# data[].attributes.body
Showing my students musicians who look like THEM who are doing amazing things in the field.

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Students and I co-create the curriculum- from arrangements to repertoire their identities drive the creative musical experiences

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Students and I co-create the curriculum- from arrangements to repertoire their identities drive the creative musical experiences

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Selecting repertoire to which my students relate while also centering joy.

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Selecting repertoire to which my students relate while also centering joy.

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Primary school music is rooted in oral tradition; musical notation stretches the brain to bring students to the next level of learning.

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Primary school music is rooted in oral tradition; musical notation stretches the brain to bring students to the next level of learning.

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I try to always emphasize the fun of music-making, so it's not just another subject or skill, but also something joyful. Emphasize the community of music-making. Through community we find joy.

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I try to always emphasize the fun of music-making, so it's not just another subject or skill, but also something joyful. Emphasize the community of music-making. Through community we find joy.

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My students are learning musical literacy, and I incorporate a lot of dictation practice so they can build their aural skills

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meeting students where they are and helping them progress

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meeting students where they are and helping them progress

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I specifically choose repertoire with parts that can be taught by ear, AND parts that must be read.

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I begin teaching modern band with chords but don't give rhythmic notation. Just tell the kids to listen to the song, try to copy what they hear or to play something that sounds good. Once it gets to the point they want more direction in rhythms, I start teaching notation.

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Each lesson's warmup song is selected by a different student in class -- Ss get to share their own musical preferences/identities and learn about others'

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Many of my students are non-verbal, but I have seen tremendous communication advances in the way they play instruments that they have mastery over.

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Many of my students are non-verbal, but I have seen tremendous communication advances in the way they play instruments that they have mastery over.

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The music room must be a place of joy. Students look forward to their time in music each week.

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The music room must be a place of joy. Students look forward to their time in music each week.

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My classroom walls have musicians' portraits in bold colors-- Selena Quintanilla, Celia Cruz, Ella Fitzgerald, Scott Joplin, etc.-- and the students have been identifying with these pictures and it really helps them connect more with the music and the lives of these people that they see themselves in. 

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My classroom walls have musicians' portraits in bold colors-- Selena Quintanilla, Celia Cruz, Ella Fitzgerald, Scott Joplin, etc.-- and the students have been identifying with these pictures and it really helps them connect more with the music and the lives of these people that they see themselves in. 

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I have created welcoming relationships with my students through my performance ensembles

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I have created welcoming relationships with my students through my performance ensembles

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repertoire that is diversified and also empowering

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Providing opportunities for variety and student voice in our repertoire selection.

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Providing opportunities for variety and student voice in our repertoire selection.

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Incorporate songs from multiple cultures

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Give students as many opportunities to make choices as possible to establish that music is a creative art form and not a prescriptive one-size-fits-all activity

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Give students as many opportunities to make choices as possible to establish that music is a creative art form and not a prescriptive one-size-fits-all activity

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Teach by rote and by notation. State to students that both ways of learning music is legit. Talk about how people learn music differently.

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6th grade piano - performance moments. Students can choose to perform songs they've learned in class or songs they learned on their own. Beautiful moment of music sharing, especially for the students who practiced songs they found on their own

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6th grade piano - performance moments. Students can choose to perform songs they've learned in class or songs they learned on their own. Beautiful moment of music sharing, especially for the students who practiced songs they found on their own

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My students get to vote on and recommend repertoire.

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My students get to vote on and recommend repertoire.

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Making sure to teach songs and culture that connect to the cultures in the classroom

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All of the rep selected for our concerts is based off of student choice and discussion.

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I have my students answer questions based on music or events happening in the world and give them the space to express them in a discussion.

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Select music with instrumental melodic hooks that are short and simple to show notation. 

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Select music with instrumental melodic hooks that are short and simple to show notation. 

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Teaching Takadimi and having my students read it back, incorporating that into instrument playing

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Teaching Takadimi and having my students read it back, incorporating that into instrument playing

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I constantly survey students about music they like and new songs and do my best to listen to them and transcribe for the classroom.

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Indigo:  Learning the stories and histories of songs from different countries.

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Indigo:  Learning the stories and histories of songs from different countries.

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This has actually been my primary goal for this year- centering joy.  We look at music as a tool for liberation and it is less about it being "flawless and perfect" and more about it creating a meaningful experience where we take joy in the musicing together. 

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This has actually been my primary goal for this year- centering joy.  We look at music as a tool for liberation and it is less about it being "flawless and perfect" and more about it creating a meaningful experience where we take joy in the musicing together. 

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Students often think they are not capable of much but through playing an instrument they realize they can do so much more than they thought they could

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Students often think they are not capable of much but through playing an instrument they realize they can do so much more than they thought they could

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centering songs from students' homes and cultures in lessons and using them to build upon prior knowledge...instead of othering historically marginalized cultures and centering the western canon of music

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centering songs from students' homes and cultures in lessons and using them to build upon prior knowledge...instead of othering historically marginalized cultures and centering the western canon of music

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Showing how much I love music can happen in any music making acticity. The kids feel it no matter what we are playing

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Showing how much I love music can happen in any music making acticity. The kids feel it no matter what we are playing

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My choir enjoys the repertoire that I chose for them.

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My choir enjoys the repertoire that I chose for them.

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When time permits allowing students to teach the class about their culture. Foods, traditions, clothing etc.

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I specifically choose composers of color, women composers, and composers with disabilities and share their stories as part of our learning.

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This is what I want to push my students on- using written music as a form of artistic expression. What kind of composition projects are most accessible to early musicians?

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Facilitating students in experiencing musical joy together. Giving space for classes to deviate from lesson plans in order to jam and have fun together.

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Cowriting music/lyrics with my student's identities in mind.

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Connecting and bridging to other cultures through music/singing/dances from the students' cultures and others.

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In Chorus, students build sight-reading skills using rhythm syllables and solfege

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In Chorus, students build sight-reading skills using rhythm syllables and solfege

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Making sure that we find joy in everything from the class warm-up to the line up songs to the ways in which we read music. Being very unique to each culture represented. 

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Making sure that we find joy in everything from the class warm-up to the line up songs to the ways in which we read music. Being very unique to each culture represented. 

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I struggle with teaching notation in a center based school with minimal direct instruction.

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Yellow:  Students love to sing, clap rhythms and do movement exercises.

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Yellow:  Students love to sing, clap rhythms and do movement exercises.

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Every month, I play a different playlist during morning breakfast that highlights which heritage is being celebrated that month.  November is Native American Heritage month - interestingly enough December is not assigned any one heritage.

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Every month, I play a different playlist during morning breakfast that highlights which heritage is being celebrated that month.  November is Native American Heritage month - interestingly enough December is not assigned any one heritage.

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incorporating student choice within lessons as much as possible (lesson flow, curriculum, etc.)

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incorporating student choice within lessons as much as possible (lesson flow, curriculum, etc.)

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Through rhythm/note identification games, exploring creativity through improvisation and centering themselves by singing and listening.

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Not only including musics from different cultures in the classroom but from different genres. Students should know that pop music and the music that brings them pleasure is worthy of academic study.

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Not only including musics from different cultures in the classroom but from different genres. Students should know that pop music and the music that brings them pleasure is worthy of academic study.

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I ask students to keep a playlist journal where they share with me artist they are listening too and like. I also try to share with them artist I think they can relate too.

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I ask students to keep a playlist journal where they share with me artist they are listening too and like. I also try to share with them artist I think they can relate too.

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As much as possible, we learn songs/traditions through culture bearers: Carnegie Hall's Musical Explorer lessons, primary source YouTube videos, guest artists, etc

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I uphold community by creating an atmosphere of acceptance

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I focus on games, movement and dance.

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Emphasizing and creating an environment where music making is joyful.

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Emphasizing and creating an environment where music making is joyful.

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Allow students to improvise or allow them to share their ideas with the class.

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Find innovative ways to allow students who are non-verbal to share in the music-making

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Providing opportunities for students to share the music they listen to and reflect on what the music represents to them or generally, why they like it.

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Rote singing, but also presenting opportunities to use standard notation, graphic notation, solfeggi, and lyric sheets

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Teach songs by rote. Call and Response

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Music notation is another form of literacy. Students engaged in decoding music notation may compare it to their experiences with standard literacy.

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Music notation is another form of literacy. Students engaged in decoding music notation may compare it to their experiences with standard literacy.

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There are deep concerns around the equity issues imbedded in the HS music commencement process. From the exam itself (lack of transparency of content and democracy in creating content) to NYSSMA which is limited in it's musical scope.  How can WE be the change we wish to see as music educators. 

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There are deep concerns around the equity issues imbedded in the HS music commencement process. From the exam itself (lack of transparency of content and democracy in creating content) to NYSSMA which is limited in it's musical scope.  How can WE be the change we wish to see as music educators. 

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I often try to have a discussion about different cultures with my students.  I try to act as or be their student to learn their culture.  

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I often try to have a discussion about different cultures with my students.  I try to act as or be their student to learn their culture.  

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I try to keep learning fun and engaging. I try to pick music that the students enjoy and can engage with and make their own.

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I try to keep learning fun and engaging. I try to pick music that the students enjoy and can engage with and make their own.

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Am I choosing this because it's comfortable and easy or is this really the best thing for my students? How can I best meet the needs of my students in this current moment?

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Allowing students to have a voice when choosing repertoire.

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Make songs from their own stories using a template of chords, melody guides. 

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Make songs from their own stories using a template of chords, melody guides. 

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I Evaluate by striving to create new meaning ful performance opportunities.

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I research and teach music that reflects my students’ heritage.

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Create a culture in my school community that centers around respect for the arts. Doing everything in excellence 

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Create a culture in my school community that centers around respect for the arts. Doing everything in excellence 

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I teach music literacy through games and play.

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Choosing music that my students relate to and enjoy. They also can sometimes choose between a few songs I play for them to have a say in what they like.

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Choosing music that my students relate to and enjoy. They also can sometimes choose between a few songs I play for them to have a say in what they like.

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I have pictures of world famous musicians on my walls and boards. I also have pictures of past and present students on the same walls. All of the share a common bond of making music 

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I have pictures of world famous musicians on my walls and boards. I also have pictures of past and present students on the same walls. All of the share a common bond of making music 

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Each students is allowed to create their own musical moment and share it in a safe space, that is established and reinforced every class.

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Students help to choose the music we work on in class. I like to use songs students choose to give them ownership

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Students help to choose the music we work on in class. I like to use songs students choose to give them ownership

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When we sing or play an instrument, students demonstrate for each other and give positive feedback. I see them feel proud of themselves especially with the support of their peers.

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When we sing or play an instrument, students demonstrate for each other and give positive feedback. I see them feel proud of themselves especially with the support of their peers.

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Green:  I would like to know more about teaching aural tradition.  For instance, if I teach a song through call and response, does that qualify as aural tradition?

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Green:  I would like to know more about teaching aural tradition.  For instance, if I teach a song through call and response, does that qualify as aural tradition?

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Most of my students are non-verbal, but I engage them mostly in music and movement

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Students stop by my room in the morning or at the end of the day to chat, say hello, talk about their day, even if it has nothing to do with music, or even if I only see them once a week. Little moments seemed to have helped their connection and behaviors in the music room

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Students stop by my room in the morning or at the end of the day to chat, say hello, talk about their day, even if it has nothing to do with music, or even if I only see them once a week. Little moments seemed to have helped their connection and behaviors in the music room

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We are build a multi-faceted arts program that allow students to interact with different mediums of music and performing arts, but allow them to choose how far they go With their interests. We have room for those who just want to dip their toes, and those who want to participate in ALL our programs

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Sharing and discussing music from a wide variety of cultures and backgrounds. Engaging in discussions about these cultures that connect with the music they make. Students get so into these discussions as it puts a who and why to the music and also shows the variety of people and cultures around the world and gives a sense of everyone having something to offer. Students see themselves in these stories.

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My students experience the most joy when they experience mastery and achievement - whether it is playing a music app on an Ipad, or playing an instrument at the correct time in a song or singing with confidence.

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My students experience the most joy when they experience mastery and achievement - whether it is playing a music app on an Ipad, or playing an instrument at the correct time in a song or singing with confidence.

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This year I had all my students, who were able (D75) create and share their own playlists, which helped center culture and identiy

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This year I had all my students, who were able (D75) create and share their own playlists, which helped center culture and identiy

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Representing my students' cultural backgrounds in the curriculum

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Teaching folk songs and trying to relate them to past experiences.

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Teaching folk songs and trying to relate them to past experiences.

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Every Friday we have the Friday news where I put on some blues and I, any other adults in the room, and the students,  share something about their week. We laugh together, cry together, hold silence, ask questions, and hold space for each other and then we hop right into music making.

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Every Friday we have the Friday news where I put on some blues and I, any other adults in the room, and the students,  share something about their week. We laugh together, cry together, hold silence, ask questions, and hold space for each other and then we hop right into music making.

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I try to pick music that is created or performed by those who look and sound like my students.

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I try to pick music that is created or performed by those who look and sound like my students.

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I teach students how to read standard music notation and iconic so students can be exposed to both.

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I teach students how to read standard music notation and iconic so students can be exposed to both.

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Facilitating peer mentoring. We're are all here to learn and we are all on a journey of self-improvement. The more those further on the journey look back to bring younger students down the path with them the more of US there are! The more younger students can see those ahead of them, the more they can envision their path forward.

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Facilitating peer mentoring. We're are all here to learn and we are all on a journey of self-improvement. The more those further on the journey look back to bring younger students down the path with them the more of US there are! The more younger students can see those ahead of them, the more they can envision their path forward.

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Balancing the class time by introducing students to new repertoire and giving them opportunities to share their favorites

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When examining and analyze song structure and lyrics have students respond to political and identity related questions.

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I try to also make the music room a place of joy 

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I try to also make the music room a place of joy 

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When students are performing, I want the audience to think about how they can show support, and it's not always about being completely silent. I point out kids who may be making noise, but the sounds are clearly engaged in the performance.

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Teaching from your experiences and NOT so much from a forced white washed curric!

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Teaching from your experiences and NOT so much from a forced white washed curric!

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I teach works based on student identities and cultural representations.

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Share the music of my birthplace and how it was intrumental in the development of modern music.

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Share the music of my birthplace and how it was intrumental in the development of modern music.

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Allowing students to create their own rhythmic figures in class and layer them over their peers.

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I often remind my students that our music classroom is a place that fuels our creativity and joy-and should represent who we are as musicians

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Often even chords and lyrics to songs that are not traditional to music ed are difficult to track down. Suggestions for resources?

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Often even chords and lyrics to songs that are not traditional to music ed are difficult to track down. Suggestions for resources?

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I ALSO TRY TO INCLUDE DRUMMING AND SING ALONG IS USED TO TEACH NOTE VALUES

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Before teaching anything to my students, we start with some exploration activities: body percussion, a dance, a short story, etc...something to get their attention and something that is light and playful/fun.

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Choose repertoire showing a variety of cultures. 

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Choose repertoire showing a variety of cultures. 