Get Connected to Music EdVentures

I realize that my original intent for this blog was to share my experiences in the classroom using the SongWorks approach and I will not deter from that goal. However, I would like to also include in my postings relevant information connecting others to Music EdVentures and SongWorks just in case you managed to get to my site and are not aware of these other places to find information.

If you are not a member of Music EdVentures be sure to go their website and join this fantastic group of educators. You will find them to be a wonderful resource for your classroom. You can access the newsletters and other information on their site for free and without being a member. But I recommend that you investigate joining this organization. You will not regret your decision.

If you are already a member, Music EdVentures has a Facebook page. It is a closed group but as a member of Music EdVentures you can request to join.

The iPad and SongWorks

I have been using the iPad with my kinder classes, letting them draw a song map on the iPad. I am then able to project their map on my whiteboard. The children enjoy seeing their map projected in the front of the class. Students take great pride in seeing their work posted in their classrooms or in the school hallway. In it's simplest form, this type of "publishing" helps validate a child's work in the class. It gives them a way to contribute to the class. We are all then able to view and follow their map in the air. These maps can then be saved as a photo, posted on a website or even emailed to parents with an explanation of what their child was doing in music class. Much like the papers that get stuffed in folders and backpacks but without the tears or crumples.

The iPad is one of many educational tools that teachers can choose to give their students another way to express themselves.

Music EdVentures - Sum it Up!

I have not been able to write recently. Life gets in the way sometimes. But I wanted to share some of my thoughts on the Music EdVentures conference in Vancouver. My recent posts gave a few details but let me expound a bit.

The SongWorks approach is focused on several principles of teaching and learning. The conference itself was an example of those principles. As we attended the conference, we were all teachers and students at some point over the three days and experienced each principle of the SongWorks approach. I'd like to talk about a few of those and how I felt it was imbued throughout.

• Students deserve an engaging learning environment in which they feel safe enough to demonstrate freely their understandings and skills through various types of participation.

As we participated in a number of activities, we became the students. We were always in a welcoming environment. The attendees were so eager to share and discuss ideas. It was most important to reflect on how we felt as a "student" since this would give us insight into how our students would feel as they do the same task. Teachers don't often think from this perspective and continue on their way leaving many behind. Acting as a student in an activity and truly focusing on those feelings can help you adjust your teaching habits. Are you really giving your students the best learning environment? Can they express what they understand?

• A teachers attitudes, behaviors, and methodologies should be compatible.

This principle goes hand in hand with the last one and was clearly evidenced by all who presented at the conference. Everyone was excited to share their own ways of using the SongWorks approach. There were so many varieties but yet they all shared common elements, those being the Principles of Teaching and Learning. Ideas flowed quickly and all were connected by the same thread. It was exciting to listen. My note taking was jumbled in trying to keep up!

• The way music sounds rather than how it looks guides the selection and presentation of patterns for study.

This was probably the most thought provoking principle portrayed at the conference. It was so fascinating listening to people discuss just how do we decide what musical element to teach. But more importantly, "Why?" (I chuckle thinking about Peggy Bennett's reference here to "whhhyyyy?") I think that too many, far too many, teachers never consider the why of what they do musically. I know that I have fallen in that trap myself. One can see how students fail to connect musical elements together because they don't make sense in the way they were discovered.

• Quality of life is enriched through music and singing.

Ah, definitely the best yet. A few days of singing, listening and playing. If only every day could be filled with such joy. But wait, I teach music, I CAN have every day with singing, listening and playing. Thank you Music EdVentures for reminding me how full and wonderful life can be.

Music EdVentures Day 1- Vancouver

Quick post here- wow- what a good day! So many educators passionate about what they do. Playing games with Tony was so much fun. I have not done a long set as he had us do. During the song of Jingle Bells we made a long ways set. The first couple sashayed down the middle and then, holding one hand with your partner you walk holding it over one of the long lines. The rest of the dance was like many I know but I liked this new addition. I will definitely use this one with my students. The afternoon brought all of the quick talks by the Emerging Pioneers. Lots of new ideas to take back with me. And on a related note, if anyone is reading this, when I return to Texas, I will get more of my files uploaded for anyone to use. Any questions, please contact me.
I am looking forward to tomorrow and more singing and playing games!

Music EdVentures Vancouver BC

I am off to the Music EdVentures conference in Vancouver. Thursday I get to present how I integrate technology into the SongWorks method. For me, I see technology following the principle of giving children the opportunity to express themselves in a variety of ways. Technology isn't for every student but the many varied ways just might be what one child needs to feel successful. I am embedding my Prezi presentation for anyone who might be interested. Plus I will also include my handout here.

SongWorks in Action on Prezi

Bumpity Bumpity Yellow Bus

or is that a Bumble Bee?

At the beginning of the school year, I always sang Hickety Tickety Bumble Bee with my young students. Using it to learn their names and encourage them to sing by themselves. Unfortunately when my classes were large, I would end up singing the song 20-25 times because everyone's name had to be sung! So finding Bumpity Bumpity Yellow Bus in the Song Play book was a nice surprise. It works very similar to how I used the other version but in the Song Play book, movement was a main focus. My students enjoyed adding the movements while singing the song. But the primary focus here was on the individual student and how important their name is and how they say their name. They all wanted us to hear and say their names. I noticed though when some students would say their names, we didn't always echo it back the same. So we would stop, and really listen to their name and their voice and repeat it back just as they had said it. You could see on that child's face the pleasure in hearing their name said in the same way.

We also tapped the names as we said them, listening carefully to how many times we would tap for the names. Sometimes we would practice a name a few times to make sure we had it correct. We also listened  to the strong sounds in the names and tapped them harder in our hands.

Playing with their names was a fun activity for the students. A person's name gives them an identity and it is important to let children know their name is important. It is equally important to say their name as they say it.

Come and Follow Me

Come and follow me in a line, in a line.
Come and follow me, we will stop this way.

Following the script, the students were very attentive and followed what I did. They listened carefully to the song and when asked "what did the song tell us to do?" they answered "stop this way". Some also responded that the song asked us to "follow in a line". Moving on, they were asked to watch my feet and notice what happened at the end of the song. We continued on, following the script and I could write out everything the book says and my students responded as you would expect. They loved the game and we played with some of the variations in switching leaders.

I've used this song with other classes over the years but followed the script in the Song Play book. What I have observed in following the scripts is that they are very well thought out. Children will typically respond exactly like the book suggests they will. This result is caused by how the questions are worded and I have found that to be an important factor with the SongWorks approach. Words have so much impact on people. And children, who don't know all the intricacies of words may interpret your words differently than you would expect. Our words when chosen carefully can make someone happy or ruin their day. What words will you say?