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"Flute master" application presented by the Portuguese team in the present Erasmus program has become an integral part of my teaching to fifth grade students. The response to that activity was excellent. All students bring their recorders to the classroom and try to achieve high scores by playing  as good as they can.

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I introduced a new aural practice activity. Giving cards with rhythmic values, I played rhythmical sequences with a percussion instrument asking children to find them. The exercise was done in the form of a game making the activity competitive and interesting.

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The results were not very encouraging. Time was spent on explaining, there was little interest and students were not very excited by this activity. Evaluation and review should have been done in a more interesting and experiential way.

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In order to make a summary of the symbols of rhythmic values in the 2nd grade, I gave a worksheet to the students.

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"When you wish upon a star" from Pinnochio

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I shared photocopies of the score with students and taught them how to play the same musical composition looking at these sheets instead of looking at the projector. Their enthusiasm, playing a well-known piece on the glockenspiel, was great.

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I’ve noticed that students had difficulty watching the notes by looking at the projector while playing.

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Students of the fourth grade, having alreadybeen taught the musical notes on the glockenspiel, were taught the musical piece "When you wish upon a star" from Pinnochio in order to play it on the glockenspiel. For this activity, the projector was used showing the musical notes of the composition.

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Using a game like the millionaire in this activity has completely changed this situation. The children participated in a co-operative activity and were excited. The content of the lesson did not change, but  the teaching strategy completely changed student’s attitude.

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The activity was not very successful and students were not excited. Changing the way of teaching was necessary in order to improve the mood in the classroom.

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Last week I gave the sixth grade students a photocopy with a blank-filling exercise. The students filled in the gaps with the words and then the solutions on the board were presented.