In the essence of the new calendar year, I present my blog and teaching resolutions... and you will help to keep me on track.
1. I will post to the blog twice per calendar month. My original intent back in August was to post once per week. If you look back through the posts, you know exactly how well that worked. So I'm adjusting my goal. My new goal is still a challenge, but not to the point of failure.
2. I will work on my Patience in the classroom. Some days, the well is limitless. Other days, I only have a few drops. So using a mixture of breathing techniques, meditation techniques, and mantras ("be calm"), I will be more in control of my personal response to the occasional crazy in the classroom.
3. I will actually upload something to my Teachers Pay Teachers store. I opened one. There's nothing in it so far. I will share the address once there is something in the store. Although I happily offer many of my ideas for free to whomever needs them, I have complete lessons and units that have teaching & monetary value.
Three is a good number: for keeping track of progress, for making real progress, and for not spreading myself any more thin than I already am.
Happy New Year! May your year be an enjoyable roller coaster ride: full of ups and downs but ultimately leaving a smile on your face and the want to do it again!
Tuesday, January 1, 2013
Sunday, October 28, 2012
Traditions in the Band Class
I can't say the word "Tradition" without hearing Topol in my head.
"Fiddler on the Roof" aside, I am contemplating the role of Traditions in the band classroom. I am the type of person that completely supports traditions as long as the tradition benefits the program.
This year, I found that one tradition regarding band in my district would not be beneficial to my students. In fact, I have struggled mentally with this tradition for the past few years. I met with my principal and with my supervisor over the summer to discuss my concerns and ask them for advice. Both people agreed that it would be in the best interest of the musical education of the students to not follow the tradition this year.
So, I planned the beginning of this year minus the tradition. I did not make a big deal of it; I just didn't mention it. If a parent or student asked about the tradition, I was careful to answer the exact question that was asked and not to offer more information than was needed (this was the advice from my principal). It has been a constant source of low-level anxiety for me since the first day of school.
Yes, there have been questions asked. No, I have not had anyone seriously upset about the change. I still have 2-3 more weeks until we are past the "tradition" and there could still be more conversations; I look forward to no longer feeling this anxiety. Yes, my principal and supervisor have been extremely supportive and helpful. Yes, I have missed participating in the tradition. I still firmly believe that my students will be better musicians based on the path that I have set before them... minus the tradition.
Has anyone else made changes to traditions in their band program, even knowing that the community expected participation in that tradition?
"Fiddler on the Roof" aside, I am contemplating the role of Traditions in the band classroom. I am the type of person that completely supports traditions as long as the tradition benefits the program.
This year, I found that one tradition regarding band in my district would not be beneficial to my students. In fact, I have struggled mentally with this tradition for the past few years. I met with my principal and with my supervisor over the summer to discuss my concerns and ask them for advice. Both people agreed that it would be in the best interest of the musical education of the students to not follow the tradition this year.
So, I planned the beginning of this year minus the tradition. I did not make a big deal of it; I just didn't mention it. If a parent or student asked about the tradition, I was careful to answer the exact question that was asked and not to offer more information than was needed (this was the advice from my principal). It has been a constant source of low-level anxiety for me since the first day of school.
Yes, there have been questions asked. No, I have not had anyone seriously upset about the change. I still have 2-3 more weeks until we are past the "tradition" and there could still be more conversations; I look forward to no longer feeling this anxiety. Yes, my principal and supervisor have been extremely supportive and helpful. Yes, I have missed participating in the tradition. I still firmly believe that my students will be better musicians based on the path that I have set before them... minus the tradition.
Has anyone else made changes to traditions in their band program, even knowing that the community expected participation in that tradition?
Saturday, August 25, 2012
Icebreakers
I love using Icebreaker activities for the first few class periods to help the students get back in to the school groove and for us all to get to know each other better. The challenge for doing this with band classes is not using the exact same activity each year since I have the students for multiple years. Sometimes they really like the activities and constantly ask throughout the year, "Can we play that game again?" However I do like to keep things fresh and exciting for myself as well as them.
So this year I mixed and matched activities I have done in the past to create 2 activities that aren't necessarily new: they just have a new spin.
NOTECARDS
I purchased 4 types of patterned card stock at the dollar store to use as note cards. I could very well have used plain note cards, however the patterns are used as part of the next activity. I chopped the card stock into note card size and then mixed them all together to get an equal amount of each pattern for each class.
As the students arrived at the door, I handed them a note card and invited them to select a seat in the classroom. This is one of the few times that band students get to choose their seat instead of sitting in sections... they love it! Once everyone arrives, I verify that they all have a card and then give them 5 seconds if they want to trade patterns ("Pink is for girls!" "I want the stars!"). The next instruction is to have a writing utensil in their hand.
On one side of the card, they write: instrument played, favorite food, and favorite color. Yes, they can do multiple answers if they play many instruments, love all sorts of food (one student wrote: "anything edible"), and have a set of favorite colors. On the other side of the card they are to write one interesting detail that makes them unique. I give them a list of suggestions to get the mental wheels turning: sports, vacations, awards, activities, and "special" talents (aka Stupid Human Tricks, like wiggling ears). THEY DO NOT PUT THEIR NAME ON THE CARD.
I collect the cards and then randomly distribute them to everyone. While I am distributing, the instruction is to silently read the card they are handed and begin using "deductive reasoning" skills to narrow down who the card possibly describes. When I say GO they have 60 seconds to locate the owner of the card and return to their seat still holding the same card.
The final step is to go down the row and have each student share one detail from the card ("Evan's favorite food is Sushi") and then hand the card back to the owner. Even when I've known the student for multiple years, I still learn something new about them from this type of activity.
BALL PATTERNS
Using the same note cards, the student form teams of 4 based on the patterns of the note cards (cannot have 2 pink polka-dot cards on the same team). We clear the chairs to the perimeter of the room and the teams sit or stand in a circle. Each team receives a tennis ball. The goal of the game: create a pattern of movements using the tennis ball that progressively gets more challenging.
EXAMPLE: Student A gently tosses the ball up and catches it. A passes to B. Student B does A's motion and adds to pass around the back. B passes to C. Student C does A's and B's motions and adds switch hands. C passes to D. Student D does the entire pattern (toss, around, switch) and adds under the leg. D passes to A... and the game continues until someone completely gets lost in the pattern.
I leave them to work in the small groups for a few minutes, wandering around to check out the creativity and see how "long" they can get the pattern (such as 9 different motions). I add a little competition by calling out updates: "This group is up to 13!"
When they seem to have a pretty good grasp on the game, then I call "FREEZE" and ask the teams to combine with one other team to form groups of 8. We repeat the same process, now having to work with more people. Again, I leave them to work for a few minutes, calling out updates as I wander.
If time allows, we form one circle with all members and try to get a pattern all the way around the circle. Usually, it only makes it to about the 10th or 12th person before it's totally confusing or someone refuses to play. I don't make a big deal about it; I ask the students to grab a chair and sit approximately where they were before we cleared the chairs.
Now we discuss the game. What was easy about the game? What was most challenging? And the best question of all: Why did we play this game? I LOVE the connections they make between the game and playing an instrument in band: progressively gets more challenging, following directions, memorizing patterns, working together, helping each other, small versus big groups, doing the same motion over and over is easy but boring, and how the actions of one person can affect the whole group (remember the kid who refused to play?)
I took pictures of this activity, however I still need to verify the "permission status" of the students in the photos before I can post any. I will update when I have some I can use :)
So this year I mixed and matched activities I have done in the past to create 2 activities that aren't necessarily new: they just have a new spin.
NOTECARDS
I purchased 4 types of patterned card stock at the dollar store to use as note cards. I could very well have used plain note cards, however the patterns are used as part of the next activity. I chopped the card stock into note card size and then mixed them all together to get an equal amount of each pattern for each class.
As the students arrived at the door, I handed them a note card and invited them to select a seat in the classroom. This is one of the few times that band students get to choose their seat instead of sitting in sections... they love it! Once everyone arrives, I verify that they all have a card and then give them 5 seconds if they want to trade patterns ("Pink is for girls!" "I want the stars!"). The next instruction is to have a writing utensil in their hand.
On one side of the card, they write: instrument played, favorite food, and favorite color. Yes, they can do multiple answers if they play many instruments, love all sorts of food (one student wrote: "anything edible"), and have a set of favorite colors. On the other side of the card they are to write one interesting detail that makes them unique. I give them a list of suggestions to get the mental wheels turning: sports, vacations, awards, activities, and "special" talents (aka Stupid Human Tricks, like wiggling ears). THEY DO NOT PUT THEIR NAME ON THE CARD.
I collect the cards and then randomly distribute them to everyone. While I am distributing, the instruction is to silently read the card they are handed and begin using "deductive reasoning" skills to narrow down who the card possibly describes. When I say GO they have 60 seconds to locate the owner of the card and return to their seat still holding the same card.
The final step is to go down the row and have each student share one detail from the card ("Evan's favorite food is Sushi") and then hand the card back to the owner. Even when I've known the student for multiple years, I still learn something new about them from this type of activity.
BALL PATTERNS
Using the same note cards, the student form teams of 4 based on the patterns of the note cards (cannot have 2 pink polka-dot cards on the same team). We clear the chairs to the perimeter of the room and the teams sit or stand in a circle. Each team receives a tennis ball. The goal of the game: create a pattern of movements using the tennis ball that progressively gets more challenging.
EXAMPLE: Student A gently tosses the ball up and catches it. A passes to B. Student B does A's motion and adds to pass around the back. B passes to C. Student C does A's and B's motions and adds switch hands. C passes to D. Student D does the entire pattern (toss, around, switch) and adds under the leg. D passes to A... and the game continues until someone completely gets lost in the pattern.
I leave them to work in the small groups for a few minutes, wandering around to check out the creativity and see how "long" they can get the pattern (such as 9 different motions). I add a little competition by calling out updates: "This group is up to 13!"
When they seem to have a pretty good grasp on the game, then I call "FREEZE" and ask the teams to combine with one other team to form groups of 8. We repeat the same process, now having to work with more people. Again, I leave them to work for a few minutes, calling out updates as I wander.
If time allows, we form one circle with all members and try to get a pattern all the way around the circle. Usually, it only makes it to about the 10th or 12th person before it's totally confusing or someone refuses to play. I don't make a big deal about it; I ask the students to grab a chair and sit approximately where they were before we cleared the chairs.
Now we discuss the game. What was easy about the game? What was most challenging? And the best question of all: Why did we play this game? I LOVE the connections they make between the game and playing an instrument in band: progressively gets more challenging, following directions, memorizing patterns, working together, helping each other, small versus big groups, doing the same motion over and over is easy but boring, and how the actions of one person can affect the whole group (remember the kid who refused to play?)
I took pictures of this activity, however I still need to verify the "permission status" of the students in the photos before I can post any. I will update when I have some I can use :)
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