Mallet Exploration and Technique

 

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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!

Ukuleles - A Tool for Teaching All Year Long, Part 1

I didn't play ukulele until just a few years ago, and even then I was not really playing anything beyond a C chord.  This is probably true for many of us catching the "wave" of uke in the general music classroom.  I don't teach uke as a "unit" as I am not a "unit" kind of teacher.  I incorporate uke throughout the year, beginning in first grade - yes, really!
Today we begin a short series about ways to use the ukes as a tool in the music room, and incorporate it in a meaningful way throughout the school year.

1.  Define

Before you begin, define your purpose; how will you use ukes?  Will you teach them to one grade level or several?  I know many music teachers who teach ukulele as a unit and extensive as it may be, I personally don't. I prefer to use it as a tool to teach and reinforce concepts and skills.  Think about it more as a vehicle to get in and ride; similar to how we use Orff instruments or classroom percussion; we aren't necessarily teaching the instrument for the sake of the instrument alone, but to learn/reinforce beat, rhythm, melodic direction, harmony, dynamics, etc.
Elizabeth at Organized Chaos has a great post about this and shares several other resources and ideas.
I prefer a ratio of 1:2; one uke for every two students.  Although I am incredibly fortunate to teach in a school with a plethora of instruments, and have enough Orff instruments for each student, I always have students share until students have learned a piece.  Students playing Orff instruments often disengage their singing voices as they are concentrating on what and how to play.  While this is not "always" true, it is often.  With ukulele there are more mechanics involved; correct hold, coordination of strumming, and fingering chords.  That is a lot of coordination for younger kiddos! 
Having a 1:2 ratio leaves half your class as the singers and the other half as instrumentalists. In an upcoming facebook video I will walk you through how to switch instruments quickly without losing focus or beat - the way I do it almost creates a short "B" section!

2.  Deciding What to Buy

West Music has a great blog post about the decision making process called, "Models and Tunings and Sizes, Oh My!  

Shelley at Pitch Publications has a side by side comparison of brands that is extremely helpful!

3.  Things to Consider

Where will your ukuleles be stored? Hanging them is the BEST way to ensure tuning is quick and easy! Mine hang on the wall while I tune and I can get my 13 tuned in about 5 minutes! These wall hangers are what I have. 

I have Diamond Head soprano ukuleles and like any uke, they need at least a week (usually 2) to stretch out after you unbox and hang.  There are lots of "cute" ukes out there- watermelons, sharks, pineapples, colors, etc. I decided to go basic and everyone got the same color - no arguments about who got to play the purple one last class and who hasn't played the blue one yet.

The first couple of weeks you will be tuning daily - trying to get them to the point where they need slight adjustments and not big ones. I really like the Diamond Head - good entry level uke and very affordable - around $30.00 and they stay pretty well in tune after the initial stretch.  I also personally have a Kala concert that I am a little in love with - it is turquoise!! The sound is richer and fuller and the slightly bigger size is a little more comfortable for me. 

4.  Getting Started

A fabulous "go-to" for me is Bernadette Teaches Music.  She is a music teacher with an extensive youtube channel and she is VERY responsive to questions!  Her youtube channel is invaluable - watch the video about Common Beginner Mistakes!  Love the dots on the fingers! This made a huge difference with my students and they love getting sharpie dots on their fingertips.
Definitely put the colored dots on the uke, too- I resisted this until I tried it with my after school ukulele group and it is amazing how much faster their progress was.
This video from Cynthia Lin Music is very detailed with great info about playing using your pointer finger. Her pace is great, and she is very clear!  The two main points in the video are:
1. Using the thumb to get more power and grip.
2. How to position the index finger to get more clarity and control.

5. Basic Strum Patterns 

THIS video from Ukuleletricks.com.  It teaches 5 basic strum patterns, and I appreciate his use of the words "steady beat" and counting in four. Again, great pacing on this video, very clear, and easy for everyone to grasp.

To use this concept with beginners, first tune bottom strings to "C" instead of "A".  When strumming open strings this creates a C chord without needing to worry about coordinating two hands.  Use this combined with strum pattern one below with a song in pentatonic you might normally play a bordun on!   I created these slides to go with these strum patterns - and look, already you are reinforcing the concept of steady beat. I would not teach all these the first day; strum pattern one is perfect to play along with a previously learned song in "C" pentatonic. All those SLM songs? Yes! Perfect to revisit them and play along! The next blog post will go into more detail about teaching uke as a tool all year!

6. Get Them Excited! 

Your students will love Grace Vanderwaal. She won America's Got Talent and is just 13 years young!!!  She has a very distinctive voice and has a timely message about not trying to be a pop star, but instead to simply be yourself.  Check her out here.

She has several videos on youtube- this is her initial audition for AGT and she surprised everyone!

See you next time for part 2 - we will start getting into the "how" with lessons, activities, and ideas for using uke as a tool to teach and reinforce concepts and skills!
Happy Holidays!

Dancing Bears Song

My junior kindergarten students learn about bears in the fall and I'm always trying to come up with some new songs and activities to enhance their studies of bears. Of course, I came across a poem called "Dancing Bears" but didn't like the words or the rhythm so I came up with this: Late at night, the moon is bright (X X X X) Bears are dancing in the light (X X X X) Round the circle here they go, they're bear-y hairy, bear-y slow (X....) Bear-y funny dancing bears. (X X X X) The X's are where students clapped for 4 beats, then we transferred that to triangles. The "X...." after "slow" in the third line is where we played a roll on the triangle. I played a simple bordun on the Orff instruments and they loved it.. giggles galore! Melody is as follows: Sharing instruments the first few times is tricky; helping them to understand that we have to share and take turns, etc. I set up the triangles as pictured (the line yellow and blue line is a stretchy band and creates a barrier so we know not to run over and pick up instruments to play). Then I create partners and demonstrate with one group of partners how one partner sits in front and one in back. I use a funny nonsense poem or nursery rhyme that is 8 beats long and speak it rhythmically. Whenever I speak this, students know (through my highest grades) that they have to switch. We use this system whenever we share instruments and it makes switching fun and quick (8 beats long). Be consistent with whatever you use; I use one poem with JrK and Kindergarten, add another to the repertoire in first grade, etc. They LOVE this!!! Once I have demonstrated how to switch with one partner group, I ask partners to go to a particular color and I choose who goes in front and who goes behind. Once they are there, I tell them they can play as loud/fast as they want to for 5 seconds and I hold up five fingers, then four, etc. until I have a closed fist. Then we practice switching and I give the partners a time to play also. PLAY is important; not only to play when we tell them to, but to explore making sound; it is the beginning of improvisation.. noisy, chaotic, but soooo important!! And FUN! Once they have learned how to do this, I take the spots away: We only do spots 2-3 times, then they've got it figured out! Happy end of the first week for most of you.. I'm ending my second week! Wahoo.. long weekend.. :)