Elementary General Advisory Notes Notes: Tuesday, September 12, 2017 Next Meetings: Jan 17 and March 8 ~ book recornmendation~ Clas nagement for Art, Music Xe insin = Joey - primary (Smin) = Danni - upper (5 min) © Transitions/Connections = Allison - chants, will send videos = Tanya - Motif (10 min) © Closing/Lining up Allison - line-up procedure, will send video = Diane - Closing eyes, assessment, etc. a Joey - Goodbye song Early Release Sept. 22, at Devinny 2:00 - 4:00 ‘Agenda: MC - Joey Set up: Five tables = Classroom Management/organization in the music room ‘* Ideas for routines (each of us go in and list some of your routines that work) ‘© Link for routines doc Routines doc © Carrie Nicholas - My Story! © Entrance/Opening = Elke - Brain Dance and opening song (5min) m= Line up by color, ask different things about interest © Random Groups for Gallery Walk - listing ideas (30 mins) = Chart paper © Entrance Opening Transitions Closing Lining Up © Physical Structure © Seating charts = Tanya = Diane = Joey (w/ Procedures for instrument use) © Organization (passing out and organizing supplies) = Danni Expectations Note © Diane - positive and punitive - people bring examples° © Bring Sheets as example Exit Ticket - Google Form For later Dates: Nov. 3 Checks and balances Expectations and what do you do when students do not follow them Think sheets Using non-verbal email/phone home (generic format in a tactful way) Admin. Cont rulesiprocedures and development of them Consequences and what works Rubric development Leaming target development Arvada K-8. = Backward Design Feb. 16, General Introduction - Lee 10 min Elke Shares - yearly plan — concept — lesson — activity (20 minutes) Concept Plan - Tanya (20 minutes) Joey explains it - (20 mins) Diane - will fil the time Exit Ticket a Handbells (Caroline Mallory, Claire Holtgrewe - Rocky Mountain Ringers) ° Diane will have her students available to play as a demonstration Cory Bissell is @ good resource for bells (720-401-1595) Look at Jeffco resource (| think there's one?!) March 16, - Blue Heron = Ukulele (Elke and Janelle Jerman) April 27: January 5, 2018 Dance/Movement PD PEngOgRENa Draw Me a Bucket of Water (Diane) (Diane) 2-4 T’Smidje (Tanya) 5-6+ Seven Jumps and a Warm-up (Elke) K-6+ P (Diane)ata Pata (Diane) 4 Heel and Toe Polka (Allison)jison) K-2 Virginia Reel (Diane) 4-6 The Boston Tea Party (Kathy (Catherine) 5-6+ Kinder Dance/Game (Joey) K La Raspa (Martha) 2-3ing Classroom Procedures and Expectations at Molholm Elementary Carrie Nicholas ~ carrie.nicholas@jeffco.k12.co.us d. 1. Classroom Environment should be welcoming and orgat 2. Have excellent lesson plans that allow children to sing, play, move, and express music. Be sure to alternate between high concentration and low concentration activities. Use transitions to make the lesson seamless and feel like play. 3. Establish teach-to moments in the first few lessons of the year: ‘© Entering the classroom and sitting in assigned spots. How to make a circle. How to get out and put away materials. How to move through the space. How to ask for something (bathroom, drink, band-aid, a break) a How to line up at the end of class. 4. Create school-wide classroom expectations with each class. Brainstorm ideas together, present final draft, and vote asa class. Post expectations and refer to them as necessary. 5. Use school-wide procedures to establish consistency between all staff and students (PBIS, Class Dojo, ete) 6. Praise individual students in a variety of ways: = Verbal © Offer choice and leadership opportunities * Dojo points or other quantitative system 7. Give corrective feedback to individual students: ‘¢ 3 strikes and you're out (break in the class 0 Take away Dojo points ‘* Break in buddy classroom with reflection sheet ‘+ Review expectations during recess time © Contact parents ‘a buddy classroom)8, Whole class praise: Music Choice Day After 5 earned stickers, a class can have a Choice Day where they select their favorite music activities to enjoy. 1 use Class Dojo or iDoceo to randomly select a student to choose each activity. If individual students are not helping earn the Choice Day, then they might be asked to sit out of some or all of the Choice Day games and do an alternate assignment. ter Be consistent! Be fair! Be playful! Start fresh each day!4, Brain Dance My friend Debbie does this with her students at the beginning of each class and has the students offer music suggestions (of course she screens them for inappropriate lyrics before playing) to play. Brain Dance is a full bodyfbrain warm up exercise. Developed by Anne Green Gilbert, Brain Dance uses eight developmental movement patterns that healthy human beings naturally move through in the first year of life. Cycling through these patterns at any age, while siting or standing, has been found to be beneficial in reorganizing our central nervous system. Students can perform the brain dance in a chair, ‘on the floor or standing. This dance can be done to any song to fit your schedule, You will want to check out Anne Green Gilber's site here, Here is a visual you can use with your students. Initially, | do the movements, once learned, two students, at a time lead the Brain Dance. Brain Dance 1 Breath 7. Left 2. Hands % Right Big/Small 9. Eyes Wiggles 10. Cross Upper TL Swing Lower 12 Soin ams w& Here are more specific examples for each movernent listed above: Start by taking a couple of deep breathes. ‘Squeeze, pat, and brush all over your body. Make a big shape and then a smaller one. Repeat a couple of times, ‘Wiggle all over, make sure to move your Move your upper hat, Move your lower hatf, Move the left side of your body. Move the right side of your body. Use your eyes to track your hand up, down, right, and left. Bring your right elbow to your left knee, then your left elbow to your right knee. Lean over and swing between your legs. Spin in a circle. Repeat the other way. sh Sounce: Creasive Dante foe ALL Ages ~ Anne Green GilboetTransitions for a General Music Lesson ‘Submitted by Tanya LeJeune Thematic (Storytelling) * “When they stepped off Engine Engine #9, all the passengers saw that it had begun to rain!” (next song: Rain, Rain.) ‘Traveling part-work (Use either the last song/chant or the next in your lesson song/chant) * “Sing Liza Jane on the way back to your spot. Don’t sit in that spot until the last beat of the song” or “Sing Liza Jane on the way back to your spot at this new tempo, (give a 4 beat prep faster or slower tempo.) * “Tap the rhythm of Apple Tree while you move into a circle” * “Step the rhythm of Apple Tree while you move into a circle” Rhythm Ostinato * “Students, please chant the rhythm of the last phrase of Naughty Kitty Cat while I sing our next song. Don't get thrown off by me!" Students chant “tit titita ta” while teacher sings “Bow Wow Wow". Melody Ostinato * “Students, please sing the last phrase of Alabama Gal while I sing our next song, Don’t get thrown off by me!” Students sing Alabama Gal (mi fa mi re do ) while teacher sings “Black Snake") Rhythm * The last 4 beats of a song or chant becomes the first 4 beats of the next song or chant. © Queen Caroline to Bee Bee Example: Tes e (gee steecrecd |e ipl ‘Queen Queen C2-r0 line Bee bee bumble bee Melody * The last melodic phrase of a song becomes the first melodic phrase of the next song. © Bow Wow Wow to Hot Cross Buns Example: | 1 1 & becomes! | | 2 Bow wow wow Hot cross. bunsOpening song: Clap Your Hands clap clap clap stomp stomp stomp snap snap snap all sit downl Let's Make a Circle TLetemake a cir- cle ‘ound and ft —Lefemake « cir- cle, jut tke that! Transition Song: Such a Finding Your Place Such a find-ing your place I ‘yer did see, such a fnd-ing your place Tne ver id see, such afind-ingyourplace 1 ne-ver did se, such afind-ing your place, youcant catch me! Purple Soup ‘Were making pur- ple soupbopbop = soupbopbop with mak-ing «pur - ple sco0-by doo-by doo-by doowith purple po-ta-teesand purple to-me-toesand you! Gane: Children stand in a ele and sng the wong, ‘On the last word "you! everyone points to someone else inthe circle. 1 they ar pointing tothe person who is pointing at them, they exchange places. Ifthe perso they are pointing tis not pointing a them, they stay where they are. Repeat as neoded. “Ifthe children have trouble rememiering which comes first potato or tomato, Jet hem know that potatoes take longer to cook so they goin first. (ts also in alphabetical oder) ‘This is a great transition "geting into a circle” song for older students.Common Songs - Use songs that the students have already sung in your classroom = Include songs that you want your students to know for the rest of their lives (e.g. Star-Spangled Banner, Do-Re-Mi, Amazing Grace, etc, etc) - Use songs from a songbook that they read from - Luse the books: “Get America Singing... Again!” volumes one and two. Solfege Practice = Major Scale Manipulation - D, DRD, DRMRD, DRMFMRD, etc; Sing the scale in a round with whole notes in thirds; Sing it using numbers; sing it in note names; evolve into modal work - Sight Singing - isolate the tone set and use just those notes; create a protocol of patterns that the kids can draw from; keep it simple and small; include predictable patterns in the beginning and one “curve-ball” at the end ~ Harmonizing - Add a few thirds on top of some of the long notes in a song that the kids, already know; add harmony to a SIMPLE song; teach the kids how to hold both DISSONANT and CONSONANT choices to get a feeling for how the notes interact with each other Canon and/or Partner Songs - Draw from a song they already know! = Use the same ones over time - Add a little something new (or a new focus) each time they sing it - Make sure that they are solid enough on the melody for a day or two before you turn it into a round, or attempt to add a partner song - Have the kids sit in a square on the floor and pass the melody from one side of the square to the next to see if you can get one, two, three, or four different parts going = Include a physical motion along with the song so that it makes it easier to maintain individual parts, because there is kinesthetic memory involved. This could be: riser choreography, sign language to the words, Curwen hand signs, or motions that the students create themselves (on a previous day). Ne UTED IEnnnEIEEEEEEEEEEEEEEEEEeeeeeeeT Danielle Bayert, Fall 2017 Page 2Range: ° ° ° ° Upper Elementary Level Entry Routine 1. Vocal Warm-ups 2. Common Songs 3. Solfege practice 4. Canon and/or partner songs Vocal Warm-ups Begin in the middle range Move to the upper range Move to the lower range End in the middle range Physicality: Include vocal stretches Practice different mouth formations © Vowels © Consonants ec ~ AY Make it fun © Novelty items > bubbles, pipe cleaners, props, etc. Have physical tricks up your sleeve to solve vocal issues © If your class is flat, they're likely tired; so, do an energy routine! © If your class is singing sharp, they're likely “keyed-up”; so do a calm-down routine © My most common source for these routines has been the Colorado Children’s Chorale. They took most of their routines (and | have adapted some) from the book Energy Medicine by Donna Eden. Danielle Bayert, Fall 2017 Page 1Tips and Tricks For Classroom Organization Suppli LABEL, LABEL, LABEL! © Color-code each label according to function: = e.g. xylophones are labeled with a color label that matches the mallet container of mallets that go with those instruments = Grade-levels are color-coded in planning, material storage, and “special turn” jars = Recorder notes are copied on different colors of paper according to the grade level who “should” play them © Include a picture of the object in/on your word label Materials themselves are organized: © “Sharp” pencils are in one container; “flat” pencils are in another © Handbell repertoire is separated out according to grade level, as are recorder books. This makes students self-motivated to see the level above where they currently are and want to get that far! Areas of the Root © Devote specific areas of the room, shelves, and wall-space to a specific task/purpose © Each area of the room has a purpose, and it stays consistent. © Most of us do this unconsciously anyway. © We have an area where we sing (risers), one where we dance (floor), one where we play instruments (tables), and those areas are ALREADY Danielle Bayert, Fall 2017SET UP so that transition time is minimized and content takes center stage © The teacher has an area where s/he stands when teaching, an area where s/he is when disciplining, an area for different types of teaching. Shelves: © have designated areas for books, manipulatives, materials © Materials that are similar are placed together and well-labeled. © Using smaller containers for supplies allows you to stack and store appropriately. Wall-space: © devoted to a particular point © e.g. the rules are next to the reward tickets, which may be near the expectations for the day. © The “music symbols wall” is referenced while teaching, and in a location where children can reference the information © The recorder wall is near where students will be practicing. © The handbell tables are near the handbell posters, which are right next to the gloves, hair ties, etc. Danielle Bayert, Fall 2017