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Lots of students sharing and discussions

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letting students pick the songs, I use what they choose as a vehicle for teaching content and skills

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letting students pick the songs, I use what they choose as a vehicle for teaching content and skills

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asking students to share music connected to their family heritage

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asking students to share music connected to their family heritage

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Round robin sharing out and discussions on and off topic.

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Round robin sharing out and discussions on and off topic.

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From their song selections I can break down skills and concepts and relate the song they love, to something from a different culture, genre, or period of music history

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From their song selections I can break down skills and concepts and relate the song they love, to something from a different culture, genre, or period of music history

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I like to tell the kids about myself so the see I’m a person like them. It always gets them excited and they get interested in not only me but the class. They start to open up more and we get to know each other better.

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Sharing music of different likes, cultures, religions, genres, etc

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I break the class up into sections and each section   Has a captain and co-captain of their own choosing

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I break the class up into sections and each section   Has a captain and co-captain of their own choosing

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Think/pair/shares, students teach as much as possible

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students suggest repertoire that connects with the musical concept being studied (e.g. find a song with a wide range of dynamics)

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The recent project I had the students create was for them to pick a music artist of their choice and to essentially teach the entire class about that artist via Google Slides. It was amazing to see how close the kids got after the project. 

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The recent project I had the students create was for them to pick a music artist of their choice and to essentially teach the entire class about that artist via Google Slides. It was amazing to see how close the kids got after the project. 

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use songs from their culture to teach about rhythm and other topics

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Students cultural background shapes their perception of music, it shows in the rhythms and tonalities that are familiar and unfamiliar to them

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Students cultural background shapes their perception of music, it shows in the rhythms and tonalities that are familiar and unfamiliar to them

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If we are talking about a cultures music and a student shares that it is their culture I will let them lead/correct me. I realize I am not the authority on everything and they do too.

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If we are talking about a cultures music and a student shares that it is their culture I will let them lead/correct me. I realize I am not the authority on everything and they do too.

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Creating space for all voices to be heard, even the students who are quiet. 

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Creating space for all voices to be heard, even the students who are quiet. 

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Bringing student backgrounds and cultures into the classroom through songs and stories.

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At the beginning of the year, I had all of my high school music students (mostly 9th and 10th graders) write down what kind of music they liked. NY Drill came up a lot. I plan on finding ways to incorporate some of their preferences as well as the styles of their cultures (Latin, African etc) into our next drum styles unit. 

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At the beginning of the year, I had all of my high school music students (mostly 9th and 10th graders) write down what kind of music they liked. NY Drill came up a lot. I plan on finding ways to incorporate some of their preferences as well as the styles of their cultures (Latin, African etc) into our next drum styles unit. 

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Students share out their compositions or songs they are working on (voluntarily) and the rest of the class gives rubric-based feedback.

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Giving them an opportunity to talk to each other about their interests, playing games, sharing my own stories and experiences

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Sharing and discussion either voluntary or around the room.

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Sharing and discussion either voluntary or around the room.

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 having discussions, letting students to share ideas, and give feedback to each other 

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 having discussions, letting students to share ideas, and give feedback to each other 

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Getting to know their musical and personal likes and dislikes

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reassuring students that their music is worthy of study, and making connections between the music students listen to and music making skills - helps them understand how they can be creators in and out of the classroom

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reassuring students that their music is worthy of study, and making connections between the music students listen to and music making skills - helps them understand how they can be creators in and out of the classroom

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Sharing their own personal experiences with music. Making music, listening to music, how their families engage in musical activities.

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In cooperative groups I allow them to teach each other, only stepping in when they need my help

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In cooperative groups I allow them to teach each other, only stepping in when they need my help

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Give students choice in as many things as possible (even if the teacher is controlling the options to choose from)

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Give students choice in as many things as possible (even if the teacher is controlling the options to choose from)

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students have variety of music ideas and different interests in music genres and styles

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students have variety of music ideas and different interests in music genres and styles

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We are creating short music parodies as part of a topic of music being inspiring and/or an influencer. Their choice of themes for their parodies tells me a lot of what they find fun or meaningful!

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We are creating short music parodies as part of a topic of music being inspiring and/or an influencer. Their choice of themes for their parodies tells me a lot of what they find fun or meaningful!

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creating music, sharing favorite music with each other

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Have some fun! For example, I took a picture of my dog (who I talk about a lot) and for a DO NOW, I had the students caption the pic... it was so fun... they even asked me to post the pic to our GoogleClassroom and so far, I have 39 more captions. Some kids who rarely speak, spoke for the first time and are now fully engaged in our music class! It was a successful "hook"...

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cultural backgrounds

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Students creating melodies that represent their own perspective.  Sharing ideas with one another.

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Students creating melodies that represent their own perspective.  Sharing ideas with one another.

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Providing time for students to play their music production projects for one another.