QUEENS SOUTH 11/7/2023 Facets of CR-SE in the Music Classroom by Elizabeth Guglielmo

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Stories of composers/ musicians and the struggles they went through

How this shows up in my classroom

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Modified Lead Sheet featuring Rhythms Chords, and Song Form (modified for students music educational background)

Many kids in my district don't have much outdoor times available, and we use a lot of music and movement with music the kids like at the end of the session to dance and sing to. I also use phonics and rapping for pre-k/k

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I choose repertoire that students are usually very familiar with in order to teach instrumental skills.

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containing to non verbal students

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I am creating short activities that center around student choice and music making. Helping students become confident using their musical skills and sharing with the class.

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Discussions of both the positive and negative histories behind differing pieces of music

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Incorporating student music requests into the lesson, usually centering around their background or culture.

creating newsletters that feature topics and music that we cover in class

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Teaching songs in their language or from their country. Including stories with diverse characters

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This shows up in my classroom as I'm showing them non-traditional music making and how music can be found everywhere, everyday, and may be different from what they think of when they think of music.

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Performances: Choice via class vote on what to perform based on choices provided by me that I feel match their abilities with a challenge built in, and then I write arrangements they can play. Most students who start out afraid to perform come back afterwards and say they loved it.

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I use improvisation, melodic and rhythmic, and allow students to create examples for the class to repeat.

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There are several ways that this may occur in my class. I have students compose their own rhythmic compositions as a project so they are able to creatively express themselves. I also have students share how music makes them feel.

Making sure that the music you teach does not just stick with the Western cannon - especially when teaching about composers

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Not really sure what this means!

Students selecting their own repertoire gives them the opportunity to see themselves in the classroom

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My students choose music that connects to them

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Choosing repertoire recommended by students if it's appropriate

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I allow students to request songs to be used during classroom instruction to be used to teach skills and concepts I want them to learn (so long as it is appropriate and suits the concepts and skills being addressed)

Choosing repertoire from composers from various cultural backgrounds...hispanic, black, asian, white etc.

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Using the background of our students to create the content and the units of study, and see how music is a reflection of their culture and vice versa

Mood meter check-ins at the beginning of each class. Students express their emotions through music, facial expression, body movement, voice, or through their PMC.

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How this Shows in my Classroom

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We talk about all music and I try to have them discover the musical parts that connect them.

We focus on the many different cultures in our building. I introduce and explore music from the various cultures.

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Many students ask me if they can make their own music. I give them the oppurtunity on Fridays to do Music Tech by using Incredibox or Chrome Music Lab

this shows up in my classroom when students are allowed to have input in the selected repertoire.

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Taking time as either a warm-up or behavior reward to play some singing-themed games like Finish the Lyrics or some word-song association games

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I don't understand what this means.

I invite students to be the teachers and teach songs from home to their peers

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students being allowed to create their own music on keyboard

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The World Music Drumming curriculum is big on this: Rhythms are taught by ROTE/Aurally rather than notated

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Students are invited to hang with their instruments, each other, and me during lunches and after school.

Music that students choose and/or compose, so that their voices are heard

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Spotlight “student musicians” each week on Class Dojo.

I'm not sure how to complete this step within the timeframe of a class period or how it can connect to standards/curriculum.

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Teaching music notation through Music and the Brain.

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Laughing is not tolerated during in-classroom student performances. only supportive behavior.

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Many of the students at my school speak 2+ languages. I like to select folk songs from various countries so it gives my students a chance to show leadership in their home language. Students will teach each other the diction and meaning of the lyrics.

my question here is how can we uphold community when parent teacher conferences are now remote. that is the best time to meet and show parents what we do

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How can I catch students up to grade appropriate music reading skills when they have no background in music?

Want to work on this more

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Students choose their own musical selections and we arrange them together.

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I wonder what this would look like in my classroom?

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The music curriculum aligns with what each month celebrates. (Hispanic Heritage month was on September 15th)

We have time to move and dance - some students who need to be up on their feet wear foot instruments (tambourines, shakers, etc) and play hand instruments.

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I could use help in this definitely. My principal and I are a bit at odds of what music can be used in the classroom for 3-5.

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What is the status quo?

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I'm seeing this in my Glee Club by giving students both the printed student score parts and the lyrics sheet so that they can learn what they are comfortable with to start, and connect it to the music notation more easily.

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I was raised in the status quo and am most comfortable pedagogically there. I'm not always sure what a challenge to this tradition looks like.

Many of my songs are accompanied by dance and play, which creates an environment of joy

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teaching songs in other languages using beths notes and having the notation on the board.

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Using pre-set rhythmic patterns (in notation) to see and identify what they are hearing. Next, performing it along with music choices as accompaniment.

Orchestra Response: Support for music notation by color coding music notation according to string. Colors are also on instrument bridges. We also play-along in class - students play along with me as well as talking through passages and doing partner work. So, they are learning through multiple modalities.

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I have an open-door policy in my room, meaning as long as I have a break, I welcome students to come in, sing some songs, practice instruments, or even just take a break from their peers for a while

Working on deepening this aspect

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We chart out the basic aspects of the songs we play in modern band (form, chords, dynamics, etc..), but I want to deepen this aspect of my pedagogy.

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MATB

Only about 5% of my students that I surveyed have actually played an instrument. Many have not even touched a guitar. I try to boost self confidence and esteem by having them play for the class and compliment them on their progress. There is a myth of perfectionism that comes with the music recording/production industry that I have to slay...its okay to make mistakes when learning!

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I tap into the students' musical interests. I also allow them to help decide what we might perform.

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Simplified sight reading and aural training using Kodaly Method

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I wonder....

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How can I make these activities short and engaging, while also rigorous? I want to increase understanding of music notation but also making it very seamless. How can I start with students who are older and did not have music from K-3rd grade?

This shows up in my classroom by allowing students to listen and respond to music repertoire on their chosen instrument with melodic or rhythmic prompts

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Red

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My students sometimes don't understand why certain repertoire is used.

this shows up in my classroom making time and space available outside of class time for students

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I have a cultural song suggestion box in my room in which students can share a song from their culture and present to the class at the end of the week

I choose repertoire that is more modern so kids can hear that whatever effort they put in can sound like something they relate to and perhaps motivate them to go further with music

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Using student-lead compositions and performances integrated into the content

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Learning the student's cultures and languages and being sensitive and responsive to those elements in my curriculum.

I use syllables to assist with learning complex rhythms.

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I second that using relevant artists who struggled themselves.

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I would like to learn more about this.

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How this is used in my Classroom

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I teach music as a Language and the pre k thru 2 is an aural based and use of tomedics and solefege.. and in grades 3 to 5 , try to connect the rhythmic and vocal patterns in symbols.

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Focusing equally on musicianship and relationship/team building. I always found that the joy came from achieving together. I focus a lot on the culture of my music room to maximize how students feel about participating in music programs.

I have them compose their own rhythm and play it on the xylophone.

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I wonder what the status quo actually is and is the bar set too high, too low, or about right compared to my curriculum and set of circumstances?

It is easier when choosing a song that is not just connecting to our life experiences but also know that the song has a story that allow the singers or the performers to have joy performing it.

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Teaching chord symbols and using leadsheets for guitar and piano

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I would like to use more student choice here, but there aren't a lot of appropriate choices being made.

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Giving students the tools to learn the music that they want to learn. When this happens they are filled with the joy!

Question - ways to support ENL students who are just arrived in addition to students translating for them

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teaching the notation with Kodaly method such as ta, ti-ti, tiki-tiki, shh

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jschneider15_ — 2023-11-07 15:00:47 UTC

Allowing students to share music playlists that reflect the music they like/are growing up with.

Coming from a theatre & music background, I wonder how much I even understand about the musical status quo?

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I use lessons from John Feierabend's book Conversational Solfege

Creating a brave space

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I see a lot of positive risk taking in my modern band classes. I see this as a sign that students are feeling comfortable enough to take these risks.

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I wonder how much of each lesson should be dedicated to this with limited instructional time with student for it to still maintain its importance.

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Maybe exploring new compositions and composers, and expanding to ingrate other musical traditions

Teach music theory

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i teach music theory every Monday thru Thurs

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Using music from all of the different cultures to highlight the lesson, not just sticking to a western/classical pieces

I wonder....

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Am I doing this already? But can I make more opportunities for students? How do I make more opportunities without students having the ability to walk freely throughout the building?

I am not so sure about this on how this will show in my classroom

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Challenge traditions that exclude students and communities

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This shows up in my classroom when we brainstorm questions about the origins of music genres and help students find out how to research the questions of their curiosity

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Do general music students in an instrumental class need to be able to read rhythms to play them, or is an aural image of the rhythm enough?

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Love teaching about music from around the world. So very interesting!

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Sometimes on Friday’s I allow my guitar students to pick a song to learn or to show the song they are learning at home to their classmates.

Need further exploration on this. I assume it changes yearly based on our classes

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I connect music notation to the score we sing.

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Unsure

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Not sure how to express this as some ways , which some find a difference and Miles Davis once Said " Music is alive and must move forward, but you do need to know where you come from. "

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African drum circles!

Advocacy is the biggest piece for me. I have an administration that is only interested in music in the context of ELA and math. How do we maintain a high music education for our students, when we are restricted to teaching curriculum that is determined by other subject areas.

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My students don't spend much time outside of the classroom. Often music is the only time they get to have fun and they experience different things.

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I like teaching Modern Band through Music Will because the students are familiar with the popular music. I also teach some songs to reflect heritage months and/or cultural/ethnic holidays.

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Allow students to have a say in their repertoire.

Culture

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Students sometimes need to expand their cultural awareness.

jschneider15_ — 2023-11-07 15:02:59 UTC

strengthening their aural skills so that they are able to approach music thru rote AND sight reading

I want to be more inclusive of the cultures that are predominant in my school, and I'm finding this challenging because I can't even find adults in my school of the same cultures. (Three of the top languages in my school OTE are Russian, Tajik, and Uzbek)

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allow students to play music instruments

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Towards the end of the period i allow my students to play some instruments in the classroom. it helps them with their emotions.

One student that i have loves to play guitar and it makes her smile.

I allow my students to request songs that they like. This brings many of them joy and sense of pride.

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Being a special ed teacher who teaches music it can be difficult to come up with curriculum that is engaging and challenging. Also that is encompassing all aspects of music

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