color: white; color: #222222;"><br /></span></div><div><span style="background-color: white; color: #222222;"><b>2. Pick a question</b></span></div><div><span style="background-color: white; color: #222222;"><b><br /></b></span></div><div><span style="background-color: white; color: #222222;">This warm-up is similar to the previous one but in reverse. I have a song (usually a video recording of a performance) picked out, and each warmup leader chooses one element that the class will identify in the song (dynamics / tempo / timbres / mood / genre / etc). </span></div><div><span style="background-color: white; color: #222222;"><br /></span></div><div><span style="background-color: white; color: #222222;"><b>3. Be the DJ</b></span></div><div><span style="background-color: white; color: #222222;"><b><br /></b></span></div><div><span style="background-color: white; color: #222222;">For this one, rather than the class describing the music, the class responds to the music with movement. Each warmup leader chooses a track and the class "shows the music" with movement. This is when I tend to pull out the biggest variety of tracks for leaders to choose from so that it's easier for them to differentiate their movements.</span></div><div><span style="background-color: white; color: #222222;"><br /></span></div><div><span style="background-color: white; color: #222222;"><b>4. Pick a prompt</b></span></div><div><span style="background-color: white; color: #222222;"><b><br /></b></span></div><div><span style="color: #222222;"><span style="background-color: white;">This warmup gets students to use and think about musical vocabulary while also building conversational skills through circle discussion. I give the warmup leaders a category (instruments, musical genres, etc) and each leader chooses 2 things from that category. We go around the circle passing a talking piece (whoever is holding it is the only one that can talk) and each person chooses which one they would pick out of those two choices (like "trumpet or clarinet" or "hip-hop or K-pop").</span></span></div><div><span style="color: #222222;"><span style="background-color: white;"><br /></span></span></div><div><span style="color: #222222;"><span style="background-color: white;"><b>5. Movement mirror</b></span></span></div><div><span style="color: #222222;"><span style="background-color: white;"><b><br /></b></span></span></div><div><span style="color: #222222;"><span style="background-color: white;">This warmup is similar to the steady beat warmups I shared in a previous post except the movements are slow and fluid and have no beat. I turn on some soft, ambient music (like you would hear in a spa) and have each leader take turns doing slow movements at the front of the room while the class mirrors their movements. The goal is for the leader to move slowly enough for the class to mirror their movements without having to wait to see it first.</span></span></div><div><span style="color: #222222;"><span style="background-color: white;"><br /></span></span></div><div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;">There are so many fun ways to put students in charge and practice listening and responding to music, and they are so much fun! These only take about 3 minutes at the beginning of class and they are so easy. You can find my post on warmup activities for steady beat in <a href="https://caldwellorganizedchaos.blogspot.com/2023/09/lesson-warmups-to-practice-steady-beat.html" style="color: #2187bb; text-decoration-line: none;" target="_blank">here</a>, my post on activities for rhythm <a href="https://caldwellorganizedchaos.blogspot.com/2023/09/lesson-warmups-to-practice-rhythm.html" target="_blank">here</a>, my post on activities for solfege/ pitch <a href="https://caldwellorganizedchaos.blogspot.com/2023/10/lesson-warmups-to-practice-solfege-pitch.html" target="_blank">here</a>, and my post on activities for pitch letter names <a href="https://caldwellorganizedchaos.blogspot.com/2023/09/lesson-warm-ups-to-practice-pitch.html" style="color: #2187bb; text-decoration-line: none;" target="_blank">here</a>. If you have any questions or more ideas please leave them in the comments!</span></div></div><div><span style="font-family: inherit;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikUQG_lZNNpsy3vrbDX2kOGnkZnK5-jye2FmA3AbW49kPGx34t3zJz65iFxZaDNo19iLqEoVnPhoHO7eSqZmafNUTh9br9oP_ZQe7JCeDRpcmQUt3Wh867hzVA3Qw8FBYyjeHcs9oL2wAv2dp4ybrklthkB0o1PcTwl-9NgXxGgaym16TNBVMq5eiF1LI/s3125/warmups%20listening%20pin.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikUQG_lZNNpsy3vrbDX2kOGnkZnK5-jye2FmA3AbW49kPGx34t3zJz65iFxZaDNo19iLqEoVnPhoHO7eSqZmafNUTh9br9oP_ZQe7JCeDRpcmQUt3Wh867hzVA3Qw8FBYyjeHcs9oL2wAv2dp4ybrklthkB0o1PcTwl-9NgXxGgaym16TNBVMq5eiF1LI/s320/warmups%20listening%20pin.jpg" width="213" /></a></div></div></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-14877463480606374372023-10-10T03:30:00.001-04:002023-10-10T03:30:00.145-04:00Lesson Warmups to Practice Solfege/ Pitch<div style="text-align: left;"><span style="background-color: white; color: #222222;"><span style="font-family: inherit;">I've been using student-led warmups at the beginning of my elementary general music lessons for years now and I am a big fan! I've gotten a lot of questions about the warmups I do and how I do them, so today I'm sharing my favorite warmups to practice solfege and pitch concepts.</span></span></div><div style="text-align: left;"><span style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9TE-BATpD2OwqDm5IXaVn_FP5mBMx_evZMS7TPznnhnUG_kIc5MIe01NElkiXez-IE-HmCdktaXCPGPOocfKtE99xok0kMj8-hv3AbA3vSLi_7E9qsLNTmVu_DlJgI6CzWIiyPqCD3qjFJ48Im0ZsGuiENUUhbwX0-M3c65ooQkC3VcbkFl9tiSauRAA/s2500/warmups%20solfege.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="314" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9TE-BATpD2OwqDm5IXaVn_FP5mBMx_evZMS7TPznnhnUG_kIc5MIe01NElkiXez-IE-HmCdktaXCPGPOocfKtE99xok0kMj8-hv3AbA3vSLi_7E9qsLNTmVu_DlJgI6CzWIiyPqCD3qjFJ48Im0ZsGuiENUUhbwX0-M3c65ooQkC3VcbkFl9tiSauRAA/w599-h314/warmups%20solfege.jpg" width="599" /></a></div><br /><div style="text-align: left;">In this post I'm focusing on general pitch concepts and solfege practice, not note letter names. If you want ideas for practicing treble and bass clef (or any clef, really) letter names, I've already written a <a href="https://caldwellorganizedchaos.blogspot.com/2023/09/lesson-warm-ups-to-practice-pitch.html" target="_blank">post on that here</a>! <span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Most of my warmups are focused on practicing/ reviewing a basic skill or concept I want my students to practice regularly. Solfege has always been one of the areas my students have struggled with the most, so it's an important one for them to review often.</span></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;">You can read more about why I do student-led warmups and how I manage the logistics of warmups in general <a href="https://caldwellorganizedchaos.blogspot.com/2018/08/class-openers-for-elementary-music.html" style="color: #2187bb; text-decoration-line: none;" target="_blank">in this post</a>, but essentially I have a small group of 2-4 students who are assigned to lead the warmup / opening activity / do now at the beginning of class. The idea is to keep it quick, easy, and low-pressure so everyone can be successful right from the beginning of the lesson.</span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><b>1. Draw the line</b></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;">There are several easy ways to get students to do some quick vocal exploration- for this one, I have the warmup leaders each take a turn drawing a line on a whiteboard, and then the class sings the line as I (or the student leader) point. It's a great way to get kids connecting abstract visuals with music, and picturing melodic lines in a way that eventually can translate to the staff.</span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><b>2. Show the line</b></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;">The second vocal exploration warmup is similar to the first but instead of actually drawing a line with a marker, the leader "draws" the line in the air with their finger for the class to follow.</span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><b>3. Solfege pointer</b></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;">I've experimented with lots of different ways to make it easy for students to lead solfege warmups and this one is by far the most successful: I have noteheads showing each of the solfege notes they know on the staff (color coded like our classroom instruments to help differentiate) on the board. The leader points to different notes and the class sings the note while doing the hand sign.</span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><b>4. Solfege pattern selection</b></span></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #222222;">For this warmup, I put several short solfege patterns on the board and number them. Each warmup leader chooses a pattern for the class to sing on solfege with hand signs. Sometimes I write the names of the notes (like "mi sol la"), sometimes I draw noteheads on the staff, and sometimes I just draw noteheads with the color coding and note names underneath, depending on what they've been doing in class. It's a great way to get the class sight-reading at a basic level without being too intimidating.</div><div style="background-color: white; color: #222222;"><br /></div><div style="background-color: white; color: #222222;"><b>5. Solfege composition</b></div><div style="background-color: white; color: #222222;"><br /></div><div style="background-color: white; color: #222222;">I only use this one with my older students, 4th-6th grade, because it puts a lot more pressure on the warmup leaders: I have a "bank" of solfege notes at the bottom of the screen, showing where they go on the staff, and each leader takes turns notating a short pattern using those notes for the class to sing. </div><div style="background-color: white; color: #222222;"><br /></div><div style="background-color: white; color: #222222;"><span style="font-family: inherit;">There are so many fun ways to put students in charge and practice solfege and pitch! These only take about 3 minutes at the beginning of class and they really help keep a skill that really needs to be "drilled" regularly feel less like a chore. You can find my post on warmup activities for steady beat in <a href="https://caldwellorganizedchaos.blogspot.com/2023/09/lesson-warmups-to-practice-steady-beat.html" style="color: #2187bb; text-decoration-line: none;" target="_blank">here</a>, my post on activities for rhythm <a href="https://caldwellorganizedchaos.blogspot.com/2023/09/lesson-warmups-to-practice-rhythm.html" target="_blank">here</a>, and my post on activities for pitch letter names <a href="https://caldwellorganizedchaos.blogspot.com/2023/09/lesson-warm-ups-to-practice-pitch.html" style="color: #2187bb; text-decoration-line: none;" target="_blank">here</a>. I'll share more warmups for other skills and concepts in a future post- if you have any questions or more ideas please leave them in the comments!</span></div><div><span style="font-family: "Trebuchet MS", Trebuchet, Verdana, sans-serif; font-size: 13.2px;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzfXHoT0-2FypR-K0HU_Ub92IQHcCGbs2vkHL47d_sX5QOMZ9XYZPH71cdz-OWxMX70sIVb-1IEHrvcruJt6ONOaMUDRYQXRhEAWHz5jyAZ9rmORw85LpCkZZGP0LwHEN7dD_XfxY08U9Kj0uUlxMwgeTViET-4xXQJzOXa8f7N8JeVWKLsAfJ25P1DZA/s3125/warmups%20solfege%20pin.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzfXHoT0-2FypR-K0HU_Ub92IQHcCGbs2vkHL47d_sX5QOMZ9XYZPH71cdz-OWxMX70sIVb-1IEHrvcruJt6ONOaMUDRYQXRhEAWHz5jyAZ9rmORw85LpCkZZGP0LwHEN7dD_XfxY08U9Kj0uUlxMwgeTViET-4xXQJzOXa8f7N8JeVWKLsAfJ25P1DZA/s320/warmups%20solfege%20pin.jpg" width="213" /></a></div></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0tag:blogger.com,1999:blog-4819722186267743707.post-83046249478028665212023-10-03T03:30:00.047-04:002023-10-03T03:30:00.159-04:003 Ways to Foster Teacher Agency<p>I've been thinking and writing a lot lately about fostering agency in our schools- I think in this phase of post-pandemic that we're in right now, it's the #1 thing that people need, and finding ways to foster it will help address a lot of the biggest crises we're facing in education today. I've been focusing on ways teachers can foster agency for our students first, but today I want to talk about ways school systems and administrators can foster agency for teachers. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6obYz5zkQn98WQzvi0LawfGfSFUGYz1FMXPA6JKYkMAbLXtACi3BCt7INBGzuRGBg1QC7aZ-OE4tUhupqgkPRaYzjCgv7CCq5ICMFEcoKiTWqp5-dkMGkyu9lsyWqGXnSqyEUIis7HnAtiqwi95y_thdQSIdPEMixTD_nHCOBkrzmGTJguH_mw-I7yeQ/s2500/teacher%20agency.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1313" data-original-width="2500" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6obYz5zkQn98WQzvi0LawfGfSFUGYz1FMXPA6JKYkMAbLXtACi3BCt7INBGzuRGBg1QC7aZ-OE4tUhupqgkPRaYzjCgv7CCq5ICMFEcoKiTWqp5-dkMGkyu9lsyWqGXnSqyEUIis7HnAtiqwi95y_thdQSIdPEMixTD_nHCOBkrzmGTJguH_mw-I7yeQ/w504-h265/teacher%20agency.jpg" width="504" /></a></div><p>First I think it's important for me to explain my positionality in this conversation- I am on a full-time teacher contract but I am also what my district calls a department chair. That means 40% of my work load is administrative. I teach 60% of a normal full time teaching load. So I have my feet in both spaces, I have, I think, pretty good insight into both perspectives, and I certainly am on both "teams"- I am not here to villainize one side or another. </p><p>I've been writing about agency over a series of posts (links to those at the end of this post for more in-depth discussion of the overall issue), but I think this definition is worth re-sharing:</p><p>"The send of agency refers to the subjective feeling of controlling one's own actions, and through them, external events." <i style="color: #222222; font-family: "Trebuchet MS", Trebuchet, Verdana, sans-serif; font-size: 13.2px;"><span style="font-size: x-small;">(<a href="https://www.nature.com/articles/s44159-022-00030-6" style="color: #2187bb; text-decoration-line: none;" target="_blank">source</a>)</span></i></p><p>So agency is control. And I think one of the biggest reasons for the teacher shortage- one of the biggest problems we're facing in education today- is the loss of autonomy, or sense of control teachers feel they have over what happens in their classrooms. Teachers feel like they can't teach the way they want because the volatile behaviors they see in their classes prevents them from doing so. They feel constrained by the ever-present fear that something they do or say could be taken out of context and get them fired and/or publicly shamed. They feel misunderstood and mistrusted by society because the "bad apples" in the profession who do in fact do or say shameful things are the ones that are constantly in the news. They're forbidden from using the materials they want or bringing up the topics they want students to discuss and consider because of misguided and oppressive laws and bans. Just like we have a responsibility to foster agency for our students, we also have a responsibility to foster agency for teachers.</p><p>And just like the conversation around student agency, the topic of fostering teacher agency is obviously complex, multi-faceted, and not something I (or anyone else) have a complete answer for. But here are some things I believe school systems, policy makers, and school administrators can do this year- within the confines of the systemic issues that exist- to foster teacher agency. </p><p><b>1. Hold teachers accountable for the end result, not the process</b></p><p>One of the best ways to foster teacher agency is to hold teachers accountable for the end result but be open to teachers having different ways to get there. Instead of "everyone must use this lesson activity to introduce fractions", let's try "we want all students to understand fractions at this specific level/ meet this criteria on this rubric by this time- here are a few tested and proven lesson plans that are effective for helping students learn this effectively, let us know if you have another idea that you think is equally effective and we'll talk". </p><p>There are definitely areas where we want common <u>language</u> to ensure the most effective implementation, or common <u>experiences</u> we want to ensure all students have across the school or district, and we most definitely want to ensure all students have the best opportunity to be successful. But that doesn't always mean there is one most effective way to do something that will be the best way for every teacher, every student, every classroom situation (actually it rarely does). </p><p><b>2. Create opportunities for discovery</b></p><p>In my experience the best way to get teacher buy-in on a new strategy, program, etc is to provide ways for them to experience / see it working (and maybe discover other strategies, programs etc that get to the same goal... going back to my first point). Give teachers time to go watch other teachers teach, talk to each other to get ideas of what's working and ask questions to figure out why something might be working for other teachers and not for them. Give teachers the tools and materials, and give them the opportunity to learn how to use them effectively from other teachers who are doing it well. </p><p>This also goes back to my first point in the sense that teachers are more likely to buy into an effective strategy or program if they discover that it's better than what they're current doing (or not doing) on their own. That can come from seeing another teacher using it and seeing the results, or it can come from a conversation asking teachers questions that encourage them to reflect on whether what they are doing is getting those end results we want. School leaders can walk teachers through the thought process that leads them to discover new ideas, or how to effectively use them, or question what they are doing in ways that hadn't occurred to them before.</p><p><b>3. Maintain advisory groups</b></p><p>It is understandably difficult to find good ways to have teachers be meaningfully involved in policy decision-making processes, curriculum assessment, and other processes that teachers need to feel they have more say in to create a sense of agency in the workings of the school and district, because teachers are tired and overworked, and it's simultaneously very difficult to get teacher coverage. But it's important to find ways to have teachers involved in important conversations! The truth is most of the people in administration, boards of education, and other school leadership right now did not teach during the pandemic. As much as good leaders will listen and seek to understand, they will never be able to completely take on that perspective, and that perspective of pandemic teaching is a lens through which all school decisions must be viewed to be effective in today's classrooms.</p><p>Rather than pulling teachers out of the classroom to meet during the school day, or inviting teachers to attend meetings or do other work outside of contractual time and hoping they will give up personal time because they care, my best suggestion is to "flip" staff meetings the way we've all heard people talking about "flipping the classroom". Put all the announcements, information, and materials in an email, cloud storage, etc and use staff meeting time to get teachers involved in focus group conversations. </p><p>I could write an entire sermon about each of these points, but I'll save those for future posts another time. For now I'll put the question to everyone reading this: what are your suggestions for fostering teacher agency? I'd love to hear your answers in the comments. And if you're just tuning into this discussion of agency, here is my <a href="https://caldwellorganizedchaos.blogspot.com/2023/07/the-1-thing-we-all-need-this-year.html" target="_blank">introductory post on the need for agency</a> for both students and teachers, my <a href="https://caldwellorganizedchaos.blogspot.com/2023/08/3-ways-to-foster-student-ownership.html" target="_blank">post on fostering student ownership</a>, and my <a href="https://caldwellorganizedchaos.blogspot.com/2023/08/empowering-students-to-feel-successful.html" target="_blank">post on empowering students</a>.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkETMkDTbIckjaML_GS-gxkmmfRkbKq_8RtVyTPoCN8UtnbLE14U4fiTbaT62mee7-BRSymI2WNRJIlJFDd7yAhk9bSm79iix4wNzWxMbv6RH1HVhMbiFnZ9SeFhIvZw--VWJSUpoHRp23DoQoGzD8hf2I_a8q98exQ4B477u-pm1xqMFrDPrLVDLg3cY/s3125/teacher%20agency%20pin.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3125" data-original-width="2083" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkETMkDTbIckjaML_GS-gxkmmfRkbKq_8RtVyTPoCN8UtnbLE14U4fiTbaT62mee7-BRSymI2WNRJIlJFDd7yAhk9bSm79iix4wNzWxMbv6RH1HVhMbiFnZ9SeFhIvZw--VWJSUpoHRp23DoQoGzD8hf2I_a8q98exQ4B477u-pm1xqMFrDPrLVDLg3cY/s320/teacher%20agency%20pin.jpg" width="213" /></a></div>Elizabeth Caldwellhttp://www.blogger.com/profile/12042281726294433770noreply@blogger.com0