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Kodaly pedagogy (see book series by Houlahan and Tacka) follows a skill sequence in each unit from kinesthetic, aural, verbal, visual, to memory.  By the time the students get to visual, i.e.: notation, they have already been performing the music and demonstrating the concepts using the kinesthetic, aural, verbal skills.  So they can perform it before they see what it looks like on paper.

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Kodaly pedagogy (see book series by Houlahan and Tacka) follows a skill sequence in each unit from kinesthetic, aural, verbal, visual, to memory.  By the time the students get to visual, i.e.: notation, they have already been performing the music and demonstrating the concepts using the kinesthetic, aural, verbal skills.  So they can perform it before they see what it looks like on paper.

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We do music around the world and highlight music throughout every continent! Students can share music from their cultures.

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This sounds interesting. Could this connect to chorus classes, especially younger grades?

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This sounds interesting. Could this connect to chorus classes, especially younger grades?

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When I select repertoire for my ensemble, I consider what students may already know, but I also consider introducing repertoire that may be unfamiliar to students to expand canon

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We write stories and compose music based on their feelings and identities around certain social and political topics

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We write stories and compose music based on their feelings and identities around certain social and political topics

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I ask my students to share music that is important to them and we bring it into the classroom.

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I ask students for their opinions and value student voice - they also help to choose pieces to perform in public.

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I give my students a voice in the rep that we play for our concerts. I give them choices in the way that music is performed and I leave room for them to add their own creativity to the songs we play

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I do this with Music and the Brain lessons for piano. There are some "classical" pieces we look at, but most are from different cultures and places.

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We discuss an artist of the month and dive into their cultural background as well as highlight their impact on music through their cultural beliefs and traditions.

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I teach students music of the genres and we compare time periods and styles of music. This allows us to compare traditions of music to current day trends.

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Students learn blues form and pentatonic scale and improvise in band setting.

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Students learn blues form and pentatonic scale and improvise in band setting.

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How do we engage with those students who are very closed and reluctant?

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How do we engage with those students who are very closed and reluctant?

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I don't know what this means

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I teach various units of study that center the stories and musics of people who have been historically marginalized and/or underrepresented in our society (e.g., Native American Music, jazz and the Civil Rights movement, Latin American music, etc.)

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I teach various units of study that center the stories and musics of people who have been historically marginalized and/or underrepresented in our society (e.g., Native American Music, jazz and the Civil Rights movement, Latin American music, etc.)

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I try to use a mix of teaching by ear and traditional notation. I believe notation should be learned but not the "end all be all"

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I have students apply for classroom jobs through my HR Managers who hire various jobs around the classroom.

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I have students apply for classroom jobs through my HR Managers who hire various jobs around the classroom.

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Reflect how a performance makes the students feel - and how it empowers them.

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We have had discussions in class about music that students listen to at home. At the beginning of each school year, I ask students what music they listen to at home and what different styles of music/songs they connect with when they are happy, sad, etc.

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We have had discussions in class about music that students listen to at home. At the beginning of each school year, I ask students what music they listen to at home and what different styles of music/songs they connect with when they are happy, sad, etc.

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We create songs in third grade based off of musical identity and personal choices on who the students are as people

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Band performed "I Got You (I Feel Good)" by James Brown

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Band performed "I Got You (I Feel Good)" by James Brown

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I feel comfortable with this, because in my classroom, we create an environment of open doors. Students love coming during mutual free periods to practice, hand out, and ask questions. When it comes to volunteering for events and participating in concerts, they are never shy to jump in and want to be there. We acknowledge growth over perfection and the kids are buying in. In my general classes, I give them full autonomy to create their own music and it helps them feel more connected and proud of their work.

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Students suggest songs and we use them to play the game "Bop or Flop."

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We dive into various cultures and students voice which cultures they would like to hear/learn  music  from. 

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We dive into various cultures and students voice which cultures they would like to hear/learn  music  from. 

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Link Up program is focused this year on Jazz and Swing music and students learning about such incredible artists and composers Duke Ellington, Louis Armstrong and Ella Fitzgerald and their stories. 

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Link Up program is focused this year on Jazz and Swing music and students learning about such incredible artists and composers Duke Ellington, Louis Armstrong and Ella Fitzgerald and their stories. 

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I try to keep lessons paced so that kids get an opportunity to get and move, sing, and play at the keyboards which they love

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I have made it known that my classroom is a safe space for all and that no one should be afraid to speak their mind or to make a mistake. We uplift and support each other in our musical journeys.

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I wonder how I can expand the cultural repertoire to best fit the needs of my students

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Creating a respectful environment for all students where they feel comfortable trying to learn new things even if they make a mistake

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Allowing students to move freely to music or use general music instruments like egg shakers and maracas to express joy through movement.

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Song choices learned may include culturally connected repertoire corresponding to our students backgrounds.

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How do you allow student liberation while also cultivating joy when my students are offered freedom and liberation they tend to immediately target me

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I take my student's religions, cultures and experiences into consideration when selecting performance repertoire 

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I take my student's religions, cultures and experiences into consideration when selecting performance repertoire 

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I allow students to be the guest conductor for pieces that have mostly been completed in our class.

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Some unit themes, such as "Super powers", lets students reflect on their strengths and choose songs that reflect those strengths.

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My Link Up students composed their own scat singing and blues lyrics to the tune of "Dukes Place." 

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My Link Up students composed their own scat singing and blues lyrics to the tune of "Dukes Place." 

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Learning pieces of music by their associated tradition.

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Learning pieces of music by their associated tradition.

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We approach music with an aural tradition in exactly that way. We also explore pieces that allow for the exploration of music notation.

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I like to give them a space at the end of class (if time allows) to just choose music that they want to hear or perform a song that they would like.

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I like to give them a space at the end of class (if time allows) to just choose music that they want to hear or perform a song that they would like.

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This is something I have been analyzing a lot lately, and I wonder how do we get the community to buy-in to music education as a whole, even if the children are not involved in band by choice.

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Each Month, we discuss the celebration of a different culture. At the start of the year it was based around hispanic heritage in which we discussed different music and people who help create music in that specific culture which is celebrated around the world.

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I emphasize a lot on being able to read music since most of my students can play rhythms back by ear. We improvise and play to music they like by using rhythms I have written and rhythms they came up with on the spot.

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Call it the Suzuki method but many times, I am teaching students rhythms and melodic phrases by rote first and then connect with the musical notation on the page. I also give phrases to musical notation so students can learn and connect with various rhythmic patterns

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Call it the Suzuki method but many times, I am teaching students rhythms and melodic phrases by rote first and then connect with the musical notation on the page. I also give phrases to musical notation so students can learn and connect with various rhythmic patterns

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using band class to choose pop music to play

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using band class to choose pop music to play

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My students suggest songs to include in performance programs and learn in class.

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Give them choices. Singing or instruments or movement.

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Give them choices. Singing or instruments or movement.

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I agree with the above poster that notation should not be the "end all be all." I have had success with my beginning band students when using a mix of aural skills and music notation.

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In my class, I allow my students to vote on repertoire. I usually present them with choices that I know are doable and then they vote between those options.

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Students often perform for feedback from peers. Students have practiced how to give respectful feedback so we can ensure students are comfortable being vulnerable in front of their peers.

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inviting band students to practice at lunch for extra help

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inviting band students to practice at lunch for extra help

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Connecting elementary story books themed on social emotional learning and justice with similar musical themed repertoire

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Band performed "Time is Tight" by Booker T and the MGs, and "I Can't Turn You Loose" by Otis Redding.

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Band performed "Time is Tight" by Booker T and the MGs, and "I Can't Turn You Loose" by Otis Redding.

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I pick a student to lead warm ups every week

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How do we get students to buy into music or band at MS / HS level when it's deemed "not cool"? How do we get them to see the value of music especially when other subject teachers are diminishing it to their faces???

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I try to pick pieces that range from all different era's and genres. Per concert I pick any where from Renaissance to Rock, Classical, modern, and R&B, all in one set. 

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I try to pick pieces that range from all different era's and genres. Per concert I pick any where from Renaissance to Rock, Classical, modern, and R&B, all in one set. 

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History of Jazz Music. Aural history, spoken song, call and response and then they learn how to sightseeing and read notation/lyrics.

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History of Jazz Music. Aural history, spoken song, call and response and then they learn how to sightseeing and read notation/lyrics.

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Expand by learning many varied genres and repertoire from all over the world. Putumayo is an excellent resource 

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Expand by learning many varied genres and repertoire from all over the world. Putumayo is an excellent resource 

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Musical explorers program centers artists stories from different cultures which students then connect to their own culture

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I teach standard notation, but incorporate aural listening skills with scales, chords, solfege so students develop better aural capacity along with just reading. I think both are important to a well rounded performer

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Giving students a chance to express themselves through music from their family or cultural traditions

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I try to include basic score reading and notation recognition a included with singing in a model-me fashion.

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I wonder how to differentiate in a classroom where it is a mix of students who love to sing versus students who don't think it is "cool" to sing in front of people, or aren't comfortable being vulnerable in front of their peers

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I wonder how the standards will be shifting in response to CRSE.

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Understand student voices, or listen to them?

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Understand student voices, or listen to them?

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Learning by aural traditions works great for general music and even small groups of modern band alternative methods

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I get a lot of negativity surrounding the recorder. I am a big advocate and tell parents it will get better after a few weeks. How can I advocate for this introductory instrument? Many of my students go on to their junior high and high school bands/orchestras.

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I get a lot of negativity surrounding the recorder. I am a big advocate and tell parents it will get better after a few weeks. How can I advocate for this introductory instrument? Many of my students go on to their junior high and high school bands/orchestras.

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Do to the nature of how the guitar is taught. I make sure that I make the students know how important musical notation is. We learn the language.

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Do to the nature of how the guitar is taught. I make sure that I make the students know how important musical notation is. We learn the language.

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I would make non conventional ways to participate  available such as body  percussion, writing / discussion, composition, partner movements, so that one of these would fit to their likings. I would sometimes have their group works just to observe their tendencies and patterns.

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I would make non conventional ways to participate  available such as body  percussion, writing / discussion, composition, partner movements, so that one of these would fit to their likings. I would sometimes have their group works just to observe their tendencies and patterns.

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Implementing basic singing examples/exercises in a band setting, call and response examples to promote ear training in addition to pushing the ability to read music

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How to get students to enjoy learning an instrument when the early stages can be challenging.

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Out of the blue came R&B and soul

Took it to la, philly, NY, and the town of Mo

Berry Gordy brought the black music to the radio

The Jacksons, Supremes, Stevie you know

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Rhythm & Blues, Soul, African Americans

Segregated Tunes, Black music Stations

Grittiness & Smooth for a cross over audience

(Didn't get to finish)

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Drumming

Song

Chants

Advance Life affirming causes

Multiple meanings

Music to share information

The drum as liberation

Resistance through music

Spiritual songs of liberation and escape

Dual meanings

Paved the way

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Meaningful liberation

Freedom for you and me

My communication

Is music, I wanna be free

Cannot silence me

take my soul away for free

You will here my pain and experience like Im royalty

I have power

In voice

In movement

In music

I long to reveal my true identity