Tuesday, June 27, 2023
Setting Up My Planner for Summer Break
Monday, June 26, 2023
3 Kitchen Organization Tools and Tips
Tuesday, June 20, 2023
Making a Summer Bucket List
- travel
- family activities
- home projects
- school projects
- doctor appointments/ self care
- books to read/ movies to watch
- people to see
Monday, June 19, 2023
Bedroom Storage & Seating Upgrade: Yaheetech Storage Ottoman Bench
Tuesday, June 13, 2023
Thematic Units in Concept-Based Planning
If you've read any of my lesson planning content you already know I am forever and always a proponent of concept-based planning. I map out what to teach when based on the skills and concepts that I'm teaching through the lessons. But that doesn't mean I don't teach thematic units that are centered around a topic rather than a skill or concept! Today I'm sharing how I incorporate thematic units into my concept-based curriculum.
I've had a few conversations with other general music teachers over the years where the other teacher said they couldn't plan their lessons and long-range plans based on skills and concepts because they like to plan based on themes or topics. In their minds there was a clear dichotomy between topic-based lesson planning and concept-based lesson planning. I can see how there can be 2 different approaches- one that starts with topics and builds in skills and concepts within those, and one that starts with skills and concepts and builds in topics within those- but I certainly don't think you have to choose one over the other!
When I'm creating my long-range plans, I start with a list of skills and concepts that need to be addressed in that grade level, and decide when I will address each of them throughout the year (usually covering each multiple times to review and practice). So while I am definitely starting with the skills and concepts, and those are the top priority when I'm deciding what to teach, a lot of my decisions about when to teach what are actually based on the units and topics I want to incorporate. For example in December I plan lessons on year-round holidays around the world, so I think about the skills and concepts I can address through those lessons and plan for those to be taught in December. In March I do a lot of specific Music In Our Schools Month activities, so I save those skills and concepts that will be addressed by those activities for March.
Most of the time, though, a topical or thematic unit will happen organically as I build out lessons that tie into a specific song or activity I've planned to address a certain skill or concept. This year, for example, I set out to find a song for 2nd graders to practice triple meter and found the Puerto Rican song about a frog called "El CoquÃ", which I knew would be perfect because it was spring time. Then I remembered the Japanese frog song that I like to use to introduce canon singing, which is something I also teach at the end of 2nd grade. That got me excited about finding more frog songs and I ended up planning a whole unit around frogs, pulling in other skills and concepts I had introduced earlier in the year to review while keeping students engaged with the fun and timely theme. Because I already have my long-range plans mapped out for the year, I know when I can allow myself the time to expand on lessons like this without taking away from time I need to make sure all the other skills and concepts are addressed- for me that's the key reason why starting with skills and concepts is important.
I hope this helps anyone who is stuck between planning lessons based on seasonal / thematic / topical material and concept-based planning to see that you can do both in an effective and engaging way! I'd love to hear your thoughts on how you think about lesson planning, thematic units you've done, and other ideas and questions you have in the comments below.
Tuesday, June 6, 2023
Building Your Elementary Choral Program
I teach a 5th and 6th grade chorus class, and a 4th grade chorus class, that are both elective pullout classes during the day. When I first started in my current position, there were 12 students total in the 5th and 6th grade combined chorus and 15 in the 4th grade chorus- 27 total singers. That number has grown to 116 total this year (that's 80% of the students in those grades in my school). If you're trying to revitalize a dwindling chorus program, or coming into a new one, here are my top tips for building a thriving elementary choir program.
1. Personal invitations
I've found inviting students to join chorus individually is much more effective than sticking to just the general invitation letters. Of course I still send home those letters and make general announcements to my classes, but I get a lot more students to join by talking to them individually and asking them why they haven't signed up yet. When a student feels individually wanted/ included they are much more likely to decide to join (and much less likely to forget before the deadline)!
2. Up the ante
This may go against common sense but the first thing I did to turn the program around after my first semester in the position was to add auditions. Whereas before the chorus class had been open to anyone who signed up, after my first semester I announced that students were now required to "audition" before they would be accepted! This changed the students' view of the class from a "get out of class" time to a meaningful, high-caliber, desirable ensemble, and I instantly saw an increase in signups.
3. Get staff on board
This obviously takes time, but I think building respect for the program among the other teachers, the principal, and other staff has been very important for building the chorus program. As much as I can talk to the students directly and try to promote it myself, the reality in elementary school is the homeroom teachers see the students and talk to them a lot more often than I can, so their attitude towards the class, and their enthusiasm for getting students to sign up, make a huge difference in signups. The homeroom teachers who remind their students regularly to turn in the form, who encourage the ones that are on the fence, and who talk up how awesome it is are always the ones with the highest participation rate year after year.
4. Make it successful
I know we all know this but students will want to join something that they view as successful- success breeds success. The hard part is how! For me I think the main keys to success have been:
- Combining chorus classes for rehearsals to make larger classes- when I first started, the 5th and 6th graders rehearsed separately. One grade learned part 1, the other learned part 2, they would have a couple of combined rehearsals before the concert, and perform together. As much as from a management perspective it can be intimidating, for upper elementary/ middle school age there is safety in numbers. Putting them together in one class for rehearsal made the students feel instantly more successful because they were each singing more confidently with more singers around them in rehearsal.
- Choosing appropriate repertoire- finding songs that are an appropriate level of challenge so they can sound good while sounding impressive is key to building success.
- Choosing relatable/ exciting repertoire- the students have to enjoy the songs and want to sing them for them to tell their friends they should join too! That doesn't mean only pop songs by any stretch, but it does mean finding ways to hook students and get them excited about the music.