If you hadn't noticed, I took the summer off. Well, I didn't completely take the summer off. I was working at a local community music school as well as preparing for the new school year, however I did not blog for a few months.
I have returned and I am starting out by sharing my lesson plans from the first 2 days of school.
For the first time in 12 years, I am teaching ONLY band classes this year. I know: MIRACLE. I have taught band, general music, guitar, piano, theatre, foreign language exploratory and remedial math. This is refreshing and I'm hoping it will help me to focus and provide a better overall plan for my students.
Here is the break down of my teaching schedule:
On A days (every other day) I see my 7th & 8th grade Concert Bands (on grade-level ability) for 80 minutes each, and my 6th grade Advanced Bands (started playing in elementary school) for 38 minutes each divided into a woodwinds/percussion class and a brass/percussion class.
On B days (the opposite day) I see my 7th & 8th grade Symphonic Bands (advanced ability) for 80 minutes each, and my 6th grade Beginning Bands (never played before) for 38 minutes each divided into a woodwinds/percussion class and a brass/percussion class.
The program is growing, with a total of 160 students this year. Of course, I'm aiming higher ;)
For the first days of school, I decided to keep the activities interactive. There's a lot of "policies" and "procedures" in all of the classes, so I needed to keep their interest.
Day One, Step One: Attendance
I need to take attendance to make sure the students are in the correct classroom and to make sure I am not missing anyone. Instead of responding with "here" or "present," I ask them to respond with a Musical Term. It can be as simple as the name of their instrument, they can look at the words posted around the classroom, or they can state a term they remembered from last year. I was impressed by 6th grade students saying "fortissimo" or "crescendo." Side note: for the next 2 classes, the students insisted on taking attendance in this manner since they enjoyed it so much.
Day One, Step Two: Non-Negotiables
In my school building, we have a set of 4 Non-Negotiables which guide student behavior. These are reviewed and briefly discussed (with examples) to reinforce that the guidelines are school-wide. Student volunteers read the Non-Negotiable aloud and then we discuss the meaning.
Day One, Step Three: Who is Mrs. McEndree?
I created a PicStitch of six scenes from my summer. For students who I had last year, it was an opportunity to "catch up" with them. For the new students, it gave them a glimpse into my life and who I am.
Day One, Step Four: Incredibox
Thanks to the Facebook Band Directors group, I was introduced to the awesomeness of Incredibox. I use this as a tool to encourage the students to introduce themselves and tell something about their summer. To be able to use the ActivSlate and manipulate the "groove" being created, they have to share. They were so excited to share and work with the website! They often request to play with Incredibox when waiting for buses at the end of the day!
Day One, Step Five: Writing Rhythms
This step is not completed by the 6th grade students, since their class was half the length of the 7th & 8th grade classes. The students create rhythms on whiteboards based on guidelines (4-beats, 8-beats), and then random students are selected to create the rhythm on the screen, using the ActivInspire program and the ActivSlate. The entire class tapped/clapped the rhythms, and then we selected rhythms to add additional sound effects. For example, a rhythm might end up as clap-pat-pat-snap-rub-clap-clap.
Thus ended the lesson for Day One. I save the Band Policies and Procedures for the second class, since I know they are inundated with this information in all other classes on the first day.
Day Two, Step One: Attendance
The students respond with a Music Term to verify attendance for the day.
Day Two, Step Two: Policies Scavenger Hunt
Which student really wants to read through the class policies? The student that is being given candy! I make a game out of reading through the policies, in which a correct answer earns a small piece of candy. The process is simple. A question is displayed on the screen (using PowerPoint or ActivInspire). When the students find the answer in the policies, they stand at their chair. I select a student to answer the question,making sure every student has the opportunity to earn candy. All correct answers earn a piece of candy. Many of the questions have multiple parts: How many Musicianship points can you earn each class and how do you earn them? The students then enjoy learning (or reviewing, for returning band students) the class policies and are actively engaged in the lesson.
Day Two, Step Three: Review Non-Negotiables
Another reminder of the school-wide Non-Negotiables
Day Two, Step Four: Band Participation Self-Assessment
This step is not completed by the 6th grade students, since their
class was half the length of the 7th & 8th grade classes. Based on a document I found on Teachers-Pay-Teachers, I give the students a Band Participation Self-Assessment. As a point of clarification, the students are able to mark multiple answers for one question. After the students complete the assessment and complete the tally, we share answers in a general sense: I read each question aloud and ask the students the raise their hand (if they feel comfortable) as I read the answer they selected. Once finished reading the questions, I ask them to raise hands based on their final tally. Only at this point do I share with them how the tally relates to their probable success in class. Then we discuss ideas for changing their habits to increase success in class.
The students seemed to really enjoy their first two band classes. Although I went through a lot of candy, it was worth it to have them actively and positively reading the policies. The 7th & 8th grade bands began performing on instruments for the third class, while the 6th grade classes began rhythm and melody reviews prior to performing on instruments (and as a way to buy some time while they rent instruments and purchase method books).
I hope your first few days go as smoothly as mine. I try to rotate "First Day" activities, so that the returning band students do not repeat an activity (although the Scavenger Hunt is a yearly favorite!).
Saturday, August 31, 2013
Sunday, June 2, 2013
End-of-the-Year Packets
The annual question: what to do in band class following the spring concert?
Each year I have experimented with different activities to do with the days (or weeks) that follow the band spring concert, from sight-reading music for the next year to making recordings of music for future students to composing music. The students and I enjoyed the set of activities that were completed last year, so I decided to improve upon it this year and create a packet.
Each class received a slightly different packet, each including activities they were required to complete and additional optional activities.
OPINION SURVEY: Each student was required to complete an opinion survey. For 7th grade students it including questions regarding activities and music from this school year, as well as questions about next year. For 8th grade students, I did not include the questions about next year. I asked the students NOT to put their name on this survey; I hope to receive honest opinions through anonymity. This was the back page of the packet; once the survey was complete, the student pulled off the page and handed it to me. I marked on my grade-sheet that the student completed the task.
COMPOSE A MELODY: Each student was required to compose an 8-measure melody for their instrument. I gave them guidelines: it must be in a key (use a scale as a guide), it must use all 7 pitches of the key, the key must be accurately noted, and it can be composed using the rhythm given or with an original rhythm. Percussion students had the option of creating the entire 8-measures for bells, or splitting it 4 for bells (with all guidelines followed) and 4 for snare (rhythm entirely original). The student had the option of performing the composition for me as bonus. I graded based on adherence to the guidelines.
SELECT A PLAYING QUIZ: Each student was required to perform a final playing quiz. Each class was given a choice between 2 exercises at the current playing level, except for the advanced 8th grade class: these students could select any exercise (not including warm-ups or scale) to perform. Percussion were asked to complete half the quiz on bells and half on snare. This is standard in my classroom; this way I can check both skill sets (note-reading on bells and technique on snare) without asking them to perform more measures than the rest of the band. I included the grading rubric for the quiz on the back of the front page to the packet. When the student was ready to play, I used their rubric to grade and give feedback and wrote the grade on my grade sheet. The student kept the rubric and were able to practice and perform again if they wanted to improve.
PAY YOUR BAND DEBT: This only applied to students who owed fees for books or rentals, or needed to check-in a school-owned instrument.
WHAT DO YOU MEME?: This optional activity asked students to look at band-related photos (2 were of our actual students) and create memes that will be postures for our classroom next year.
There are 3 complete meme examples at the top and then 9 photos to use for new memes. The two photos directly below the green sign are of band students. I have not read all of their ideas, however the ones shown to me are really funny!! I'm debating using my judgement to select the best/funniest, or allow them to vote in the fall and then have the posters created.
TOP 3 TIPS FOR BAND SUCCESS: Last year, an optional activity was for students to write a short letter to a future band student. This year I adjust the optional activity to have the students list their top 3 tips for being successful in class, which I will then use to create a Top Ten list to give to incoming band students. I encouraged them to phrase them using kid-friendly words, being funny or serious or whatever works for them. I have only glanced at a few, but there as some goodies: "Don't eat and then play; your instrument will smell gross."
MY LIFE IN SONG: This optional activity asked students to list songs and events that are forever tied in their memories. For example, whenever they hear a particular song, a specific event is brought to mind. The students found this one to be the most challenging; some could only think of one or two and others did not even bother with this activity since it was optional and they were stuck on ideas.
PERFORM SCALE FOR BAND REWARDS POINTS: The final optional activity was the opportunity to earn more points for the Band Rewards program. There were many students who were 1-2 activities away from earning the next level, so this option gave them class time to memorize and perform scales to earn points.
Overall, this packet was successful. The students could complete the activities in any order, and jump around to difference activities if they felt "stuck" on something. They were also able to work together and assist each other. The atmosphere in the room was "controlled chaos." I see my students for 80 minutes every other day, so most were completed the requirements and the optional activities of their choice within 3 classes (240 minutes). Of course I had a few stragglers that struggled with time-management, but perhaps that was a lesson they needed to learn :)
Each year I have experimented with different activities to do with the days (or weeks) that follow the band spring concert, from sight-reading music for the next year to making recordings of music for future students to composing music. The students and I enjoyed the set of activities that were completed last year, so I decided to improve upon it this year and create a packet.
 | |
| Cover page to a packet |
OPINION SURVEY: Each student was required to complete an opinion survey. For 7th grade students it including questions regarding activities and music from this school year, as well as questions about next year. For 8th grade students, I did not include the questions about next year. I asked the students NOT to put their name on this survey; I hope to receive honest opinions through anonymity. This was the back page of the packet; once the survey was complete, the student pulled off the page and handed it to me. I marked on my grade-sheet that the student completed the task.
COMPOSE A MELODY: Each student was required to compose an 8-measure melody for their instrument. I gave them guidelines: it must be in a key (use a scale as a guide), it must use all 7 pitches of the key, the key must be accurately noted, and it can be composed using the rhythm given or with an original rhythm. Percussion students had the option of creating the entire 8-measures for bells, or splitting it 4 for bells (with all guidelines followed) and 4 for snare (rhythm entirely original). The student had the option of performing the composition for me as bonus. I graded based on adherence to the guidelines.
SELECT A PLAYING QUIZ: Each student was required to perform a final playing quiz. Each class was given a choice between 2 exercises at the current playing level, except for the advanced 8th grade class: these students could select any exercise (not including warm-ups or scale) to perform. Percussion were asked to complete half the quiz on bells and half on snare. This is standard in my classroom; this way I can check both skill sets (note-reading on bells and technique on snare) without asking them to perform more measures than the rest of the band. I included the grading rubric for the quiz on the back of the front page to the packet. When the student was ready to play, I used their rubric to grade and give feedback and wrote the grade on my grade sheet. The student kept the rubric and were able to practice and perform again if they wanted to improve.
PAY YOUR BAND DEBT: This only applied to students who owed fees for books or rentals, or needed to check-in a school-owned instrument.
WHAT DO YOU MEME?: This optional activity asked students to look at band-related photos (2 were of our actual students) and create memes that will be postures for our classroom next year.
 |
| Meme Bulletin Board |
TOP 3 TIPS FOR BAND SUCCESS: Last year, an optional activity was for students to write a short letter to a future band student. This year I adjust the optional activity to have the students list their top 3 tips for being successful in class, which I will then use to create a Top Ten list to give to incoming band students. I encouraged them to phrase them using kid-friendly words, being funny or serious or whatever works for them. I have only glanced at a few, but there as some goodies: "Don't eat and then play; your instrument will smell gross."
MY LIFE IN SONG: This optional activity asked students to list songs and events that are forever tied in their memories. For example, whenever they hear a particular song, a specific event is brought to mind. The students found this one to be the most challenging; some could only think of one or two and others did not even bother with this activity since it was optional and they were stuck on ideas.
PERFORM SCALE FOR BAND REWARDS POINTS: The final optional activity was the opportunity to earn more points for the Band Rewards program. There were many students who were 1-2 activities away from earning the next level, so this option gave them class time to memorize and perform scales to earn points.
Overall, this packet was successful. The students could complete the activities in any order, and jump around to difference activities if they felt "stuck" on something. They were also able to work together and assist each other. The atmosphere in the room was "controlled chaos." I see my students for 80 minutes every other day, so most were completed the requirements and the optional activities of their choice within 3 classes (240 minutes). Of course I had a few stragglers that struggled with time-management, but perhaps that was a lesson they needed to learn :)
Sunday, April 28, 2013
48 Festival Judges?!?
If the band director or music teacher world had political parties, I would probably be placed in the ultra-liberal, radical party. I have ideas, and views, and ways of doing things that are not always traditional. I do them in search of additional avenues of teaching my students and guiding them to be musicians, not to make waves in the music education community. But it seems as if the waves are a natural side-effect of my choices.
My latest wave-making idea is the "Comments-Only" festival attendance. For the first time, my band participated in our county festival for comments-only, no rating given by the panel of judges.
I believe my students do need the ears and eyes of other music professionals to help them progress and improve. I absolutely LOVE band clinics, where the "clinicians" listen to the band perform then work with them to make the performance even better. I am no so in love with the festival which keeps the "judges" and the band separate. I do not feel the comments have as great of an effect when they are written and recorded as when they are personally delivered and immediately performed.
I explained to the students about the "comments-only"status and we discussed as a group how that can be beneficial to us: instead of having just 3 judges, we will have 48 - each student in our band will be a judge, plus we will have the comments from the 3 official judges.
While performing at the festival, I made a "clean" recording of our performance using a digital recording device on the conductor's podium. Not the greatest placement for getting a good sound, but at least I had something to immediately share with the students. I then received the recorded comments on CD and written comment sheets from each judge following our performance.
The next class, the students received a "Compliments & Critiques" sheet to use while listening to the clean recording. As they heard great aspects of our playing, they would jot down these thoughts under Compliments. As they heard aspects of our playing that were not so great, they would write them under Critiques. I have worked with them all year learning how to write specific thoughts: "we played good" is not a compliment, instead we write "the trumpets entered at the right time with good volume."
After listening to the entire clean recording, the students turned to the back of the Compliments & Critiques page where they found a ratings chart. It is the same concept as what the judges complete, however simplified for a middle school student to complete. The students places a mark (check, star, shade-it-in) for the letter grade (A, B, C, F) they would give the band for each category (intonation, tone quality, etc.). Then they completed some quick math (add, multiply, & add some more) to find our overall rating.
It was amazing to find that 95% of the group had the same result, with 3% rating slightly higher and 2% rating slightly lower. The students believed this rating had more weight and meaning than when it comes from a judge they don't even know or have not met.
During the next class, we listened to parts of the judges recordings (not the entire performance from each judge due to time constraints) and I shared all of the comments from the recordings and comment sheets. The students placed a mark (star, check, underline) on their Compliment & Critique sheet if a judge mentioned the same thing they had written. Every students had multiple items with these additional marks. Definitely an eye-opening experience for many of them.
The students kept these sheets in their folders to refer to whenever we play these selections in preparation for our spring concert. Although my method breaks with tradition, it seems that my students gained musicianship skills from this experience: better listening skills, a more discerning ear, better use of performance-based vocabulary, and improved problem-solving skills (how to fix what they critiqued).
My latest wave-making idea is the "Comments-Only" festival attendance. For the first time, my band participated in our county festival for comments-only, no rating given by the panel of judges.
I believe my students do need the ears and eyes of other music professionals to help them progress and improve. I absolutely LOVE band clinics, where the "clinicians" listen to the band perform then work with them to make the performance even better. I am no so in love with the festival which keeps the "judges" and the band separate. I do not feel the comments have as great of an effect when they are written and recorded as when they are personally delivered and immediately performed.
I explained to the students about the "comments-only"status and we discussed as a group how that can be beneficial to us: instead of having just 3 judges, we will have 48 - each student in our band will be a judge, plus we will have the comments from the 3 official judges.
While performing at the festival, I made a "clean" recording of our performance using a digital recording device on the conductor's podium. Not the greatest placement for getting a good sound, but at least I had something to immediately share with the students. I then received the recorded comments on CD and written comment sheets from each judge following our performance.
The next class, the students received a "Compliments & Critiques" sheet to use while listening to the clean recording. As they heard great aspects of our playing, they would jot down these thoughts under Compliments. As they heard aspects of our playing that were not so great, they would write them under Critiques. I have worked with them all year learning how to write specific thoughts: "we played good" is not a compliment, instead we write "the trumpets entered at the right time with good volume."
After listening to the entire clean recording, the students turned to the back of the Compliments & Critiques page where they found a ratings chart. It is the same concept as what the judges complete, however simplified for a middle school student to complete. The students places a mark (check, star, shade-it-in) for the letter grade (A, B, C, F) they would give the band for each category (intonation, tone quality, etc.). Then they completed some quick math (add, multiply, & add some more) to find our overall rating.
It was amazing to find that 95% of the group had the same result, with 3% rating slightly higher and 2% rating slightly lower. The students believed this rating had more weight and meaning than when it comes from a judge they don't even know or have not met.
During the next class, we listened to parts of the judges recordings (not the entire performance from each judge due to time constraints) and I shared all of the comments from the recordings and comment sheets. The students placed a mark (star, check, underline) on their Compliment & Critique sheet if a judge mentioned the same thing they had written. Every students had multiple items with these additional marks. Definitely an eye-opening experience for many of them.
The students kept these sheets in their folders to refer to whenever we play these selections in preparation for our spring concert. Although my method breaks with tradition, it seems that my students gained musicianship skills from this experience: better listening skills, a more discerning ear, better use of performance-based vocabulary, and improved problem-solving skills (how to fix what they critiqued).
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