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Thankfully Music and the Brain really covers both aural training and formal music literacy through creative ways. It shows up in my classroom through the CHAMP analysis and rhythm /listening activities. 

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Thankfully Music and the Brain really covers both aural training and formal music literacy through creative ways. It shows up in my classroom through the CHAMP analysis and rhythm /listening activities. 

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I wonder how I can incorporate my students' voice into our music making/musical expression regularly in the classroom.

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I wonder how I can incorporate my students' voice into our music making/musical expression regularly in the classroom.

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This shows up in the music I teach and the literature we read together. 

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This shows up in the music I teach and the literature we read together. 

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I wonder how best to connect to my families and align my classroom culture with their someplace.

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I wonder how best to connect to my families and align my classroom culture with their someplace.

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I believe that this facet strongly shows up in my music classroom today. I try to make my music classroom a space where students feel happy and joyful. I include lots of games in lessons, and students have expressed to me how much they love music class because they get to have fun and be happy! :)

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This is shown through teaching and applying recording techniques to be used with my strings students.

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I strive to make Music class fun, so I like to teach songs that the kids can laugh along with, and give them many opportunities to move their bodies

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In my classroom we sing hello in the different languages that are represented in our school.

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I feel very comfortable teaching music aurally as well as teaching music notation. I try to teach music that is authentic and the authentic practices of different styles and cultures.

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Having injured myself right before school began, i pivoted to creating a “hip hop at 50” curriculum which included music listening, appreciation, composing raps, and an arts wednesday where we tried our hand at graffiti

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This has always been the core mission for me.

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Bringing song and musical pieces from around the world into the classroom

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Students choose their Power Up, the songs that bring them joy.

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Students choose their Power Up, the songs that bring them joy.

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the students are the curriculum. sustaining their/our culture is tenet!

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the students are the curriculum. sustaining their/our culture is tenet!

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I am glad to see a push for a more inclusive NYSSMA list so I have made a point of featuring new additions in our performances at my home school

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I am glad to see a push for a more inclusive NYSSMA list so I have made a point of featuring new additions in our performances at my home school

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This shows up in my classroom by our songwriting unit. We use rap to express ourselves and learn about the different components of writing a song

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this shows up in  my Student Performances, holiday shows and working with partners. It's definitely joyful

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this shows up in  my Student Performances, holiday shows and working with partners. It's definitely joyful

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This shows up in my classroom by having five minutes at the end of class to have a creative space and lead the class in a call-and-response.

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I wonder how I can provide more opportunities for my students to share and present their music in a joyful way that they feel ownership of

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I often dedicate several minutes at the end of a lesson and ask what students are listening to - I try to play a part of the song and we discuss it.

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I often dedicate several minutes at the end of a lesson and ask what students are listening to - I try to play a part of the song and we discuss it.

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Students write new lyrics to their songs, and create their own arrangements to make the rep their own 

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Students write new lyrics to their songs, and create their own arrangements to make the rep their own 

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In my early childhood classroom, I always start learning all songs aurally. We learn the song, then we break down the song once students know it best.

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I feel very comfortable with this-- I love getting to know and explore my students' identities and have them share their cultures in music class.

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We specifically collect surveys on what we will be preparing or the year. this usually and almost always includes music from the students' home country

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In my class, we learn about different cultures, languages, instruments influenced by different cultures

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I have a LOT of student jobs, and give students many opportunities to express their emotions on instruments

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I have a LOT of student jobs, and give students many opportunities to express their emotions on instruments

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Teaching nursery rhymes, silly songs, counting songs, circle game songs, number songs, schoolyard chants and partner songs with PK-2

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This shows up in my classroom through student selected sharing of their "What's on my playlist?"  ~Phillips

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This shows up in my classroom through student selected sharing of their "What's on my playlist?"  ~Phillips

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I try to make the repertoire and supporting materials as culturally varied as possible.

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I wonder how to better find a balance between creating a strong choral classroom while also embracing technology/recorded music (also don't have ipads/laptops in my room)

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I wonder how to better find a balance between creating a strong choral classroom while also embracing technology/recorded music (also don't have ipads/laptops in my room)

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It shows up in my classroom by allowing students to share their indigenous and cultural musical songs and poetry.  This gives students a way to become intimately involved in the classroom teaching.  It also informs me how to incorporate these offering into my lessons. 

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It shows up in my classroom by allowing students to share their indigenous and cultural musical songs and poetry.  This gives students a way to become intimately involved in the classroom teaching.  It also informs me how to incorporate these offering into my lessons. 

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Anthony Lucas

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Bringing songs stories and images from my students’ home cultures into our lessons

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As a singer, I utilize both in my classroom. 

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As a singer, I utilize both in my classroom. 

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I survey students for the music they want to perform and then once I've gone through it to make sure it's school appropriate, I compile it into one large list of options to choose from. When students are planning for their final project they get to peruse through this list. The list ranges from TLC to Drake to Nirvana to Kpop.

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In my classroom I work to foster a collaborative environment and help students in seeing what connects them to each other

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In my classroom I work to foster a collaborative environment and help students in seeing what connects them to each other

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I wonder how to build a bridge to the families in my communities. My school really struggled with parent engagement, many are unable to come to performances etc. 

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I wonder how to build a bridge to the families in my communities. My school really struggled with parent engagement, many are unable to come to performances etc. 

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I wonder how to help the students express themselves with instruments when they are just starting with technique.

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I wonder how to help the students express themselves with instruments when they are just starting with technique.

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Teaching jazz band has opened me up in this aspect. It allows a space where students can realize their understanding of music outside of basic notation

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Teaching jazz band has opened me up in this aspect. It allows a space where students can realize their understanding of music outside of basic notation

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This shows up in my classroom by getting to know my students lives and their different music tastes. Sharing their music tastes helps me get to them and for their classmates to get to know them.

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the music room can act as a home, but only if we make it so, and vulnerability takes time, effort and love, in the way bell hooks talks about love and home

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the music room can act as a home, but only if we make it so, and vulnerability takes time, effort and love, in the way bell hooks talks about love and home

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Yes- always!

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Success for me is finding those opportunities for joy. For my student body, that’s choosing repertoire they like, and exploring instruments where we get to choose (after basic skills on all) what instrument they want to play.

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My band and step class understand that the music room is their home. They come in on their own just to relax on their own and know that they can completely be themselves when they arrive. To me and to them the music room is so much more than that. It is a place of freedom and peace

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Using many call and response songs helps as well as incorporating Kodaly.

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Using many call and response songs helps as well as incorporating Kodaly.

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Using chant to gain better understanding to written music. Encouraging improvisation within a selected key.

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We study and listen to one musician monthly. It gives me an opportunity to share music history, world music, different genres, languages and cultures

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researching the composers/arrangers of each piece to make sure they come from a variety of identities 

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researching the composers/arrangers of each piece to make sure they come from a variety of identities 

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This shows up in student songwriting and student voicing opinions/reflections topics currently important to them

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This shows up in student songwriting and student voicing opinions/reflections topics currently important to them

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I feel this shows up in my classroom by students creating their own compositions. When students have choice in the parts that they play I see joy in their faces and excitement in their playing.

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I try to pay attention to this each day in the way I teach modern band and traditional band. Modern band techniques have definitely informed my ability to do this in traditional!

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I wonder how to connect the community to my classroom and students.

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I do a Family Music Project with 3rd and 4th graders. Each student learns a song from a family member and shares the song with the class. They also interview the family member about the song, its origins, why it's meaningful, etc.

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I do a Family Music Project with 3rd and 4th graders. Each student learns a song from a family member and shares the song with the class. They also interview the family member about the song, its origins, why it's meaningful, etc.

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Soul Science Lab has, in my opinion, one of the better segments in Carnegie Hall Musical Explorers, which in general is itself a great resource for introducing world musical cultures. And it's free!

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using language acquisition models for teaching how to read music, first by speaking and getting familiar with the language, and then putting the symbols to the music they are already making

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using language acquisition models for teaching how to read music, first by speaking and getting familiar with the language, and then putting the symbols to the music they are already making

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Bringing music from many parts of the world into the classroom.

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In my classroom I use as many ways as possible to teach one musical concept. Aural, written, visuals, and physical movement. 

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In my classroom I use as many ways as possible to teach one musical concept. Aural, written, visuals, and physical movement. 

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At the beginning of week we facilitate a weekend share after a warm-up and before rehearsal

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At the beginning of week we facilitate a weekend share after a warm-up and before rehearsal

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I don't know what "liberate" means in this context.

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in our school every culture is represented especially during performances, through song choice and language.

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This facet shows up in my classroom because there is a lot of opportunity for building community in my space. We spend the beginning of the year really getting to know each other, sharing our hopes for the years, and co-creating classroom agreements so everyone feels safe in the classroom. My classroom is a very collaborate space and students feel comfortable, making it a homeplace.

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This shows up in my classroom with the variety of genres that I use as well as having students share what they like and would like to work on.

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I would love to learn how to incorporate this more

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This shows up in my classroom through student choice (through music & group/partner work or individual depending on student preference)

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I wonder how I can help my early childhood students create more and understand their cultures more when many don't have a firm grasp about it themselves.

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I wonder how to evolve music education while incorporating elements of the past.  

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I wonder how to evolve music education while incorporating elements of the past.  

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I teach much music by rote and immersion, but also bring in notation in fun ways, often using games

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I teach much music by rote and immersion, but also bring in notation in fun ways, often using games

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In my classroom, we make sure to make it a welcoming and warm environment for everyone. We have many incoming students that are refugees as of late. Many only speak Spanish. I make sure to make my classroom a dual language center so everyone can feel a part of our learning. Everyone learns it in English and Spanish

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An extensive repertoire is a must in an elementary classroom.  Children LOVE to sing and dance and request their "favorites."  Keep them singing and dancing and you will have happy students and great management.  

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An extensive repertoire is a must in an elementary classroom.  Children LOVE to sing and dance and request their "favorites."  Keep them singing and dancing and you will have happy students and great management.  

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We program music by composers from diverse backgrounds on all programs with all of our ensembles. We also encourage all schools that participate in the NYSSMA festival we host to do the same, even if it means coming for comments only as we wait for NYSSMA to diversitfy their repertoire lists.

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I wonder if you can elaborate more on what this one means.

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Carefully selecting repertoire given repertoire to represent different cultures

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I could still work on incorporating student creativity and voice better. It probably stems from a greater need to let go of control and “pass the mic” to students more.

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I wonder if there are more ways I can incorporate student expression outside of performance (composition/songwriting especially)

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I wonder if there are more ways I can incorporate student expression outside of performance (composition/songwriting especially)

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This shows in my classroom through echoing.  Most helpful teaching technique for my MLL students.

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This shows in my classroom through echoing.  Most helpful teaching technique for my MLL students.

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Teaching about the instruments of music of cultures by grade Social Studies: Lenni Lenape (2), Ancient Egypt and Ancient China (3), Iroquois (4) and Westward Expansion (5)

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Often try to write "in the style of" song lyrics, using similar forms, rhythm/rhyme schemes, topics etc

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Often try to write "in the style of" song lyrics, using similar forms, rhythm/rhyme schemes, topics etc

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I like to tell my students that there are two main ways to learn a new song, read it from somewhere or learn it by ear.

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I strive and try to teach music that takes students a little bit out of their comfort zone. I teach songs in different modes, languages and time signatures.

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Music is a liberator. I use every opportunity to listen and hear their musical tastes and preferences of music and then share my musical cravings. Together it creates a wonderful musical soup in which to   create a warm environment in the class. 

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Music is a liberator. I use every opportunity to listen and hear their musical tastes and preferences of music and then share my musical cravings. Together it creates a wonderful musical soup in which to   create a warm environment in the class. 

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Anthony Lucas

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I also have every student share a family song, then we put it in a music playlist according to genre

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I also have every student share a family song, then we put it in a music playlist according to genre

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hip-hop is just as valid any other genre

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hip-hop is just as valid any other genre

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I really would love to do more of this in my classroom.

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I really would love to do more of this in my classroom.

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3rd through 5th do a unit on West African Drumming. Everyone plays and experiences how rhythms interlock to create a groove. All engaged in joyous music making.

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3rd through 5th do a unit on West African Drumming. Everyone plays and experiences how rhythms interlock to create a groove. All engaged in joyous music making.

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I'm always using music from many different cultures and try to uplift many different peoples' stories in the music room with different genres and books.

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balance rehearsing repertoire with student compositions- the choir performs their peers' arrangements as well as repertoire i choose 

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balance rehearsing repertoire with student compositions- the choir performs their peers' arrangements as well as repertoire i choose 

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I give my students a choice of which rhythm game they would like to play from a collection rhythms based on popular video games and music. It gives them such joy to clap rhythms using their favorite movies and video games.

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I give my students a choice of which rhythm game they would like to play from a collection rhythms based on popular video games and music. It gives them such joy to clap rhythms using their favorite movies and video games.

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The way I have my curriculum set up is that in 6th/7th grade (sometimes I get them twice throughout these 2 years, sometimes I get them once or none) we do percussion ensemble and I focus heavily on written notation reading with activities of aural skills embedded. Then, in 8th grade, I have them for choir and it's an aural skills focus with written notation embedded.

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Since I'm teaching mostly technique I like to use as many songs that the students request as a I can. 

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Since I'm teaching mostly technique I like to use as many songs that the students request as a I can. 

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It is hard to find appropriate new music these days for elementary level students. What do you suggest?

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It is hard to find appropriate new music these days for elementary level students. What do you suggest?

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I feel like I'm part of a team of teachers that is constantly questioning the status quo

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I feel like I'm part of a team of teachers that is constantly questioning the status quo

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Teaching that the music classroom is a safe space for my students

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Students with disabilities experience great joy and expression when performing at our frequent events.

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I wonder what this truly looks like in other music classrooms.

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I wonder what this truly looks like in other music classrooms.

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in our classroom students are given the choice to voice their interests and song preference.