Just a quick "hello!" and note to let you know that I've updated my Documentation Helpers freebie on Teachers Pay Teachers and have also added a new product.
The "Documentation Helpers" now have more space for writing and a slightly different look to them.
The new item is entitled "Be an Effective Cooperating Teacher: Preparing for a Student Teacher". There are many great products available out there for creating binders, etc. for the student teachers themselves, but not as much for the cooperating teacher. I've included a couple of forms for observations; pacing guides for 8 & 12-week placements; and some handy checklists of "to-do's".
Well, that's all for now--just tomorrow left for winter break and I'm squeezing every second out of it that I can with my family :)
Monday, December 31, 2012
Saturday, December 15, 2012
Thursday, October 25, 2012
What We've Been Up To...
I have to say, even with all of the current drama swirling around the music program of my school district, this has been a great school year so far. Honestly, I'm loving my new school (H) and continue to love P as I have for the last 6 years. Here's some of what we've been up to so far this school year:
Kindergarten: The basics. We've been practicing steady beat, rhyming words, social skills, spatial awareness, etc. I love teaching K music! I'm always on the hunt for songs, games, and activities to work on those basic concepts and ideas with my kindies. My schools' PE teacher and I actually collaborate quite a bit with K to align what they're learning in each of our classrooms.
1st Grade: Steady beat vs no steady beat; the difference between beat and rhythm; loud and soft; fast and slow; and now we've just started with long sounds and short sounds. One of my favorites for introducing beat vs rhythm is using the children's book "Max Found Two Sticks". We read it and then I ask the kiddos if Max was playing the steady beat or something else. When it's identified that he's matching words or "playing the words," I introduce the term rhythm. Then I pass out a pair of rhythm sticks to each student (reviewing instrument procedure, of course--ha!) and then we read the story again, with the students playing the rhythms along with Max. They especially love it because I let them play the rhythms on the floor.
2nd Grade: Reviewing beat vs rhythm; reviewing quarter notes, quarter rests, and paired eighth notes; composing 4-beat and 8-beat rhythm patterns; review and practice with mi-so-la. I love using Artie Almeida's Mallet Madness books for practicing rhythm activities and instrument technique. One of my favorites for 2nd grade when working on quarter note, quarter rest, and paired eighth note patterns is her "One Potato, Two Potato" activity.
3rd Grade: Folk songs; Verse-Refrain Form (identifying, singing, and arranging); melodic direction; reviewing pitches of the pentatonic; practicing song accompaniment with barred instruments using chord, broken, and cross-over borduns. I like to use "Frere Jacques" to incorporate a lot of these concepts: Singing a folk song, singing in a round, accompanying the singing with various types of borduns, and introducing the concept of low "so".
4th Grade: At P, we've been working on their program, to be held Oct. 29. We're doing "A Kid's Life" by Jaconbson/Higgins. I'm loving it and so are the kids! At H, we've worked on "America the Beautiful" (singing it, memorizing the 1st verse, and creating our own illustrated book for the first verse); Theme and Variations Form with "America" and Ives' "Variations on America"; reviewing absolute pitch; Artie Almeida's lesson "Old Black Fly"; and now we've started a rhythm review and introduction of 16th notes.
5th Grade: At P, they're working on their program in conjunction with the 4th graders. At H, we've done a big unit combining with their social studies curriculum: Early US History-Civil War. We worked on a variety of activites with the Shaker hymn "Simple Gifts", "Yankee Doodle", and then learned a couple of songs from the magazine Music K-8 ("Declaration" and "We the People"). Sidebar: Do you use Music K-8 in your classroom? I love it! We then took some time to learn about spirituals (big lesson using "Follow the Drinking Gourd") and the Underground Railroad. Within that portion of the unit, we take a slight--but still related--detour to discuss major and minor tonalities. To cap it all off and bring it back around to music history, we watch "Bach's Fight for Freedom" and do the activities that go along with it. We'll be starting the rhythm activity that goes along with it next week.
6th Grade: "The Star-Spangled Banner" (singing it/memorizing the first verse; various activities and projects to ensure that they understand the meaning and history behind the song); a couple of dance activites ("Popcorn" and "The Hustle"); reviewing the musical alphabet, absolute pitch, and rhythms learned so far; building and playing major scales; and now we're working on playing Boomwhacker pieces based on the C Major Scale, incorporating note and rhythm reading.
Up next? The 4th and 5th grade program at P next week Monday and lots of fun Halloween songs and activities for the kiddos!
Kindergarten: The basics. We've been practicing steady beat, rhyming words, social skills, spatial awareness, etc. I love teaching K music! I'm always on the hunt for songs, games, and activities to work on those basic concepts and ideas with my kindies. My schools' PE teacher and I actually collaborate quite a bit with K to align what they're learning in each of our classrooms.
1st Grade: Steady beat vs no steady beat; the difference between beat and rhythm; loud and soft; fast and slow; and now we've just started with long sounds and short sounds. One of my favorites for introducing beat vs rhythm is using the children's book "Max Found Two Sticks". We read it and then I ask the kiddos if Max was playing the steady beat or something else. When it's identified that he's matching words or "playing the words," I introduce the term rhythm. Then I pass out a pair of rhythm sticks to each student (reviewing instrument procedure, of course--ha!) and then we read the story again, with the students playing the rhythms along with Max. They especially love it because I let them play the rhythms on the floor.
2nd Grade: Reviewing beat vs rhythm; reviewing quarter notes, quarter rests, and paired eighth notes; composing 4-beat and 8-beat rhythm patterns; review and practice with mi-so-la. I love using Artie Almeida's Mallet Madness books for practicing rhythm activities and instrument technique. One of my favorites for 2nd grade when working on quarter note, quarter rest, and paired eighth note patterns is her "One Potato, Two Potato" activity.
3rd Grade: Folk songs; Verse-Refrain Form (identifying, singing, and arranging); melodic direction; reviewing pitches of the pentatonic; practicing song accompaniment with barred instruments using chord, broken, and cross-over borduns. I like to use "Frere Jacques" to incorporate a lot of these concepts: Singing a folk song, singing in a round, accompanying the singing with various types of borduns, and introducing the concept of low "so".
4th Grade: At P, we've been working on their program, to be held Oct. 29. We're doing "A Kid's Life" by Jaconbson/Higgins. I'm loving it and so are the kids! At H, we've worked on "America the Beautiful" (singing it, memorizing the 1st verse, and creating our own illustrated book for the first verse); Theme and Variations Form with "America" and Ives' "Variations on America"; reviewing absolute pitch; Artie Almeida's lesson "Old Black Fly"; and now we've started a rhythm review and introduction of 16th notes.
5th Grade: At P, they're working on their program in conjunction with the 4th graders. At H, we've done a big unit combining with their social studies curriculum: Early US History-Civil War. We worked on a variety of activites with the Shaker hymn "Simple Gifts", "Yankee Doodle", and then learned a couple of songs from the magazine Music K-8 ("Declaration" and "We the People"). Sidebar: Do you use Music K-8 in your classroom? I love it! We then took some time to learn about spirituals (big lesson using "Follow the Drinking Gourd") and the Underground Railroad. Within that portion of the unit, we take a slight--but still related--detour to discuss major and minor tonalities. To cap it all off and bring it back around to music history, we watch "Bach's Fight for Freedom" and do the activities that go along with it. We'll be starting the rhythm activity that goes along with it next week.
6th Grade: "The Star-Spangled Banner" (singing it/memorizing the first verse; various activities and projects to ensure that they understand the meaning and history behind the song); a couple of dance activites ("Popcorn" and "The Hustle"); reviewing the musical alphabet, absolute pitch, and rhythms learned so far; building and playing major scales; and now we're working on playing Boomwhacker pieces based on the C Major Scale, incorporating note and rhythm reading.
Up next? The 4th and 5th grade program at P next week Monday and lots of fun Halloween songs and activities for the kiddos!
Some Answers, Many Questions
I'm home sick today (yuck), but decided this would be a good time to get you caught up with some of the big music issues going on in my district right now. I know I can't be the only one facing situations such as these. Let's get a dialogue going. Ready, Set, Read, Respond.
First, I'm very fortunate to report that I am not on a cart full-time at my one building. (Yet.) We are one first grader shy of me getting the boot from my classroom, however. At this point, they will be using my classroom 3 times a year to set up a computer lab for MAP testing. This means that 3 times a year, for about a week each time, I will be traveling from room to room on a cart. The first MAP session with me cart-bound went fairly well, but I felt like it could have gone better. I want to give a big shout-out and thank you to Danielle for commenting on my previous post and sharing her great ideas (and photos!) of how she makes the whole cart thing work for her. (You are awesome and I look forward to keeping in touch with you!) I think the next MAP go-round will definitely work out better.
So, how many of you are getting the squeeze or have already lost your rooms? Do you feel like a valuable part of your students' education team or are you made to feel like a babysitter while the "real teachers" meet in their PLC's? I'm fortunate to feel like I'm a valuable team member, but music teachers in other buildings in my same district are made to feel differently.
Second, our district passed a bond issue this September allowing us to build 3 new school over the next few years. 2 elementary schools and 1 high school, to be exact. This will also have direct implications on how general music is set up in the district. Currently, our students K-6 receive 60 minutes of music instruction each week. The music teachers of the district have been pushing for years (around 35, to be exact) for students to receive 90 minutes of music instruction each week, to be on par with what students in other districts around the state receive. With a new high school on the horizon, it looks as though our middle schools will soon be moved to a grades 6-8 set up rather than the 7-9 that they currently are, and that the 90 minutes might actually become a reality.
In addition to the "minutes" issue, an additional, but related, debate that is raging is this: Should the 6th graders still receive general music, even when they're moved up to the middle school? If so, how should it be structured? My concern is that general music would become the "dumping ground" for those 6th grade students not currently enrolled in band, choir, or orchestra; and I do not want to see that happen. Not fair for the students, not fair for the teacher(s). My opposition has stated that since 6th grade currently receives general music instruction, why would we want to take that away from them and give them less music opportunity? My response to that is, give the children 90 minutes each week from K-5 and they'll actually be getting more.
Adding another twist to this, our state legislature, in their most recent session, eliminated language in the century code mandating school districts to include music and art instruction in the curriculum. While our superintendent has very clearly stated she has no intention of eliminating music, the ultimate decision is not up to her--she can advise the school board, but they will have the final say in the matter, should a motion to remove music instruction be made. Am I wrong to think that we, as a team of music teachers, need to tread (somewhat) lightly and choose our battles very carefully?
OK, that's where I'll leave things (for now--ha!) I'll be back later with some specifics as to what's been happening in my classrooms so far this school year.
First, I'm very fortunate to report that I am not on a cart full-time at my one building. (Yet.) We are one first grader shy of me getting the boot from my classroom, however. At this point, they will be using my classroom 3 times a year to set up a computer lab for MAP testing. This means that 3 times a year, for about a week each time, I will be traveling from room to room on a cart. The first MAP session with me cart-bound went fairly well, but I felt like it could have gone better. I want to give a big shout-out and thank you to Danielle for commenting on my previous post and sharing her great ideas (and photos!) of how she makes the whole cart thing work for her. (You are awesome and I look forward to keeping in touch with you!) I think the next MAP go-round will definitely work out better.
So, how many of you are getting the squeeze or have already lost your rooms? Do you feel like a valuable part of your students' education team or are you made to feel like a babysitter while the "real teachers" meet in their PLC's? I'm fortunate to feel like I'm a valuable team member, but music teachers in other buildings in my same district are made to feel differently.
Second, our district passed a bond issue this September allowing us to build 3 new school over the next few years. 2 elementary schools and 1 high school, to be exact. This will also have direct implications on how general music is set up in the district. Currently, our students K-6 receive 60 minutes of music instruction each week. The music teachers of the district have been pushing for years (around 35, to be exact) for students to receive 90 minutes of music instruction each week, to be on par with what students in other districts around the state receive. With a new high school on the horizon, it looks as though our middle schools will soon be moved to a grades 6-8 set up rather than the 7-9 that they currently are, and that the 90 minutes might actually become a reality.
In addition to the "minutes" issue, an additional, but related, debate that is raging is this: Should the 6th graders still receive general music, even when they're moved up to the middle school? If so, how should it be structured? My concern is that general music would become the "dumping ground" for those 6th grade students not currently enrolled in band, choir, or orchestra; and I do not want to see that happen. Not fair for the students, not fair for the teacher(s). My opposition has stated that since 6th grade currently receives general music instruction, why would we want to take that away from them and give them less music opportunity? My response to that is, give the children 90 minutes each week from K-5 and they'll actually be getting more.
Adding another twist to this, our state legislature, in their most recent session, eliminated language in the century code mandating school districts to include music and art instruction in the curriculum. While our superintendent has very clearly stated she has no intention of eliminating music, the ultimate decision is not up to her--she can advise the school board, but they will have the final say in the matter, should a motion to remove music instruction be made. Am I wrong to think that we, as a team of music teachers, need to tread (somewhat) lightly and choose our battles very carefully?
OK, that's where I'll leave things (for now--ha!) I'll be back later with some specifics as to what's been happening in my classrooms so far this school year.
Saturday, August 25, 2012
Teaching Music on a Cart?!
I actually went shopping with my mom Thursdsay morning (the 16th) to get a few finishing touches for my other classroom. After shopping, we went to school and worked for the rest of the day to get everything completed. I was so relieved when it was done, I think I actually said, "Wow! I feel like a load is just completely off my shoulders now that this is done!" Big mistake.
Fast forward about 24 hours. I'm on our district's website looking for something, and I happen to see that there's going to be a special school board meeting that afternoon via conference call regarding the huge influx in enrollment in our city. As I continue to read, I see that the classroom I had just finished shopping for and putting together was going to be turned into a general classroom. As in, I had to move out of my room and onto a cart.
Long story (somewhat) shorter, the numbers in our school bounced around for about the next four days and I didn't have a definite answer as to whether I got to stay in my classroom or not until Tuesday, and we started with our kiddos on Thursday. So, as of now, I'm still in my classroom (PTL!), but that could change if we have any more little ones move into our school zone.
So, I guess what I'm asking is this: For those of you out there teaching music on a cart, please send some helpful tips, suggestions, strategies, etc. my way. (For example, do you have a special cart? Or did you just have to use any old cart they found for you?) I do a lot with movement, dance, and barred instruments in my classroom, so I'm not even sure yet how I would begin to address those concepts without my own classroom space. I just want to be prepared in case I end up needing to move out before this school year is over or at the beginning of next school year.
Thank you so much in advance!
Saturday, July 28, 2012
Mary Poppins Activity Pack
If your kiddos at school are anything like mine, by the time May rolls around, they've started to check out! I've spent the last couple of years putting together a "May is Musical Month!" theme in my classroom. It's important that our students are introduced to the world of musicals, but I don't feel they should just be plopped down in front of a TV for two weeks' worth of music class. While watching the musical, they should also be involved in standards-based activities. And especially if you're showing a musical in May, what better time to have "year-in-review" activities that tie into the musical?
That premise brought me to this: A complete activity pack for "Mary Poppins"! If you look back at previous posts, you'll see how my whole "Let's Go Fly a Kite" lesson came to be. I used the inspiration from that lesson to create my "Let's Go Fly a Kite" mini-unit available on Teachers Pay Teachers, and from there the ideas just kept flowing. The activities in the "Mary Poppins" pack review some of the big concepts we talk about in 2nd grade: dynamics, mood, basic standard rhythm notation, beats in sets of 3, and basic form (such as AB).
The "Mary Poppins" pack contains new lessons & activities as wells as the lessons & activities found in "Let's Go Fly a Kite". It's available now in my Teachers Pay Teachers store--enjoy!
That premise brought me to this: A complete activity pack for "Mary Poppins"! If you look back at previous posts, you'll see how my whole "Let's Go Fly a Kite" lesson came to be. I used the inspiration from that lesson to create my "Let's Go Fly a Kite" mini-unit available on Teachers Pay Teachers, and from there the ideas just kept flowing. The activities in the "Mary Poppins" pack review some of the big concepts we talk about in 2nd grade: dynamics, mood, basic standard rhythm notation, beats in sets of 3, and basic form (such as AB).
The "Mary Poppins" pack contains new lessons & activities as wells as the lessons & activities found in "Let's Go Fly a Kite". It's available now in my Teachers Pay Teachers store--enjoy!
Tuesday, July 24, 2012
Balance. And by that I mean I spent...
...the better part of today with an iced coffee in one hand and a precious 3 year-old's hand in the other.
I feel totally motivated to get up each morning and work in my classroom(s), work on some new lessons/units, and pretty much do my prep work for the upcoming school year. But then, all the motivation/creativity (insanity maybe?) hits me all at once and I. feel. frozen. It's like there's too much swirling around in my brain to just stay focused on one thing at a time and get them done.
And then I realize I have a few more projects I want to finish around the house before summer's over. Summer's over? Oh my word--summer's quickly disappearing! I better get going on school work! Wait--NO! Finish house projects. Wait--NO! Ignore house, ignore school--play with daughter. Daughter wins.
I can panic about the house and school each and every mid-summer. Little Miss will only be little once.
Daughter wins, everytime :)
I feel totally motivated to get up each morning and work in my classroom(s), work on some new lessons/units, and pretty much do my prep work for the upcoming school year. But then, all the motivation/creativity (insanity maybe?) hits me all at once and I. feel. frozen. It's like there's too much swirling around in my brain to just stay focused on one thing at a time and get them done.
And then I realize I have a few more projects I want to finish around the house before summer's over. Summer's over? Oh my word--summer's quickly disappearing! I better get going on school work! Wait--NO! Finish house projects. Wait--NO! Ignore house, ignore school--play with daughter. Daughter wins.
I can panic about the house and school each and every mid-summer. Little Miss will only be little once.
Daughter wins, everytime :)
Tuesday, July 10, 2012
Another New Item on TpT!
Just a quick note for today--I just added a new item to my Teachers Pay Teachers store!
It's a unit I do with my 3rd graders every Spring that introduces the concept of absolute pitch with an emphasis on Mozart.
Enjoy!
It's a unit I do with my 3rd graders every Spring that introduces the concept of absolute pitch with an emphasis on Mozart.
Enjoy!
Monday, July 9, 2012
New/Updated Items on Teachers Pay Teachers!
Hello and Good Monday Morning!
I just wanted to let you know that I've added a new item to my Teachers Pay Teachers store and edited a previously-existing one!
The new item is entitled "Planning for Music Programs". It's a mini-collection of documents to help keep your program planning organized. It also provides an at-a-glance rerference of the program for future reference. I have a binder containing the printed programs from all of the music program performances I've done over the last however many years, but it's impractical to lug around! This "Planning for Music Programs" collection is especially helpful for someone like me who travels between multiple schools and may forget when I last performed which program where....ha! It would also be very easy to pull this up and give it to the new music teacher in your school if you're moving to a different building....not that I'm in that boat or anything! ::wink, wink::
The newly-edited product is my "Documentation Helpers". It was previously a Word document; it's now a PDF. I loved the font I used when I created it in Word, but unless you all have downloaded the same font, it wouldn't download as I created it. So, I made it a PDF instead so that you can see what I originally inteded it to look like! No matter what I've tried, though, I can't get the thumbnail preview to show the correct font and I'm not sure why. I'll keep working on it, but rest assured--the complete download is correct! This one was a free download before, (and still is), so if you'd like to re-download it; no worries!
I've got a few more lessons/packets in the works, so hopefully I'll have even more in my store soon!
Have a great start to your week!
I just wanted to let you know that I've added a new item to my Teachers Pay Teachers store and edited a previously-existing one!
The new item is entitled "Planning for Music Programs". It's a mini-collection of documents to help keep your program planning organized. It also provides an at-a-glance rerference of the program for future reference. I have a binder containing the printed programs from all of the music program performances I've done over the last however many years, but it's impractical to lug around! This "Planning for Music Programs" collection is especially helpful for someone like me who travels between multiple schools and may forget when I last performed which program where....ha! It would also be very easy to pull this up and give it to the new music teacher in your school if you're moving to a different building....not that I'm in that boat or anything! ::wink, wink::
The newly-edited product is my "Documentation Helpers". It was previously a Word document; it's now a PDF. I loved the font I used when I created it in Word, but unless you all have downloaded the same font, it wouldn't download as I created it. So, I made it a PDF instead so that you can see what I originally inteded it to look like! No matter what I've tried, though, I can't get the thumbnail preview to show the correct font and I'm not sure why. I'll keep working on it, but rest assured--the complete download is correct! This one was a free download before, (and still is), so if you'd like to re-download it; no worries!
I've got a few more lessons/packets in the works, so hopefully I'll have even more in my store soon!
Have a great start to your week!
Friday, July 6, 2012
Moving, Settling, Decorating...
As I mentioned in an earlier post, one of my schools for next year is changing. Which, of course, means moving! I spent the afternoon of the 4th with my parents, loading up my dad's pick up with my things from my classroom at school R, and taking them to my new school (which I'll identify as H). While I'm happy about the move and the opportunities it will provide, I must admit it was a little sad turning off the lights and closing the door at R for the last time. The room just looked so empty and bare. I know it will soon be home to a new teacher and will look like a fun place to make music again, but still. I actually met up with the new music teacher for R, and she's going to be great. It just felt so strange to be showing her around the school and showing her where all of the sound equipment is, how the stage and riser set-up works for programs, etc--almost like an out-of-body experience.
Then there's H. Oh, my. It's a small room with very little storage and even fewer instruments. My principal told me to put together a wish list, so wish list I did! There are currently only 3 barred instruments (each about 30-35 years old), 4 hand drums, and a variety of maracas, jingle bells, a few guiros, and a set of temple blocks. I also have a box of ukeleles, which I've never taught, but may have to start! It will definitely be an adventure, that's for sure! I've decided to use owls as my theme for my new classroom and found these super cute owls from Trend Enterprises. They've got bulletin board trim, welcome posters, stickers, and just about anything else you can imagine.
I've also been on the look-out for super cute owls around town, and hit the jackpot at one of our local boutiques. I can't wait to get the room all decked out with these colorful, quirky owls! Decorating my classrooms is one of my favorite things--it's in my blood. My mom taught elementary school for over 35 years and loves coming up with decorative themes as much as I do. She even found this fantastic black-and-white set from Creative Teaching Press at our local school supply store and almost bought it. Then she remembered she's been retired for 3 years and doesn't need it. Ha!
Now I've been bitten by the bug and am thinking about re-doing my entire classroom at P, as well. It's currently done in a butterfly theme, which I love, but I think it's time for a change. I found these from Trend Enterprises and am feeling totally inspired. I'm seriously considering a complete make-over! What do you think?
I can't wait to show you both classrooms once they're all finished and put together!
Then there's H. Oh, my. It's a small room with very little storage and even fewer instruments. My principal told me to put together a wish list, so wish list I did! There are currently only 3 barred instruments (each about 30-35 years old), 4 hand drums, and a variety of maracas, jingle bells, a few guiros, and a set of temple blocks. I also have a box of ukeleles, which I've never taught, but may have to start! It will definitely be an adventure, that's for sure! I've decided to use owls as my theme for my new classroom and found these super cute owls from Trend Enterprises. They've got bulletin board trim, welcome posters, stickers, and just about anything else you can imagine.
Now I've been bitten by the bug and am thinking about re-doing my entire classroom at P, as well. It's currently done in a butterfly theme, which I love, but I think it's time for a change. I found these from Trend Enterprises and am feeling totally inspired. I'm seriously considering a complete make-over! What do you think?
I can't wait to show you both classrooms once they're all finished and put together!
Tuesday, June 26, 2012
In Praise of The Pioneer Woman's Perfect Iced Coffee
http://thepioneerwoman.com/cooking/2011/06/perfect-iced-coffee/
The above image is that of The Pioneer Woman's Perfect Iced Coffee. Can't ya just taste it?
If you're anything like me, coffee is one of your staple beverages. I love my daily coffee so much it's almost sinful. I even have a seasonal rotation of what (and how) I drink it. For summer, nothing beats iced coffee. But, let's face it: I can't be making trips to Starbucks every single day or there's no way I could afford to buy groceries. Or shoes. Anyway, I found this great post on The Pioneer Woman's blog and it was a game-changer. I lurve, lurve, lurve this recipe for iced coffee. Somedays I add sweetener, somedays I don't; but anyway you drink it, it's fantastic.
Click the link and get brewing--you'll be so glad you did!
If you're anything like me, coffee is one of your staple beverages. I love my daily coffee so much it's almost sinful. I even have a seasonal rotation of what (and how) I drink it. For summer, nothing beats iced coffee. But, let's face it: I can't be making trips to Starbucks every single day or there's no way I could afford to buy groceries. Or shoes. Anyway, I found this great post on The Pioneer Woman's blog and it was a game-changer. I lurve, lurve, lurve this recipe for iced coffee. Somedays I add sweetener, somedays I don't; but anyway you drink it, it's fantastic.
Click the link and get brewing--you'll be so glad you did!
Vacation
Anyway, wow, has this teacher taken the word "vacation" to heart! I have not stepped into either of my classrooms or done any planning in a good solid month. I did take a 4-day long seminar for graduate credit (and it was incredible!), but other than that, I've been able to do my favorite full-time job: be Mama. We've played and imagined and pretended our way through most of June. My sweet girl's 3rd birthday was last week Friday, so we're just coming down from the birthday party high.
Last week did snap me somewhat back into reality, however: I found out my second school will be changing, so I need to move out of where I currently am and move into a new set of digs. I think it will be a positive change, but it's always hard to leave a school "family." I also need to complete my set of lessons for the seminar I attended last week, and I'll be honest-- I'm beginning to get a bit of a creative "itch" and would like to get to work on some more lessons and units soon.
Until then, I'm off to play "grocery store" with my baby girl and then get supper ready. (I forgot how much I can actually enjoy cooking when I'm not in a rip-roarin' hurry during the school year!) After that, some pirate ship water table action on the back deck until the sun goes down...
Tuesday, May 15, 2012
Dropping in...
Just a quick "Hello! How are ya?" for today. As you teachers know, the last couple weeks of school can be sheer madness. I've been busy finishing up my programs, marching in the annual Band Night Parade, and trying to finish up assessments and end-of-the-year units. More updates to follow--for now it's time to wrap-up my "Mary Poppins" unit with second grade. Have a great week!
Sunday, April 29, 2012
Teachers Pay Teachers
Hi, everyone! I'm so excited to let you know that I now have a store up and running on Teachers Pay Teachers. Just click the "Teachers Pay Teachers" badge here on the blog and it will take you right to it! I only have a few items available right now, but hope to add more soon. Right now you can download my "Let's Go Fly A Kite" lesson mentioned in Friday's blog post for FREE!
In Praise of No Pudge Brownies
So good. I. Cannot. Stand. It. But, are they still considered "no pudge" if you eat the whole pan by yourself...?
Friday, April 27, 2012
What We Did This Week
Can you believe it's May next week?! Part of me is relieved, but part of me is also feeling slightly panicky. How will I ever get everything accomplished that I need to in the next 24 days? Before I dwell on what possibly won't get done, here's what did get done this week:
P: Kindergarten-- still working on that cute program, "Mooncake." Only about a week and a half until performance time!
1st-- We did a fun little lesson called "Whether the Weather" by Lynn Kleiner. It not only includes a cooperative group activity with un-pitched percussion instruments, but also gives the kiddos a chance to work with the difference between the words "whether" and "weather".
2nd-- Ahh! I had a great last-minute lesson idea hit me for the song "Let's Go Fly a Kite." It dawned on me about 10 mintues before they showed up for class, so I scrapped what I originally had planned and did this lesson instead. I can't wait to get it all put together and share it!
3rd-- Wrapped up our "Peter and the Wolf" unit. Next week we will begin to explore mariachi!
4th-- Finished up our "John Kanaka" project with some recorder improvisation. They kiddos really had fun with this one!
5th-- Ugh....remember last week when I mentioned I was worried about their blues unit assessments? My fears were realized. I think I'm going to have to do a separate post on this one--advice/suggestions will be needed!
6th-- We finished viewing "The Sound of Music" and are now moving into the group project phase of the unit. I also want to get all of my stuff put together for these unit lessons and share with you.
R: Kindergarten-- same as P, but their program performance isn't for about 3 more weeks.
1st-- Finished "Wildlife Symphony" and spent a good chunk of time reviewing classroom procedures. What is it about this time of year that makes those little stinkers totally throw rules and procedures out the window?!
2nd-- Finished watching "The Orchestra" and read the book "The Remarkable Farkle McBride" by John Lithgow. I absolutely LOVE using this book to help introduce the instrument families of the orchestra.
3rd-- We're continuing our work with absolute pitch. They read from notation and played on barred instruments the Mozart melody used for "Twinkle, Twinkle Little Star"/"ABC Song"/"Baa Baa Black Sheep." They caught on so quickly--I was so proud! Next week they'll begin composing their own melodies.
4th-- Same as 4th grade at P.
5th-- Unfortunately, same results as at P. Like I said--gonna need a separate post on this one. :(
6th- We're about a day behind my 6th graders at P for "The Sound of Music" unit. They'll finish viewing the movie on Tuesday and will begin the group project Thursday.
I'll be back soon seeking your wisdom and advice on what to do about my 5th Grade, erm, "blues". (Uff--bad pun......) Have a great weekend, everyone!
P: Kindergarten-- still working on that cute program, "Mooncake." Only about a week and a half until performance time!
1st-- We did a fun little lesson called "Whether the Weather" by Lynn Kleiner. It not only includes a cooperative group activity with un-pitched percussion instruments, but also gives the kiddos a chance to work with the difference between the words "whether" and "weather".
2nd-- Ahh! I had a great last-minute lesson idea hit me for the song "Let's Go Fly a Kite." It dawned on me about 10 mintues before they showed up for class, so I scrapped what I originally had planned and did this lesson instead. I can't wait to get it all put together and share it!
3rd-- Wrapped up our "Peter and the Wolf" unit. Next week we will begin to explore mariachi!
4th-- Finished up our "John Kanaka" project with some recorder improvisation. They kiddos really had fun with this one!
5th-- Ugh....remember last week when I mentioned I was worried about their blues unit assessments? My fears were realized. I think I'm going to have to do a separate post on this one--advice/suggestions will be needed!
6th-- We finished viewing "The Sound of Music" and are now moving into the group project phase of the unit. I also want to get all of my stuff put together for these unit lessons and share with you.
R: Kindergarten-- same as P, but their program performance isn't for about 3 more weeks.
1st-- Finished "Wildlife Symphony" and spent a good chunk of time reviewing classroom procedures. What is it about this time of year that makes those little stinkers totally throw rules and procedures out the window?!
2nd-- Finished watching "The Orchestra" and read the book "The Remarkable Farkle McBride" by John Lithgow. I absolutely LOVE using this book to help introduce the instrument families of the orchestra.
3rd-- We're continuing our work with absolute pitch. They read from notation and played on barred instruments the Mozart melody used for "Twinkle, Twinkle Little Star"/"ABC Song"/"Baa Baa Black Sheep." They caught on so quickly--I was so proud! Next week they'll begin composing their own melodies.
4th-- Same as 4th grade at P.
5th-- Unfortunately, same results as at P. Like I said--gonna need a separate post on this one. :(
6th- We're about a day behind my 6th graders at P for "The Sound of Music" unit. They'll finish viewing the movie on Tuesday and will begin the group project Thursday.
I'll be back soon seeking your wisdom and advice on what to do about my 5th Grade, erm, "blues". (Uff--bad pun......) Have a great weekend, everyone!
Sunday, April 22, 2012
In Praise of the Black Yoga Pant
***This post is for my colleague, friend, and fellow yoga pant-enthusiast, Lindsey***
Ok, while this isn't really related to teaching, I just needed to take a moment to sing the praises of one of my fashion obsessions as of late--the black yoga pant.
I currently own 3 pairs, including the one pictured above, and let's be honest-- I rarely do yoga in them. What do I do while wearing them? Umm, let's see: Run errands, clean the house, go to Starbucks, lounge around, and yes, I'll confess-- I've even rocked them at work a time (or seven....) Pair 'em with my too-cute & ultra-comfy black Merrell's, do some layering with a cami and long-sleeved T, wrap a stylish scarf, and top it all of with a vest ('cause you know it's still chilly up here on the prairie) and voila! While most days I'm pretty dressed up--heels and all-- some mornings, you just can't do it. My yoga pants are my go-to for a comfy, yet not sloppy way, to get through a bad case of the "Monday's". Or "Thursday's". Or whichever day has me dragging the most during the week!
So, what's your "survival outfit" for a rough week?
Saturday, April 21, 2012
What We Did This Week!
I want to try and keep regular updates as to what's going on in my classroom. Feel free to comment and share ideas! Since I teach at two different schools, I'll just identify them as School "P" and School "R". P has two sections of each grade K-6 and R has one of each. I also have 6th grade beginner band at P. So here goes!
P: Kindergarten--We're preparing for their upcoming program. It's super cute-- it's based on the Frank Asch book "Mooncake." It's actually part of our 1st grade curriculum series, but with a little tweaking on the dialogue, it's perfect for my Kindies. My sweet husband is even going to build me a little rocket ship!
1st-- They just finished up their program, "A Barnyard Moosical." It's so great--if you've never done it, I highly recommend it! So to celebrate, we watched "Wildlife Symphony."
2nd-- We just added whole notes and whole rests to our rhythm vocabulary. They composed their own 8-beat rhythm patterns earlier this week and then on Thursday we played a rousing game of "Rhythm Bingo." They were so excited to finally be able to play on the "Level B" side instead of the easier "Level A!"
3rd-- Ahh, "Peter and the Wolf." One of my favorite units for 3rd grade! I purchased a great "Peter and the Wolf" unit by Debra Lindsay via Music in Motion a couple of years ago. I use it in conjunction with a "Peter and the Wolf" story book/CD combo by Peter Malone. Once we finish up all of our activities, we watch the Chuck Jones version of the movie.
4th-- Syncopation is the name of the game in 4th right now. We've done some great activites and songs out of our curriculum series and out of Music K8. We left off on Friday by beginning a big movement/body percussion/instrumental project using the folk song "John Kanaka."
5th-- Wrapped up our "Blues" unit and took the written assessment. I have to admit, I'm a little worried about how well they grasped this one. But, that could be another post in and of itself! The majority of the kiddos didn't complete the assessment on Friday and will need to finish in class on Monday. We'll see how they did then, I guess...
6th-- "The hills are alive........!" We're smack in the middle of the big "The Sound of Music" unit I do each Spring with 6th grade. We're almost done viewing the musical. I actually set the stage for this unit in the first trimester of 6th grade when we begin examining how to build major scales. (Did you just start singing "Do Re Mi" in your head? Ha!) I love, love, love teaching this unit and want to share it with you all later!
R: Kindergarten-- Same as at P.
1st-- They just performed their program on Thursday evening. We did "Bugz" by John Jacobson & John Higgins. I did that one with my firsties at P a few years ago and absolutely loved it. This crew of kiddos is a little bit more......how shall I say......challenging than the last time I did that show. We did get from start to finish, however. So, I'm going to count it as a victory!
2nd-- They were combined with 1st grade for the program. This class is undoubtedly my biggest challenge this year.
3rd-- They're going to be starting work with absolute pitch. I did a great activity that I received from another music teacher in our district that incorporates the treble clef into an art project. It's one of my faves because the kiddos get to really let both their musical and artistic talents shine.
4th, 5th, & 6th-- Same as at P, just a little further behind in the unit process.
Hope you enjoyed this little "sneak peak" into what's going on in my classrooms! Enjoy the rest of your weekend!
P: Kindergarten--We're preparing for their upcoming program. It's super cute-- it's based on the Frank Asch book "Mooncake." It's actually part of our 1st grade curriculum series, but with a little tweaking on the dialogue, it's perfect for my Kindies. My sweet husband is even going to build me a little rocket ship!
1st-- They just finished up their program, "A Barnyard Moosical." It's so great--if you've never done it, I highly recommend it! So to celebrate, we watched "Wildlife Symphony."
2nd-- We just added whole notes and whole rests to our rhythm vocabulary. They composed their own 8-beat rhythm patterns earlier this week and then on Thursday we played a rousing game of "Rhythm Bingo." They were so excited to finally be able to play on the "Level B" side instead of the easier "Level A!"
3rd-- Ahh, "Peter and the Wolf." One of my favorite units for 3rd grade! I purchased a great "Peter and the Wolf" unit by Debra Lindsay via Music in Motion a couple of years ago. I use it in conjunction with a "Peter and the Wolf" story book/CD combo by Peter Malone. Once we finish up all of our activities, we watch the Chuck Jones version of the movie.
4th-- Syncopation is the name of the game in 4th right now. We've done some great activites and songs out of our curriculum series and out of Music K8. We left off on Friday by beginning a big movement/body percussion/instrumental project using the folk song "John Kanaka."
5th-- Wrapped up our "Blues" unit and took the written assessment. I have to admit, I'm a little worried about how well they grasped this one. But, that could be another post in and of itself! The majority of the kiddos didn't complete the assessment on Friday and will need to finish in class on Monday. We'll see how they did then, I guess...
6th-- "The hills are alive........!" We're smack in the middle of the big "The Sound of Music" unit I do each Spring with 6th grade. We're almost done viewing the musical. I actually set the stage for this unit in the first trimester of 6th grade when we begin examining how to build major scales. (Did you just start singing "Do Re Mi" in your head? Ha!) I love, love, love teaching this unit and want to share it with you all later!
R: Kindergarten-- Same as at P.
1st-- They just performed their program on Thursday evening. We did "Bugz" by John Jacobson & John Higgins. I did that one with my firsties at P a few years ago and absolutely loved it. This crew of kiddos is a little bit more......how shall I say......challenging than the last time I did that show. We did get from start to finish, however. So, I'm going to count it as a victory!
2nd-- They were combined with 1st grade for the program. This class is undoubtedly my biggest challenge this year.
3rd-- They're going to be starting work with absolute pitch. I did a great activity that I received from another music teacher in our district that incorporates the treble clef into an art project. It's one of my faves because the kiddos get to really let both their musical and artistic talents shine.
4th, 5th, & 6th-- Same as at P, just a little further behind in the unit process.
Hope you enjoyed this little "sneak peak" into what's going on in my classrooms! Enjoy the rest of your weekend!
Welcome!
Welcome to "Wild About Elementary Music!"
If you're like most teachers I know, your brain probably operates in terms of "School-Year Calendar" rather than the traditional "January-December." I'm no exception, but this 2011-2012 school year has been so full of change (both good and bad), life lessons (also both good and bad), and inspiration. I just couldn't wait to start capturing moments and ideas and putting them all in one place.
Enjoy your stay, and please--add your voice to the conversation! Are you already thinking about all things you're going to do in your classrooms for next year? :)
If you're like most teachers I know, your brain probably operates in terms of "School-Year Calendar" rather than the traditional "January-December." I'm no exception, but this 2011-2012 school year has been so full of change (both good and bad), life lessons (also both good and bad), and inspiration. I just couldn't wait to start capturing moments and ideas and putting them all in one place.
Enjoy your stay, and please--add your voice to the conversation! Are you already thinking about all things you're going to do in your classrooms for next year? :)
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