This is a three day lesson that I have written up to incorporate working with small ensemble experiences. The students will listen to a small band and then be in charge of recreating their own groups with their classmates. A Human Interaction-Based Curricular for 4th grade
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Word for word transcript:
Were going to go ahead and get started real quick. Repeat after me. Oh when the saints. Go marching in. Oh when the saints go marching in. Oh I want to be in that number. Oh when the saints go marching in. Lets go ahead and try that one more time were going to try that one more time and this time were going to do it all together all in time. Oh when the saints. Go marching in. Oh when the saints go marching in. Oh I want to be in that number. Oh when the saints go marching in. Yall sound great lets go ahead and talk about a few things. So has anybody here ever been to a parade? Can you describe what it was like? Yes and what kinda.. What kind of instruments can somebody tell me what kinda instruments they saw when they were at the plaid parade what kind of things they saw happening? Yeah. What else did you see? Excellent yeah yeah yeah can everybody march with me. Who wants to be the leader? Who wants to be the leader of our band? Alright so first im going to teach you all how it goes before you lead the band. So were going to start out. Oh when the saints. Go marching in. Oh when the saints go marching in. Oh I want to be in that number. Oh when the saints go marching in. And we are changing directions at the end of that… again. Oh when the saints. Go marching in. Oh when the saints go marching in. Oh I want to be in that number. Oh when the saints go marching in. Awesome so now were going on to the next step. This is what we were just singing, were going to add a nice little accompaniment to it. Oh when the saints. Go marching in. Oh when the saints go marching in. Oh I want to be in that number. Oh when the saints go marching in. Oh when the saints. Go marching in. Oh when the saints go marching in. Oh I want to be in that number. Oh when the saints go marching in. Awsome. So now lets do a little bit of reflecting on that what was hard exactly? Yes singing in the right key was hard for me too. What made the piece so easy to march to exactly? Did anybody choose to pretend like they were playing any instruments during that? Okay so the next time lets pretend like we are playing some instruments like when we see people in the parade. What instruments do we see people play? Tuba, saxophone, clarinet, trumpet, trombone, maybe some drums yeah. What could we do better, what do you all think we could do better. We could change the rhythm up yeah we can fill in some of the space in the music. Does anybody remember what the word in the top left corner said or what it means if they saw it. Alright let's try that one more time were going to try and incorporate all the things we just talked about. Oh when the saints. Go marching in. Oh when the saints go marching in. Oh I want to be in that number. Oh when the saints go marching in. Oh when the saints. Go marching in. Oh when the saints go marching in. Oh I want to be in that number. Oh when the saints go marching in. one more time play an instrument this time. Oh when the saints. Go marching in. Oh when the saints go marching in. Oh I want to be in that number. Oh when the saints go marching in. Alright one more time lets just try and fill in some spaces. Oh when the saints. Go marching in. Go marching in. Oh when the saints go marching in. duba dup bop Oh I want to be in that number. Oh when the saints go marching in. Ba baba do bop. Awsome, nice. MU:4.4 The student will perform rhythmic patterns that include dotted quarter note followed by an eighth note.
Smart Goal: I can have students play dotted quarter followed by eighth note rhythms over different drumbeat for a set of 3 classes trying to check off different boxes within a specific rubric they design on the first day and perform their own rhythmic pattern at the end of the week. Winding back
Winding Forward
Lesson Plan for a Full Elementary ClassSpecific Movement to Song Chart Experience Design TemplateLittle Help From My Friends TeachingReflection
The students were told to follow me with no context and with no prep for the experience. The learners were in charge of observing and reproducing the same moves I was creating in real time. They were also In charge of recognizing the pattern so when it returns it is much easier to pick back up on.
The Beatles music in this piece in particular groove very well. The piano and drum set are really laying down the time so I thought it would be a good opportunity to have students do some improvising as well as copying because the beat was always where they expected it to be. I also picked the song because its about helping out one another through friendship and I want my students to have a friendly and open relationship with their classmates.
Experience DesignThis is the performance and reflection of a book reading I did for my elementary methods class. Reflection
Since my time has begun at James Madison University I have developed an array of skills and abilities to draw on not only in a musical sense but in a general education and social sense as well. It all started from my freshman year where I begin to develop my ideas of “what is a teacher” as well as “what should a good teacher look like”. I developed my first thoughts in a music education class I had called Mus Tech. You can see that in link #1 that I had posted below the beginning of my ideal teacher process. I had a very simple baseline idea of what a teacher is to me, however this has completely changed since then. Through my time at JMU I have gotten to learn new ways to engage students in ways I've never thought off. I have also been given chances to practice my teaching with my peers and received great feedback.
By my sophomore year I had been engaged in not only my thoughts but the other prospective teachers around me. I began to give feedback as well as take it, I also became more involved in discussions within my class in my core MUED courses. From their we were talking about theories and discussing book topics and reflecting that onto our own ideas as a teacher. Little did I know this would be most of music education, finding no right answer but only finding new ways to ask the right questions. This whole year was the first big swing at my major and it went great, I got some teaching time and I learned a few new instruments in my tech classes, at the end of the semester however we had a whole music education event where everybody got to present and discuss topics they were working as well as spread knowledge to others. Afterwards there was a debate that we were able to observe and watch real teachers debate on real topics. I have linked the entire reflection on that night under #2. Rolling into my junior year, I now have reached full teaching capacity. At this point I am not only teaching in my mued classes but I am regularly rehearsing my jazz combo and saxophone quartet, as well as being a section leader in the marching band and teaching through that outlet, as giving lessons to local high school students. My junior year had hit me like a wall of responsibilities, but I charged right over that wall and have since grown immensely. These new leadership positions not only provided me with leadership expense but gave me an environment where I can test different teaching theories and apply concepts. Not only am I being told what to research at this point but I am being challenged to go research different sources of my choice and bring back ideas for projects to become invested in, this is where I wrote about Multi-Musician Engagement. This was a project where I discovered the limitations to young musicians and learning multiple instruments, surprisingly I had found their are little to no limitations because young musicians begin absorbing the training and music like sponges, I have linked that as #3. Since then I have been continuing my learning and developing over this semester and I have plenty planned for future engagement to help myself become the most informed teacher I can be, always making sure to ask the right questions. In this post, I am going to talk about my experiences with the group Bridges and how we brought music to all different ethnic groups on thanksgiving international christian student society. Below I have included links to their Be Involved page on JMU’s official club site, I also linked their constitution so you can read more about what they specifically do. How we started this and established contact is we reached out to multiple clubs on campus, bridges came back to us within a few days and told us we could do something at their thanksgiving dinner coming up. We then began by sharing information and documents about what we do and what they do and how we can both make this work. After talking over computers for awhile, a team of us met up in person to discuss logistics to figure out how we are going to order the event. Talking about if they should eat first, and how much time we will be given. Also thinking about what song we would like to teach them. As we figured out the Thankfulness Song from Veggie Tales was based on thanksgiving and performed in a famous Christian cartoon Veggie Tales. We then decided we wanted to give them a chance to do something on their own with the instruments so we added in a section where we would write songs about thanksgiving with them. After that it would be a wrap, and they would probably want to go home. WE NEVER ACTUALLY WROTE AN EXPERIENCE DESIGN BECAUSE WE WERE NOT REALLY SURE IF WE WOULD HAVE TO WITH THIS. IF WE DID WRITE ONE I THINK THE BIGGEST BARRIER THAT WE HAD TO OVERCOME WAS SPEECH, ALL OF THEM SPOKE ENGLISH BUT SOME OF THEM WERE SOFT SPOKEN AND SLOW SPEAKERS. SO IT WAS IMPORTANT TO MAKE SURE IF ANYBODY HAD ANY QUESTIONS BEFORE WE STARTED STRUMMING WE ANSWERED THEM, AND STOPPING IF ANYBODY WAS TALKING. I HAD TO DO A LOT OF CALL AND REPEAT OR MIRRORING ME JUST WITH FINGERINGS AND WITH STRUMMING PATTERN, THAT ALL SEEMED TO BE THE BEST ADAPTATION IN THIS SITUATION. AS IT HAPPENED WE HAD THE OPPORTUNITY TO SHARE A THANKSGIVING MEAL WITH ALL OF THEM, WE EVEN HAD OUR OWN TABEL. WE COULD TELL THEY WERE VERY MUCH LOOKING FORWARD TO THE EXPERIENCE, SO WE KNEW WE COULDN'T LET THEM DOWN ON THAT. AS WE FINISHED EATING, OUR GROUP STOOD UP AND INTRODUCED OURSELVES TO ALL OF THEM. THEY SEEMED READY TO JAM SO WE PERFORMED THE SONG FOR THEM REAL QUICK SO THEY KNOW WHAT IT SOUNDS LIKE, THEN WE BROKE UP INTO PODS OF DIFFERENT INSTRUMENTS THAT EACH OF US INDIVIDUALLY RAN. SO WE TOOK SOME TIME APART TO LEARN HOW TO PLAY OUR INDIVIDUAL INSTRUMENTS AND CHORDS. AFTER AWHILE WE CAME BACK TOGETHER AND PUT IT ALL TOGETHER TO PERFORM AT LAST. IT WAS FUN AND THEY WERE REALLY INTO IT. THEN THE REAL FUN STARTED, WE HAD THEM ALL GROUP UP RANDOMLY WITH OTHER INSTRUMENTS, SO THEN WE ALL FLOATED AND HELPED GROUPS WRITE SONGS. WE COULD TELL SOME OF THEM WERE A LITTLE SCARED AND WORRIED ABOUT MESSING UP, I EVEN HAD SOMEBODY IN ONE OF THE GROUPS I WAS HELPING TELL ME THEY WILL NOT PERFORM NO MATTER WHAT. HOWEVER, I ENDED UP HELPING THIS GROUP WRITE A PRETTY FUN TUNE AND EVEN THE INDIVIDUAL WHO TOLD US SHE WILL NEVER PERFORM WANTED TO PLAY IT FOR EVERYBODY ELSE, NO CONVINCING NEEDED, SHE WANTED TOO. I HAVE VIDEOS OF THAT PERFORMANCE AS WELL FOR THIS POST SO I WILL PUT THOSE BELOW. DURING OUR CLEANUP WHEN WE ALL WERE PRETTY HAPPY WITH HOW IT WENT AND WHAT WE HAVE DONE, ONE OF THE INTERNATIONAL STUDENTS CAME UP TO ME AND ASKED ME WHERE SHE COULD OBTAIN MORE OPPORTUNITIES TO JAM ON INSTRUMENTS LIKE THE GLOCKENSPIEL. LATER THAT WEEK I WAS ABLE TO GET HER INTO CONTACT WITH THE DIRECTOR OF THE STEEL DRUM BAND, I BELIEVE SHE IS NOW ENROLLING FOR IT THIS COMING SPRING. THIS WAS MY FAVORITE INTERACTION AT BRIDGES BECAUSE I REALLY DID OPEN THIS PERSON'S LIFE TO MORE MUSIC AND I CAN PHYSICALLY ALREADY SEE THAT HAPPENING. As I talk and reflect on this as a teacher I think about what this helped me with the most. I know being a teacher we have to work with a wide variety of ethnic groups, and this gave me an opportunity to do that a little here. I thought i was going to be much harder than it was but music really does just naturally bring people together. Its amazing seeing what I can do with just a few instruments and some free time, these people loved having the chance to play together and we brought that. I also learned a lot about working in a group of teachers, this will be useful for things when I have to help run a school musical if their are other music teachers or a visual art teacher etc. It also shows me with more hands you can do things like this easier and just make people's day with music. In the end we all still love music, and music still appeals to everybody. Update: We wrote an experience design From the time I had spent this semester in my MUED class, I have finally built a curriculum from what I have done over the semester in my EMIC practicum. From this experience I have learned the basic function of how to write a Curriculum. However I feel like their is a lot more that goes through this process. Like for example, a lot of revision from the times where expectations can be to low or high or might not be clear. Their can also be a time where your going to be able to use the same assessment but have to tweak it depending on how the music works within the class or what you even cover. I think this will be the first of many curriculums so I'll try and do different things but I'm going to keep this around for a reference. I have just preformed a song in my practicum teaching my class about Lynyrd Skynyrd's "Sweet Home Alabama" I have chosen this song because Jon Stapleton the grad student helping me through this told me that the class is very fond of country music. I made this decision because this is a easy song to learn on the fly with the chord progression being D/C/G, and then the lyrics being fairly repetitive and easy to remember. The Label is MCA Producer is Al Kooper Songwriter(s)Ed King, Gary Rossington, Ronnie Van Zant
What could you learn through this songStandard 1 The student will read and notate music, including (Grade 1)
The student will identify behaviors appropriate to different types of events/situations (e.g., classical concert, rock concert, sporting event). (Grade 1) This music will help them understand the culture of the country rock that was very popular back in the days, I think this will be impactful to the students to learn such a popular song
In my experience, I had 2nd grade, my partner was Alison O'Brien, our anchored standard was to relate it in some way to a historical background. The event was enjoyable but a little stressful, I got to experience a lot of teaching my own lesson to elementary school kids. I was very stressed out, the kids were really hard to give directions to and a lot of them didn't really care what we were trying to accomplish with them. This made it hard to give a good experience to the kids who were interested in what we were doing. We originally had a very rough design for our handout, but after the revision we ended up adding pictures and made it into a bunch of bullet points so it would be simpler to read. The parents didn't really engage in the experience with us which upset me some, we also ended up not using any of the handouts at all which was a bit of waist of time to me. Some students in the experience seemed to really enjoy the drum circle and really engaged with the experience which made it seem still all worth while. If I could do this assignment again I would probably revamp the activities we did completely to help the students engage a little more. I feel like some of the reason that our project didn't have everybody on board was because the activities were not exciting enough. I put that on my shoulders as an educator to do better in the future and learn from this experience on how I can teach a better lesson. I was considering teaching Elementary School in the future but this experience worried me and gave me a pretty bad experience sadly. Maybe in the near future I will have another experience with elementary school and maybe it will change my mind again. I enjoyed using the drums in my music experience with the kids, I had a good time being able to learn and incorporate all these drums that the kids have never seen before. I had a hard time explaining some of the drums to my students because I have never seen half of them before also. I think a few of the drums were to confusing for the students to use so I might change that next time. I also wish I took percussion tech before I did this because I didn't understand how to hit the drums or any drum patterns for the class. I feel like this might have been a project I could have waited to do in the future to make it a better experience. I will have a link to the school website below.
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Brandon RhinehartHere I will be posting lesson plans and reflections. Archives
December 2019
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