What I've realized is that designing a comprehensive K-4 Elementary Music Curriculum from scratch is like trying to design, code, and do graphics for your own computer game - there is no way for one single person to do a good job because of the amount of work that it takes. I've been working hard for several months trying to create my own elementary curriculum, but I have been met with limited success. I also am struggling to really properly design a coherent process or procedure that goes from Day One of kindergarten to the Last Day of fourth grade. It's too hard to figure out what to do first, next, etc., when I'm also having to teach the classes, keep up with paperwork, rehearse band and choir classes, plan concerts, and still try to have time for my life outside of work. It is exhausting, but it has not been fruitless.
Yes, I am giving up on writing my own curriculum from scratch. I plan on going back to the old curriculum that I used when I first started teaching, one that has elements of Dalcroze and Kodaly and Orff all mixed in. One that already has a large list of songs, poems, games, activities, and other materials ready for me to use. However, even though I am using an old curriculum, I am approaching it with a new perspective that I have gained from trying to design my own. I am not going to pursue it like I used to, but I am going to use it in a new way. I will still add extra materials here and there, and omit certain songs and activities, but I am planning on teaching my new curricular ideals through the old curriculum. In other words, I am planning to tweak each lesson to focus on the musical goals that I have chosen through much study and deliberation. Many lessons will not require much change. Some will only need a small change. The point is that now I have an understanding of the Big Picture, and that will guide my teaching.
Thursday, September 28, 2017
Tuesday, September 26, 2017
Secondary Band and Choir Thoughts
In my school, our first concert is in the middle of October. That leaves about 8 weeks to get ready for it and then 9 weeks before the Christmas program. In other words, there's a first quarter concert and a second quarter concert. This post is about what I should be teaching the students during those first two quarters.
In Choir, I have been teaching the students how to sing using the Kenneth singing method. It is a sequential approach to getting them to sing well, and it covers the physical skill of singing with a good tone and with good technique. I have found this to be effective in giving them a foundation to putting on a good first concert - at least enabling them to do so because they will have a good sound.
TL;DR: Teach fundamental singing technique in the first quarter, then teach elements of sight-singing in the second quarter. Teach rhythm reading in band during the first quarter, then teach scales during the second; focus on tone and technique always. In both groups, begin heavy on the warm-up portion and then spend less and less time as performances approach (but always spend some time even if only one minute).
In Choir, I have been teaching the students how to sing using the Kenneth singing method. It is a sequential approach to getting them to sing well, and it covers the physical skill of singing with a good tone and with good technique. I have found this to be effective in giving them a foundation to putting on a good first concert - at least enabling them to do so because they will have a good sound.
TL;DR: Teach fundamental singing technique in the first quarter, then teach elements of sight-singing in the second quarter. Teach rhythm reading in band during the first quarter, then teach scales during the second; focus on tone and technique always. In both groups, begin heavy on the warm-up portion and then spend less and less time as performances approach (but always spend some time even if only one minute).
Tuesday, September 19, 2017
First units in Kindergarten: Focus on the right topics
How do you start a new year in kindergarten? My experience and my vision as a music teacher in a public school tell me that you have to start from the very beginning, from the most basic musical concepts, and approach curriculum and lesson planning as if the students might have zero knowledge about music. That means starting with concepts that are both foundational and easy to learn. With that in mind, I think that the first topics in kindergarten should cover Fast/Slow, Loud/Quiet, and then High/Low. Now, these may be interchangeable in order, but I think that all three should be covered before anything else.
Wednesday, September 6, 2017
Direct Instruction vs. Self-Directed Learning in Music
This essay is about using direct instruction in the music classroom, where the teacher takes full responsibility of presenting new information and also assessment, versus the use of self-directed learning, where the students take responsibility for what occurs.
As musicians, many would agree that the majority of our practice routine is self-directed. Even in rehearsals, where the conductor gives constant direct instruction, much of our performance is a result of self-directed playing because there are simply too many variables for the conductor to control all at the same time. Therefore, it is imperative that young students begin to learn about self-directed learning techniques early in their musical career.
In direct instruction, the teacher shows the students how to put the instruments together and goes along to check and make sure that they are correct. How would students go about the same task using self-directed learning? It is a simple thought process that occurs as a result of an implicit goal: "I want to play that instrument." Most young students do not need to be taught to want to play, it is natural for them to be eager to start playing. But right away, they run into a problem. How are they supposed to play when they don't know how to put the instrument together? The direct-instruction model requires a teacher to provide that information and feedback, but in self-directed learning, the student must search for their own answers. In this age, most of them would turn to the internet and search for 'how do i put a clarinet together' or something similar. That is the essence of self-directed learning: the students learn how to find their own solutions and apply them.
One might take this to the extreme and only use self-directed instruction. For a young student, this could be dangerous for two reasons: one, the student doesn't always find the right information. In this case, it might end up in a damaged instrument. And two, the student doesn't always know if they are right, or in this case, whether or not they've put their instrument together correctly, resulting in further problems when the student begins to play.
That's where I would like to coin the term "self-directed learning assistant," or in other words, a teacher. Students should be encouraged to learn on their own, but also they should be encouraged to seek help from another person when the circumstances demand it. As the classroom music teacher, I need to teach the students how to be self-directed and then be available to assist them if they need help. Most classroom activities are teacher-led by nature, so I need to give extra consideration to finding the best opportunities to make self-directed learning a success.
As musicians, many would agree that the majority of our practice routine is self-directed. Even in rehearsals, where the conductor gives constant direct instruction, much of our performance is a result of self-directed playing because there are simply too many variables for the conductor to control all at the same time. Therefore, it is imperative that young students begin to learn about self-directed learning techniques early in their musical career.
In direct instruction, the teacher shows the students how to put the instruments together and goes along to check and make sure that they are correct. How would students go about the same task using self-directed learning? It is a simple thought process that occurs as a result of an implicit goal: "I want to play that instrument." Most young students do not need to be taught to want to play, it is natural for them to be eager to start playing. But right away, they run into a problem. How are they supposed to play when they don't know how to put the instrument together? The direct-instruction model requires a teacher to provide that information and feedback, but in self-directed learning, the student must search for their own answers. In this age, most of them would turn to the internet and search for 'how do i put a clarinet together' or something similar. That is the essence of self-directed learning: the students learn how to find their own solutions and apply them.
One might take this to the extreme and only use self-directed instruction. For a young student, this could be dangerous for two reasons: one, the student doesn't always find the right information. In this case, it might end up in a damaged instrument. And two, the student doesn't always know if they are right, or in this case, whether or not they've put their instrument together correctly, resulting in further problems when the student begins to play.
That's where I would like to coin the term "self-directed learning assistant," or in other words, a teacher. Students should be encouraged to learn on their own, but also they should be encouraged to seek help from another person when the circumstances demand it. As the classroom music teacher, I need to teach the students how to be self-directed and then be available to assist them if they need help. Most classroom activities are teacher-led by nature, so I need to give extra consideration to finding the best opportunities to make self-directed learning a success.
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