Crisp Music Ideas for the General Music Classroom @freshmusicideas - Tumblr Blog

The voice I my head says "run you fool"

Do you remember the scene in The Lord of the Rings when Gandolf the Gray is on the ledge about to be dragged down with the fire monster? His famous last words to his companion were "run you fools!" Well the small voice in my head is echoing that every time I hear and see these changes going on in education. SLO, APPR, Marshall's Rubric and so on are just the beginnings of a whole new educational mess. I tried very heard my first year of this new mess to follow the rules but when you see that the people behind these "great" ideas lack thoughtful planning and execution you lose a lot of hope. The good news is with the veteran teachers who laugh and say " this too shall pass." This is not the first and will not be the last time education tries something crazy. The take away message of this year is easy. Teach the best you can, for the students and outlive bad policy. While I wish I could run away, while someone else takes the fiery monster attacks on education I stand in the boots of Gandolf and fend off the attack as best I can hoping I can come out stronger than before. I mean if you remember Gandolf the grey become Gadolf the white. There is always a silver lining if you know where to look!

Hi just saying hello, nice to share with other people using music tech to work with young people - Hi Simon

I fully agree! Nice you meet you.

John Mayer was WRONG

John Mayer was wrong when he decided to "wait for the world the change." I agree that there are many things that are "wrong with the world and those who lead it," but if you simply sit back and wait then nothing will change.

I am but one simple individual and I see problems and yes, sometimes I feel the same way as John Mayer. What can one person do to exact a change? The answer, you can either be the foundation or the support. If you want something to happen in your life for the better then you have to work for it. Take your one simple sandbag and place it before the impending and powerful wave regardless if you think it will work or not. The worst thing that can happen is that it will be washed away and you walk away knowing you tried. You may even reach the shoreline to place your bag and find a number of others who have already begun to build a powerful wall and you can help support with your one sandbag.

The world has its problems and we are the solution. I tell my students that they need to fix all the problems we create, but recently one of them said "it's your mess, you fix it." Now, I know that I alone do not have the time or resources to fix it in time, but perhaps I can be their foundation and continue to lead by example.

"Non Core?"

A pet peeve that has been wearing on me lately is the term "core classes." (If anyone else has encountered this term in their workplace, please feel free to comment.) For those of you unfamiliar with this term, it is used to describe Math, Science, English and History. The problem with this term is that everything else is referred to as "non-core," which can give the impression that they are "non-essential." In my district, my class has been referred to as an "exploratory class" and even a "Quartet Class." (Technology, Home and Careers, and Art are the other wheels in the "Quad." I have no idea what Physical Education and Health are called...) Lately, I have really been getting annoyed with this label because it sets a bad impression on students and staff alike.

When the term "core" was decided on to describe Math, Science, History and English it made it clear that these four classes were the most important. They are the "essentials" of education and therefore should lie at the core of education. Clearly, this conflicts with the idea that each class is essential to create a well rounded student. There is no hierarchy on the report cards when grades are given. The "core" and "non-core" classes are weighed the same so why do we make a distinction of class and importance with these damaging phrases?

By using this classification we create a negative or less than equal view towards important classes. I know that music, art, home and career, technology, physical education, and health are just as essential as the other classes and the students should have the same mentality. When we use these terms we become self destructive. We must critically think about what we do and say if we expect our students to do the same.

(And if you think your class is more important than mine just remember what Albert Einstein said...)

"Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand."

Why does what you teach matter?

This is a continuation of my previous post. I just wanted to see what people thought.

Valid Questions of a Seventh Grader

I was more than halfway through a lesson that I felt was going rather well when a student raised his hand and asked "why are we learning music?" Now, I know you are thinking this is a killer question of a lesson and perhaps even means the student was bored, frustrated and or disapproving of the lesson. I on the other hand love this question and asked him to repeat it for the class and thanked him for questioning the class. The student phrased the question without any malice or disdain for the lesson, on the contrary he was quite involved. Instead, he wondered where this class fit in with his life, in the grand scheme of things. I think this is brilliant! Here I had a middle school student questioning the worth of my class in the future of his life and it is a very valid question.

Anyway, it was time for my reply and I said the following. "I don't expect everyone to go on and become a famous composer, conductor or performer of the arts, but these skills are not limited to just music. I am not only teaching you about music, but creativity. Most of your "core" classes teach you that there are right and wrong answers to every question, but in life there are questions without answers and that is what creativity is for. You will be given problems and be expected to create a solution. You will need creativity to solve the future problems and that is what I teach you." I also brought up other minor points like the fact that performing uses the same skills as public speaking, and that many professionals use music as a means to unwind. All of the doctors I have seen were guitarist and played in bands on the weekends. How this related I don't know, but I figured it did not hurt my cause.

In the end, I figured I gave enough proof that music had purpose in life for all the students and was just as important as their "core" classes. Still, I sit back and reflect on what I teach students. I honestly feel that I teach students how to use their creativity and not just music, which will last them a lifetime. I am curious what all you veterans and new teachers think about this or even what your own philosophy is on this. Feel free to answer the question by reposting on this, but I want you to at least ask yourself, "Why does what you teach matter?" I guarantee that it will make you a better teacher if you do.

Tech Integrated Lesson

I did a lesson that I have revised many times and I really feel it's a good lesson and "kills two birds with one stone."

I like to start off the year with a bit of a rhythmic refresher for every grade I teach. I don't care how long you've been involved in music you can always go back and refresh yourself in the basics so I created a lesson that does it in an interesting way. I first spend a bit of time reviewing the notes and how to count/clap them so everyone is on the same page, but then you can move onto the fun stuff, which to me was a rap project. I mean what better tool to use to review rhythm than rap music? Its core emphasis is on the "beat" (rhythm for you musically educated people), so why not take this as a tool to grab interest and review rhythm?

What I did, after reviewing basic rhythmic patterns, is have them break down an actual rap song. The hardest part was finding an appropriate song. Luckily, Weird Al had my back with the song "White n Nerdy." I played this piece for the whole class and asked them to break down the form, list the timbres and lastly, listen to the beat, bass, and melodic motive. After three listenings and some scaffolded facilitation they had a plethora of information and not the slightest sense of what to do with it.

What they had:

1. Form: Into (4 measures), Chorus(16 measures), Verse(24 measures), Chorus, Bridge(8 measures), Chorus, Chorus [notice they are all multiples of 4]

2. Timbres: bass sounding thing (could be synth), Synth lead, Bass Drum, Clap/Snap, High Hat.

3. The beat is simple, but has 3 main parts: Bass Drum (syncopated), Clap/Snap (occur on beat 3) and high hats (are eighth notes).

4. The bass is a repeated pattern

5. The Melodic idea is a repeated pattern (usually in the minor for rap music)

Now that they had an abundance of information the real fun was about to being! You see, depending on their level of understanding you can dive into any number of lessons with this simple rap song. So far, we've already discussed form and broke up the song down to the measure, talked about timbres and their function in the song and even broke down some of the "beat" rhythmically. This means they are ready for my project.

My project is for them to create a nursery rhyme rap song. Yes, I said a nursery rhyme rap song. (They can also do a poem by Shel Silverstein or any other poem I deem "okay") Their task is to create a rap in at least ABA form (Verse/Chorus=Motive/Contrast) They start by creating a beat, which they must write down in notation first. This makes them think about how it all comes together and shows them that even the most complicated drum pattern can be simplified if given analysis. They already have the techniques and the example broken up so now all you have to do is guide them through the project. I like to have them work on their "beats" then if they are advanced enough they can do a Bass line and then a Melodic idea that repeats using the A five finger pattern (A,B,C,D,E). If they are not ready for bass lines or melodic ideas then let them use the beat and begin working out their nursery rhymes and recording it.

The reason I enjoy this project is because there is no end to the entertainment of seeing students try to make "Little Miss Muffet" sound hard core, but also because there is a multitude of musicality and creativity occurring. Before students were slapping down rhythms on a page and did not care how they sounded and they did not think in terms of layers. Now with a drum beat needing at least 3 parts they are composing in multiple layers and using notation. They also review the idea of form by breaking the poem up into two parts and making the parts sound different enough to be considered contrasting. This whole process also forces them to play in accurate rhythms into GarageBand and keeps them interested. Also, at any time, I could ask them to clap their rhythms or sight read a partners to see how the layers sound together. I feel this is the most efficient use of my 40 minutes with them. I have higher order thinking going on, endless discussions, revisions, practice, and most of all participation. What more could a teacher ask for?

My Feelings on Methods

Let me just come out and say that I don't care for any one method. I believe that anytime you decide to teach with one technique you limit your effectiveness with the vast range of students you will encounter in a classroom. I feel that every method has brilliant ideas and tools that one can employ, but keep in mind that it is only one school of thought and as the saying goes "two heads are better than one."

Before I begin I think we should recap the major methods, which I honestly have not looked at since my undergrad years in college. The three main ones I am talking about are the Dalcroze, Koldaly, and Orff methods. So please allow me to give an over simplified overview of these three methods.

The first method is the Dalcroze method. The main part to this "method" is about using physical movement to understand rhythms, which is why it is also called eurhythmics. The mentality of using movement is that it has students "feel" the music, which in turn helps internalize the beat and rhythms. This method also uses solfege, with moveable "do." This meaning that the sight singer would use the tonic as "do" rather than the fixed "do." The last element of this method is improvisation. This is the art of creating music "on the spot."

I feel that implementing these techniques would really benefit anyone who teaches younger students due to the fact that it resembles play. Moving, experimenting, improvising and singing is a strength of an elementary aged student. I would wish I could see more of this in the high levels of education, but by the time students are in middle school or high school they have already been infected with self consciousness and insecurity topped with a fear of being "wrong." The end result being that it is harder to get them to express themselves with movement, but if you can then do it!

The second method is the Kodaly method. This method seems to be more of a visual method that uses hand signs, pictures and notational symbols for students to use, thus providing a visual representation of sound. There is also an emphasis of using folk tunes and a stress to use of pentatonic scale to help students make a close connection to the music. This method also stresses the use of moveable "do" solfege and singing. The recorder and xylophone are also tools attributed to the Kodaly method.

The Kodaly method seems to be sensible for the visual learner since there are many visual cues to help translate sound. With the use of simple and natural instruments such as the voice, recorder and xylophone one begins to see the affordability of this method. Also, by using instruments that come naturally to the learner students can move beyond the basics faster and begin creating music and making musical decisions. Due to these reasons I can see why this method is employed.

The Orff method is the final method I wish to discuss. This method also stresses the need for movement. We see the simple realization resurface that using the natural instrument of the body helps the students internalize and translate music. We also see the use of body as a percussion instrument, improvisation, and the pentatonic scale in this method. This method also implements solfege, which makes it seem rather similar to previous methods. The only major difference I can detect with this method is that there is a stress to work with different timbres, which is why this method uses the glockenspeil, xylophone and metallophone.

I think this method is more of a blending of previous methods, which makes it very versatile and would relate to a larger range of learning styles.

Now that we are all familiarized/re-acquainted with these methods allow me to summarize my feelings on this whole method mania madness. I cannot stress enough that focusing on one method is like focusing on one student. The best way to impact the largest numbers of students is to adapt and evolve, so without any further ado let me introduce you to the my theory of method evolution. I call it, the Buckley Theory of Method Evolution or B.T.M.E for short. Feel free to spread this theory of evolution with everyone you know. Anyway, my philosophy is that by taking the best of every theory and continually changing to incorporate new tools of emerging theories will be the best for the students. The best of each methods to me are as follows:

1. Movement is a must! We train kids out of movement and I hate this. Our body is the strongest tool we have and to make it sit like a stagnent pool will only produce the same foul smelling stenches of a bog or swamp. If movement is so wrong and corrupt in a classroom then why are we all taken away with the beauty of a professional dancer?

2. Solfege and sing! The voice is a great instrument and one we have been using since we took our first breath. Sure, some students are tone deaf and have problems matching pitch, but they will not improve unless we allow them to make noise with it first. If you are really worried and they are self conscious there are still fantastic beat boxers for them to learn from. Solfege is a great tool and should be used in chorus and if possible the general music classroom. Stop pounding out notes or showing off your amazing piano skills and allow the students to think for themselves.

3. Let the eyes see what the ears experience. Some students may not need a visual representation of the sound, but there is no denying that visual aids help and the more learning styles students use the better chance of long term retention. I don't care if you use pictures, notation, MIDI data, or sound waves. Sound is fantastic, but the eyes ca be involved as well. Its hard enough as an adult to just use one sense so imagine being a sugar addicted child asked to sit and listen. It usually ends badly.

4. Pentatonic is universal so use it. I watched this amazing video with Bobby McFerrin at a science convention prove that the pentatonic scale is already internalized and universal. (Watch to see what I mean: http://www.youtube.com/watch?v=ne6tB2KiZuk ) There have also been countless studies that every known culture bases their music using the pentatonic scale. Use what comes naturally and the students will go far.

5. Instruments are tools but timbres are important. I don't care what instrument they use, but there should be an array of them so students can distinguish and describe various timbre changes.

In closing, allow the students to learn with their strengths and don't be afraid to think outside the box. The only wrong thing is limiting yourself and your students.

References:(I know they are not done properly)

Dalcorze Method: http://musiced.about.com/od/lessonplans/p/dalcroze.htm

Kodaly Method: http://musiced.about.com/od/lessonplans/p/kodalymethod.htm

Orff Method: http://musiced.about.com/od/lessonplans/tp/orffmethod.htm

This is what I do to keep up with my technology skills and relate to some of my high school students. They see what I can do and even find me amusing at times.

Setting Ground Rules

I find that starting a year is like attempting to diffuse a bomb using only utensils MacGyver loaned you. Students are excited, energetic and ripe to test every new teacher they have. It must be human nature to encounter something new and feel the need to test its limits. Now I have heard many things and seen many other peoples teaching style, but here are two of the most common I've seen.

The first is the person that says "You're not allowed to smile until December." The mentality being that if you seem to be a hardened stone then students will be less inclined to mess with you and perhaps even take you seriously. The problem with this method is that students also think you don't care about them or are unapproachable and therefore do not ask many questions even when they need your help.

The second is the "Lets be friends" method. We've all seen this. Its when the teacher speaks to you like you are their friend and just wants to be liked. The logic behind this method is that if you are friends they won't want to fail or disappoint you. The problem with this method is that they consider you a peer and if you don't perfectly regulate it they will pull rank on you.

Now I am not perfect and have attempted many different methods and no one method works with every class, but what I can share with you from experience is that students do need boundaries, expectations and consequences. I can also say that it is best to start right on the first day. Now, what I am about to say will offend some, but that does not make it any less true, but students are like dogs. Hear me out before you cast the first stone.

Like our canine companions, students need constant reinforcement. Just because they know the commands and how to act does not necessarily mean they will do so. When you have a puppy you do the same thing over and over again until it clearly defined and understood. This is how class rules should work as well. You establish them, and when they are broken the consequences must be carried out swiftly and the same way for everyone. (sidenote: consequences for actions are the same for every student. Never play favorites because the students will notice and you do lose respect.) The likewise is the same for positive reinforcement. I make sure to praise students for their good behavior and work, but I never reward for expected behavior.

Now I will take a tangent. I dislike token methods. (Token methods are where students are rewarded with actual gifts for expected/good behavior.) Now, this does not mean you shouldn't give verbal praise or an extra comment "Great work!" when it is deserved, but to reward a child for simple human or class expectations is a determent to them in the long run. Why do we need to reward students for not getting into a fight, remembering to bring their materials or instruments to class or even for doing their class work? Do I get a bonus for showing up to work everyday and doing my job? Do I get an extra tax benefit because I have gone my whole life without beating, maiming, or killing someone? The answer is "No" because these are standard expectations. Don't reward for expectations, reward for exceptional performance. You can reinforce good decision making, but don't make a huge habit of giving out treats when students actually do what they are suppose to do as human beings they will turn greedy and gold stars will be worth less than the American dollar.

Anyway, I feel that if you start the class with boundaries in place and show them you mean business, but will also listen to them then you will have a great start and foundation for the rest of the year.

Since you've stayed with me this entire time and followed along beautifully I am going to give you my arsenal of classroom management skills.

1. Greet the students at the door with a smile and small comment like "good morning, how was your weekend?" This makes you seem personable and caring. It also cues them to listen and respond appropriately before the bell even rings.

2. Create verbal cues. I like "Freeze" or "Hands Up!" I use these to get immediate attention when they are doing partner work or playing instruments and even have them practice the cue a few times. "Freeze" means to stop what you are doing and look at me while "Hands up" is literally for them to put their hands in the air because if they are in the air they are not playing instruments. I also add the additional comment that the last student heard loses their instrument. (I usually make them sit down for a few minutes and then rejoin the class if they understand my expectation, but if they do it twice then they are done for that day.) I do not under any circumstance, shout, yell, holler or lose my temper/cool. They might get enough of that at home which only reinforces bad life skills and if they are not used to it then you will lose respect.

You could also try visual cues, but I've found middle schoolers don't respond to visual cues unless it involves a light show of flicking on and off the lights and that is a bit too elementary for me.

3. Give students a chance to correct their behavior, but also have consequences when they don't. When I have class that does not quiet down appropriately I use a countdown and strike out plan. Here is how it works.

Lets say you are standing in front of the class giving the "I'm waiting on you " look, but they don't seem to acknowledge your existence, just start counting down from "5." Human curiosity and logic will take the rest. Everyone knows what a countdown means and it usually ends in an eruption of flames so its never good. The goal is that they realize when you get to "1' that they need to have corrected their actions and if they don't then the "strikes" begin. (I tell my students that like baseball they get 3 strikes and then they are out. If I use all 3 in a class period then after that the last person to shape up gets a referral)

4. Smile and love what you do. Negativity is part of life and sadly drama is always close by, but you can make your classroom a happy haven for everyone by only accepting positivity. I always make an attempt to be energetic and happy and really enjoy what I do because if I show any sign that I am tired I know my students will pick up on it and give it back amplified. Once in awhile I encounter a student who has no motivation and a short fuse using the excuse "I'm having a bad day." Now, if they are having a tough day due to a family emergency or personal problem I am fully understanding, but normally this is not this case and I simply take them aside and have a reality check with them. First, I ask them whats going on to which they usually reply "I'm just not having a good day." I then offer to help them if they need it and they normally decline the offer. (I feel this at least shows them I care enough to try to help and I am genuine.) If they were rude to me I also ask them "have I done something to offend you?" To which they usually reply "No" so I follow up with, "So why are you being so rude to me?" Then they repeat their original defense of "I'm having a bad day." This is when I tell them that I have bad days too, but yet I still treat them with respect and hold it together and I expect the same from them.

All in all folks the key thing to remember is that students need you be more parental figures and educators than anything else. They need to have rules, guidelines and boundaries with established consequences, but they also need to have someone who will be honest and listen to them. No one likes a "poser" so be genuine and be yourself and things should work out alright.

#classroom management #music #middle school

Get inspired!

Great person to watch for some creative ideas.

Lesson Plans

Lesson plans can be your best friend or mindless paperwork that administration deems necessary. Lately I am finding that lesson plans are not for the teachers benefit, but rather so parents and administration can see what you are up to. Now this is hardly a complaint for I think it is only fair that the parents, like your students, can fully understand the benefit of the lesson you are teaching. What I do have a problem with is when I am told to conform to a generalized form that I do not believe is useful, but before I being getting off task let us first discuss the importance of the lesson plan.

From what I remember about my undergrad classes and their explanation of what a "good" lesson plan contains I can recall the following. It is a lesson written out, sequencing the activities that you plan to use to guide the students to the goal of the lesson. The paper is a guideline to organize the lesson, but needs to be adapted to each class. Does this seem about right?

What I am noticing is that more and more people are using lesson plans as a means of trapping a teacher into thinking they are insufficient. Normally it is due to the fact that your lesson did not exactly follow your paper and since you went off the charter plan you must not have been well prepared. Never allow this to happen. ("this" being told that since you did not follow your plan that you are insufficient.) Instead, make it clear that the living organism that is your classroom is ever changing and what works for one class might not work inn another and the true talent of a teacher is to know when and how to adapt to the current situation. The lesson plan is simply that, a plan, but as we all know nothing ever goes according to plan so why in the world should you be criticized for thinking on your feet when your plan is shot to hell? (That is rhetorical)

Administration gets a bad rap for messing with teachers and demanding pointless paperwork, which I have witnessed and been asked to do as well, but then again I have also seen teachers who skate by without true lesson planning or lesson revision. The system does not work perfectly, but realize that it mostly resembles a system of checks and balances. There are problems on both sides and each side does have a solution be it radical. There needs to be a compromise between the two systems.

In the past year I have heard new scary things like "accountability" and "abolishing tenure." I say they are scary because every teacher and news broadcast made it seem evil, but really its not. Accountability is simply asking for teachers to be accountable for their work and be able to prove their progress with the students. How they plan on measuring a teachers success is quite terrifying, but the idea of accountability seems sound enough. The reason accountability came up is that tenure has a bad reputation for creating lazy teachers who do the minimal work asked and then these individuals cannot be fired because they are tenured. But this is now why I started this blog and I am off task.

The main point is that there needs to be a balance. Lesson plans are for the teacher to organize a lesson in a way that makes sense to them. If the lesson plan becomes busywork then it is worthless to everyone. How can a person who studied for four or more years on their content be asked to create a lesson plan that someone who has not put in the same amount of time can understand? (also rhetorical)

What is the perfect lesson plan? (not rhetorical) Mine may be different from yours, but there are some important things that should be included.

Name:(sure)

Date(sure)

Lesson plan title:(? really? okay? Creating the Musician lesson #923 3rd edition)

*Now the important stuff*

Overview: I like this because it is just a lesson summary to remind me what I am doing when jumping between classes.

Objectives: Think about this part carefully because it is what you think you will be teaching your students. They are your hopes and dreams of what your students will take away from the lesson.

Performance Indicators: These are the things your students do, physically do, to show they have met your objectives and they are important. How do you know that your objectives are being met? By the performance indicators of course, so do them.

Assessment: What are you grading? I also have an issue with grades, but I'll get into that another day.

Standards: To be honest I dislike the standards and think they are too general so I relate them to my objectives.

Lesson Materials: (This is also important. You should know ahead of time what you need.)

Procedure: (the most important thing)

This is where you organize your thoughts and plan your attack. I also like to break things up into assumed time so I don't under or over plan. I usually break it up as such.

Opening activity: (10 minutes) Usually a listening example with guided questions to get them focused.

Lecture/Notes: (10 Minutes) I dislike talking because they will forget it anyway and learn better by doing so I give what I need to, demonstrate something and then let them loose.

Physical Activity or Creative work: (15 minutes) They are middle school students and even adults don't like sitting forever so have them move. I don't mean jumping jacks, but this is where playing the piano, guitar, hand drums comes in handy. They are ready to work and if you give them mini tasks they will focus on it for the short times. I usually do something like have them practice a technique with one hand for 3 to 5 minutes then the other and then play as a class to see how they are progressing. This gives them little time to mess around and also gives them a simple task they can accomplish, which I feel is important.

Ending Activity: (5 minutes) I end my class the same way I start it, with order and proper behavior. Administration likes you to recap what they learned as a means for them to prove they understood the lesson, but it does not really matter unless they retain it the next class, which you won't know until the next class anyway so why waste your time and breath? (Again this is a personal feeling they have already proven to me they get the concept when I assessed them all through the class)

So, this is my ideal lesson style for general music. Feel free to let me know what you think.

Sources of inspiration

Sarah Kay

Taylor Mali

Sir Ken Robinson

Bobby McFerrin

Joe Penna

Why we do what we do.

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Crisp Music Ideas for the General Music Classroom