Kindergarten Music

 Recently I polled  teachers on social media asking what teachers needed the most. It seems a lot of people struggle with those sweet, other-worldly Kindergarteners! Others wanted singing games and canons, so for the next two weeks (at least) I will posting twice a day on my socials - insta/tiktok -@aimee_ofortunaorff. 

 Today, we will chat about Kindergarten. Oh, how I love these little special people. If I had to pick three words to describe Kinders it would be: 1. Adorable 2. Chaotic 3. Curious. 

 The songs, rhymes, movement experiences, and instrument play in Kindergarten form the foundation for all other musical experiences that will happen in later years. Musical concepts of rhythm, melody, form, expression, and harmony originate and are explored through the active musical experiences in Kindergarten. Students also learn crucial skills about interacting with others, following rules and procedures, and making music in a collaborative ensemble. 

Structure 

Structure and routine is oh-so necessary for our Kindergarten wee ones, and so is leaving room for exploration and play. Clear and consistent routines, expectations, and an organized learning environment help our little musicians develop self-control, manage emotions, reduce anxiety, and focus on learning. See more here. So, what does that look like in our music classrooms? Maybe something like this: 

Greeting/Walking In/Sitting Down 

Each of these has musical opportunities- even the music you may have playing as students walk in and sit down - maybe it is a song they have sung before, or maybe it is something you will use in the lesson or in a lesson to come. Maybe there is a rhythmic element you want the students to refer back to - there are so many playful and musical possibilities.

Beat & Melodic Exploration 

*The links below are videos - I would love to have embedded them here but unfortunately, blogger did not like it when I did that! 

Knees a Knees a Pizza Pie is a steady beat activity we use to start each music lesson. 

Movement and Name Song

Where is ____ Show Us Your Moves This is one I use after Knees a Knees a.

Reaction Training Games

Walk, Run, and Stop Dalcroze Game This is an activity that becomes a game and we do this at the beginning of each music class after Knees a Knees a.

More Fingerplays and Ways to Extend Them into Other Grades

Simple Songs, Fingerplays, Games, Dances & Instrument Play

Imitation, and Exploration 

Here is one example. There are so many available resources for Kindergarten!

I hope all of this is helpful!

Name Games Repost

Hello everyone! I hope you have all had a great summer! Mine was a mix of yin and yang with an amazing trip to Japan and coming home to learn our sweet dog, Mo (Mozart) had passed away. He was my baby and I loved him so very much. It has been a time of so much sadness while also processing this amazing trip to such an incredible place on the other side of the world. School begins next Thursday and today was our first day back with meetings. I am ggetting ready for the first couple of weeks with lots of name games. Here is a post with a bunch of name games and songs. Enjoy!

Repetition and PLAY in the Music Classroom

 Hi friends,

Hope you are doing well. 

Let's talk repetition in the music classroom today! 

True, right?  Why is that? When new things are introduced, there is often a sense of wonder as their brains make sense of the new information. 

Humans learn by experience, not by someone telling them ABOUT that thing. Why do we go on vacation to see something? Because seeing means something different - it means DOING, not really seeing. The act of seeing the Grand Canyon or the Giza Pyramids isn't the same as seeing it on TV. We can't smell the smells, taste the food, or feel the sun on our face or the wind in our hair. It isn't an authentic experience without action. Hearing about a good isn't the same as reading it ourselves. The experience is deeper. 

As students repeat an activity, they process again and again and move from experiencing to anticipating, from understanding basic musical concepts to exploring the activity to the fullest sense possible.  They discover their own musicality as they imitate and eventually create new songs. 

Repetition:

• Helps language development.
• Ensures emotional comfort (predictability).
• Assists in concept attainment as they learn something new each time.
• Feeling of mastery improves self-confidence.

Check out this post about the power of repetition.

Play is equally important for young children and as music teachers we know about its value in our classrooms. 

Play:

• Improves children's abilities to plan and organize.
• Assists in children's emotional regulation and helps them get along with others.
• Helps with language, math and social skills.
• Helps children cope with stress. 

Mister Rogers perhaps put it best:

Check out this post for more about the Power of Play.

Here is a video from me about Repetition and Play in the music classroom. 

Enjoy!

Behavior Reboot

 Behavior. Say that word to any teacher this school year and you will get a multitude of responses and emotions including hands thrown up in the air, eye rolls, shaken heads, and sighs of frustration, disappointment, and discouragement.

How many of us are feeling the effects of Covid in our classrooms? Every. Single. One of us. And it isn't their fault - it seems we pressed the "pause" button on child development in March of 2020. You have probably seen the meme about the last time our fourth graders had a normal school year - they were in FIRST grade. Our second graders have NEVER had a normal school year. Once back from Remote Learning students came back into schools that tried to make them sit in desks, work in groups, walk in lines, be present, focused, on task, be around other children, with or without masks, and expect no differences.  Our students have been impacted by all of this in ways we cannot possibly understand. We can understand what we understand, but we need to understand we will never truly understand. We are not children who have been through what our children have been through. 

Students who have never been in a school before. Students who don't know how to lock the door on the bathrooms because they have never been in a public restroom. Students who don't know how to line up, even after 3 months of being in school. Students who don't know how to be around other children or in large groups, or work in a small group. We have probably all seen or know someone who has seen students tearing things off walls, throwing chairs, running out of classrooms, screaming, arguing, or just falling apart.  

They are trying to tell us something. Maybe we need to

That means we have more opportunities to show consistent and positive kindness and love, to set consistent and positive boundaries, to figure out how to love on those "prickly" kids, and to help our students be their best selves. 

 

It also means to expect the unexpected.

With the winter break it is now time for a Behavior Reboot in 2022.

With each class:

• Before the class even comes in - are YOU ready? Are your materials close at hand, do you have a backup plan in case the lesson goes sideways? Do you have some pocket songs or books nearby you can sing or read in case that is what the class needs?
• Are YOU centered and focused? I find that closing the door before the children come in the room and taking a 30 second inventory - closing my eyes, taking 3 deep breaths, setting an intention of positivity, care, and kindness, helps me enormously to feel grounded. 
• Are YOU prepared to meet the children where they are? If they come in hyped up on sugar are you ready to do the Seven Jumps dance (my next post will be on how I use this dance - it's not the traditional one) or something else to get the wiggles out?  This helps in leading them down the path to where we need for them to be. Doing so is purposeful yet playful, and encourages relational teaching and builds community.
  Enforcing immediate compliance without time to transition into your class is similar to a prison guard trying to re-establish control during a prison riot and can lead to you and the students being at odds.
• Set clear expectations and boundaries. Then set them again. And again. KEEP those lines drawn. What I say is what I mean and what I mean is what I say. The consequence may be different for different children and that is OK- fair and equal are not the same.  Part of this is knowing your students and being relational. A child who is trying to get away with behavior is not the same as a child who is acting out of anger or frustration. A child with mental health challenges is not the same as a child who is sneaky and manipulative.
• What is your lesson flow or structure? Children, like adults, thrive with routine and structure. That doesn't mean there is rigidity and inflexibility. Here are some ideas for the first 5 minutes of class. Here are some ideas for the last 5 minutes of class or for when you need an additional quick activity. 
• When difficult behaviors happen, don't get in a power struggle. Just don't. It doesn't work for you OR the child.
• Be the investigator - what does this student need? Do they need a chance to feel successful? Do they need to be a helper and turn lights on or off or get things for you in the classroom? Do they need a time out or a time in? Are they overstimulated - Do they need a quick trip to get a drink of water/go to the bathroom? Do they need a side hug or just to be told they are not in trouble or that you care about them? 
• Remember we teach children. Say it with me. I teach children. I teach tiny humans. Then say, "I teach tiny humans music."  When teachers say, "I teach music" it takes out the human element. We teach music to children, but we teach children first.  
• If what you are doing isn't working, put on the investigator/experimenter hat and try something different. Talk to classroom teachers to find out what is working for the class or specific children and try, try again. 
• Also, it's important to say we as teachers are going through a lot. A LOT. A LOT A LOT A LOT. Take your mental health as important as you would a serious physical illness. Take a walk, do yoga, get a massage, cry, play piano, sing, journal, see a counselor, talk to someone, ask for a hug. DO the things you need to and don't feel you have fall on your sword as a teacher - you matter, your life matters, your health matters. Teaching is not more important than you. Prioritize your health and well being. 

Please know I'm always here for you.

Much affection, best always.

Zoom and Face to Face Music Games

 I began compiling these a few months ago and modifying them for music classes. These are SO fun and I wanted to put them into card format to make them more user-friendly.There are also some empty cards for you to write your own games.  

Click here to download them as a pdf. 

Enjoy!  

What We CAN Do and Moving Forward

Can you relate to the question marks above?  I think many of us are stumbling forward with Remote/E/Distance Learning but also looking to next school year and asking the question of "What will that look like?"
Are you feeling the pressure of all this uncertainty?  Take a moment and watch and listen to Jimmy Fallon and crew (with pots, pans, glasses, even a toaster as instruments) perform Under Pressure:

We are all wondering and there are no clear answers. If you would like to see me talk about this, head over to these links - technology was not my friend today, so it is in two parts.

What We CAN Do Now and Moving Forward, Part 1: 

https://www.facebook.com/ofortunaorff/videos/292163971950026/

Part 2:

https://www.facebook.com/ofortunaorff/videos/576850692962689/

Here's What We Know

• Virus is not going away.
• Singing can be dangerous -Webinar:  What Do Science and Data Say About the Near Term Future of Singing with National Association of Teachers of Singing (NATS), the American Choral Directors Association (ACDA), Chorus America, Barbershop Harmony Society, and Performing Arts Medical Association (PAMA).

• Comparing your lessons to others creation of padlets, flipgrids, SeeSaws, Google Slides, Google Classrooms, and Virtual Classrooms damages your

1. Sense of Self
2. Doesn't Help You Get to Your Goals
3. Limits You

• Next year may include a mix or one of these teaching realities: remote, streaming live from our classrooms, face to face with small groups in our classrooms, face to face with large groups,  traveling on a cart, with a mask, without a mask, with a face shield, without a face shield, seeing our students on a different schedule, remote one week or day, face to face the next, etc.

We Also Know

We are creative.

We want to be relational with our students.

We will teach children.

We will teach children music.

We will teach the elements of music; rhythm, harmony, melody, form, and expressive qualities. 

Things to Consider

 Some things will be more important than ever - a focus on social/emotional learning. Students will need music to heal, to celebrate, and to move forward in a positive way.  

Structure and routine.  Students will have been out of school and away from tradition, routine, and socialization for almost six months. It will be a time of re-learning, particularly for our youngest students, and our more vulnerable students. 

Moving Forward

So, what can we do now?  SO much!!!Think about what you want your Kindergarten, Fifth Graders, ________ to know about one element of music - rhythm, for example.  What would you normally teach your students to prepare division of beat?  A song?  Ok - If we are unable to sing the song together due to restrictions, make a recording of yourself singing the song to play during the class. Students can sing the song "in their heads and hearts". Perhaps they can sing specific words or the highest, lowest or "home" pitch.  Learn the song the same way you normally would- maybe you record yourself teaching the song by rote in sections with space for students to sing "in their heads and hearts" until they can lip sync the whole song. Now of course, that is not the best and it will be awkward at first, but we are moving forward, right?  Then maybe you may have had students keep the beat with the song - use body percussion or non-locomotor movement- jump, twist, wiggle, sway, etc.  Perhaps students clap the "way the words sound". Then maybe you had them play instruments. Uh oh- sharing may be problematic due to virus.
But wait - what if each student brings in an empty oatmeal box, 4-5 pairs of chopsticks, and 2 plastic eggs filled with pennies, plastic beads, paperclips, etc. (no food items- bug/insect/vermin issue).  If parents are unable, others could donate. No plastic eggs?  Oriental Trading has 144 for less than $5.00. The best part - everything goes INSIDE the oatmeal box, AKA drum. These would be stored in classrooms along with art supplies, etc. They do not take up much space and everything for music class goes inside the oatmeal box. Play with lid only, use chopsticks as mallets or create rhythms using chopsticks as manipulatives or use as conducting batons, tap together for light wood sound, etc. 

  

Hopefully, you are getting the point here - we can still teach music!!! No, it won't be the same. Grieve that, mourn it, and choose to move forward.  

Technology

Obviously, there is some amazing tech, sites, and apps available to many of us that we will continue to use remotely or face to face.   

 If your students will not be able to use barred instruments next year or you are on a cart AND your students have access to tech in their rooms, Brent Geyer has created some fabulous internet based virtual xylophones for our students to use. Not an app, nothing to sign up/in, no personal info shared, and beautiful sounding!  Many thanks to Brent for providing these for FREE!!!

Full Diatonic:

https://scratch.mit.edu/projects/388230026

G Major Pentatonic:

https://scratch.mit.edu/projects/395530134/

C Pentatonic:

https://scratch.mit.edu/projects/389122389

F Pentatonic:

https://scratch.mit.edu/projects/395199236

       

   There is a line from my favorite medical drama that is in every episode. The director of the hospital asks a simple, yet powerful question - "How can I help?"  

Let me know.  I may not have an answer, but I am here for you. 

Ukuleles - A Tool for Teaching All Year Long - Part 2

If you missed the first post about ukuleles, check it out here!

When I first started uke I wanted to make ukes another tool, just as we use Orff instruments, drums, triangles, shakers, etc.  I didn't want to have students learn it for a short time then put it away as I don't see the meaning or value in doing that.  In the last post one of the suggestions I made for beginners was to tune up the bottom string from "A" to "C" to make a non-fingered, open string C chord.  This works well while learning proper hold and strumming patterns.
Let's delve a bit more into the "how" to make this a tool:

Dot it Up

When I first started ukuleles I "pish poshed' the idea of using dots but then I started an after school uke club and definitely needed the dots. Why did ever I nix the idea???  These dots made a tremendous difference in my students ability to play chords and move fluidly from one to the next.  I use the Mark -It Dots, available here from Amazon.  The one thing I wished I had done differently was to make my C chord red, F chord green and G chord turquoise or navy blue (more closely aligned with boomwhackers.  This way I can also have students playing the bass note of the chord on boomwhackers for some activities and I like the color consistency.  I am going to change them over the holiday break! 

Beginning of Class

Rhythm Cards - In my class we perform rhythms using rhythm cards and review a short song or two, then do some movement the first 5-7 minutes of class; instead of reviewing rhythms by speaking or through body percussion, half the class performs it with body percussion/spoken rhythms and the other half performs it by strumming (either open strings or fingered "C" chord).  After 4 rhythm cards, switch players. Transitions can often become times for students to talk, but I keep the beat going as I speak a silly tongue twister or rhyme; my youngest students learn that anytime I say, "Eeenie meanie deck a feanie, ooh, ah, alameanie, x, y, coomalatta, x, y, z" or "ock knock, ditty wock, picky picky poo, shimmy gimmy galiminny, you know what to do" or "Intry mintry, tribbledy fig, deema dime-ah, donna dig, howdy pouchy, noma nouchy, olliga bolliga boo", etc. they switch.  Switch Orff instruments with a partner, switch drums with a partner, switch triangles with a partner, and switch ukuleles.  Then I simply say, "one, two, ready, go" and we don't waste time talking or transitioning.  You can use simpler Humpty Dumpty rhymes, too, or sing, "Row, row, row your boat, gently down the stream, until you hit the waterfall, then you start to scream". Or recite Betty Botter or How Much Wood Could a Woodchuck, etc. Have fun with it and you will quickly find your transition times move so much smoother.

If you play "Sol-La-Mi AKA Salami" with solfege - half the class strums a C chord to the beat - if you are working on tempo and need a review- ask one student to lead "andante" until "Sol-La-Mi" when they stop playing. Also consider having a student conduct the tempo.

Review

How many SLM or SM songs do you use?  Probably a LOT, right?  Any time after you have learned a song it is always good to keep that repertoire going; accompany using ukuleles.  Choose a rhythm or have students strum a simple down, up, down, up quarter note beat. 
A few lists to refresh your post- Thanksgiving brain:
SM - Beth's Music Notes
SLM -  Beth's Music Notes
SLMRD - Beths' Music Notes check to make sure Re doesn't happen on a strong beat as that would indicate a chord change is needed.

When playing/singing a song using Orff instruments - particularly pentatonic songs, and especially those pitched in "C", half the class can play the bordun on the instruments and the other half can play the same rhythm on the ukulele. 

Resources

There are SO MANY!!  Check out Bernadette Teaches Music, she is such a tremendous resource with great teaching videos.  Look for her "Ukulele Education Series". Find her on facebook, also, and you can ask questions- she is very quick to answer!
Ukes in General Music is another starting site- with free chord diagrams and other info.
Teachers Pay Teachers (TpT) has so many, from Rainbow Ukulele to  "Sing & Strum Intro and One-Chord Songs".  Many, many others.  Spend some time online and you will find others.

Hopefully that gives you some ideas to get started!
Happy Holidays!

Beat Stays Steady Beat Stays Same, Beat Does Not Ever Change

Well.. it's a nice saying but not entirely true-- the beat sometimes gets faster and rarely gets slower, but it does sometimes change. But let's not confuse the little ones - beat or pulse in a song stays the same. 
There has been a lot of conversation on several facebook groups I subscribe to about using beat buddies AKA beanie babies or stuffed animals filled with weighted beads.  These lovely critters make an appearance in my classroom quite frequently with my littles - I have Junior Kindergarten - 4 and 5 year olds and Kindergarten kiddos who really love them.

1.  Oh the Horse Stood Around

2.  Knees a Knees a Pizza Pie

Here is a previous post of another steady beat activity I use with my youngest students at the beginning of each music class.

3.  Can You Bounce Me?

First Five Minutes of Class

Schedules, shmedules. They can be our best friends or our worst enemies.  My schedule has changed this year; where once I had 2 grade levels a day and taught 3 third grades in a row, then 3 second grades in a row, I now am back to 5 or 6 grade levels a day. Thankfully I do have 5 minutes between, but we all know how quickly that will be eaten up by changing out materials, re-setting the room, dealing with behavior issues and teachers who are late to pick up students.

Here are a few ideas to help in those times of transitions.

1.   Rhythm of the Day 

_{Display rhythm of the day - use a 4 or 8 beat rhythm; could be related to new song or review material.  Students memorize it- whisper to a friend or clap it , patsch knees, etc .  Throughout the class, at various times, say "Rhythm of the Day" and students perform it back using body percussion. Prize/bragging rights/acknowledgement to first person who recognizes it from a song.}

2.   Picture It

_{This is a great idea from my friend Laurie S. I am using it this year for sure!
Music (or video of music) playing as students enter, one of the following four pictures displayed as they are entering the room. Laurie keeps the pictures on a music stand outside her classroom, as students enter they notice which of the cards is displayed.  This could be a "turn and talk"/"think/pair/share" or could be used as a journaling activity if you use writing journals.}

_{Globe - Listen for Location. Where is the music from? What languages are spoken/sung? How do the people use this music in their lives?}

_{Style - What genre of music are they hearing? What kind of sounds and instruments are used?  What is the mood of the music?}

_{? - Solve the Mystery - Is it a capella, is it the star spangled banner, do you hear a certain rhythm, what are the dynamics, etc.}

_{Instruments - What instruments are being heard?  What family of instruments do they belong to. What kinds of materials do they use?}

3.  Figure/Reconfigure

_{Sing a familiar song – Jingle Bells, Happy Birthday, Old MacDonald, etc.  Clap and sing it.  Figure out the rhythm and re-create the rhythm.  Create first couple measures of favorite songs.  Write out measures on white boards then mix up the measures.  Can you sing it?}

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 body/brain 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 sitting 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 Gilbert's site here.
Here is a visual you can use with your students. Initially, I do the movements, once learned, two students at a time lead the Brain Dance.

Here are more specific examples for each movement 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 spine.
Move your upper half.
Move your lower half.
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.

Hello songs, review songs, Songs of the Month etc. are also good ways to establish routines at the beginning of class. Hope you enjoyed these!