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

Orff modeling, rote singing

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Visibility

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Showing my students musicians who look like THEM who are doing amazing things in the field.

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

meeting students where they are and helping them progress

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Repertoire selection

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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.

Song share

kphillips616 — 2023-11-07 15:13:11 UTC

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'

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.

vdirgbbx8z — 2023-11-07 15:13:12 UTC

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

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repertoire that is diversified and also empowering

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

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Incorporate songs from multiple cultures

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.

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

Repertoire

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

Music Journaling

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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.

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

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

Underrepresented composers

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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?

Joy

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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.

Connections and bridges

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

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

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.

vdirgbbx8z — 2023-11-07 15:14:31 UTC

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.

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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Culture bearers as co-teachers

kphillips616 — 2023-11-07 15:14:39 UTC

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.

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

Student Choice

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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

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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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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Reflection

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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.

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.

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

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Games Games Games

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I teach music literacy through games and play.

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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Create and Share

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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.

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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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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INCLUSION

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

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

Exposure

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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.

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.

vdirgbbx8z — 2023-11-07 15:15:56 UTC

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

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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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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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

Social Justice Song Analysis

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

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

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How to be a respectful audience member

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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.

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.

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

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Improvisation

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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

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

Playfulness brings Joy

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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.

Choose repertoire showing a variety of cultures.

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Jacob Mortensen

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My High school vocal music majors were asked:

What is the biggest issue you see facing the members of your community that you would be passionate enough to focus your energy and talent on finding a solution for?

They chose Mental health awareness and access to community supports for mental health and suicide prevention.

They have then been given ownership over programming, orchestrating and developing our concert as well as over developing a fund raising effort to give back to local charities and programs they believe in that would further their efforts.

Finding things in my teaching that have been passed down fro former teachers, but don't quite apply or work with the modern generation of students

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New composers are often excited to have their work played. In some cases I've had them come visit the students (live or on Zoom) and the collaboration and experience of learning new music is made ever deeper my meeting its creator.

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Some days we don't play, we just talk

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On a few occasions students enter my class at the end of the day feeling tired and stressed out about things that have taken place during the day. More than once this year I have given space for student to circle up and engage in a dialogue about feelings. This helps build a community of empathy and understanding.

I have implemented student led warm ups (breathing, vocal, movement) this year and students look forward to it. Even the shy students feel encouraged enough to try.

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Allowing my students to actively participate in their musical repertoire, with composers that are currently mainstream.

shernandez501 — 2023-11-07 15:17:48 UTC

Games

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I try to incorporate games as often as I can. I want joy and having fun to be the thing that comes to mind when kids think of music class.Then we can go into deeper learning from that point.

breaking song lyrics down and discussing how it relates or does NOT relate to the students

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I am using the RAINBOW staff in many of my singing and instrument playing classes for students to associate colors with different pitch letters or syllables that they can then sing or play on pitched percussion instruments that have corresponding colors (for example, boomwhackers)

vdirgbbx8z — 2023-11-07 15:17:58 UTC

I somehow manage to greet all students each period. I also make sure to wish them a good day. They feel valued just by that small act

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Keeping joy front and center

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I always try to prioritize joy in music through choosing repertoire that I think my students will love, presenting it in an enthusiastic manner, and remaining flexible if the students express a desire to do something with the piece I hadn’t planned for. And puppets. Lots of puppets.

I use many different types of music notation to teach my students. We use tab, chord diagrams, traditional notation as well as by rote

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I like to engage students in a varied repertoire, including, music of my choice as well as theirs. I attempt to stay current with what music my students are listening to and often honor their requests to learn specific songs, tv/movie themes, and even video game music.

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As a Nomadic Music Teacher, any room I am in becomes the music room for that period of time, and my students know the ritual and songs I use for the beginning, middle, and end of the class which brings them joy.

vdirgbbx8z — 2023-11-07 15:19:28 UTC

I try and create the vibe of cultivating homeplace in the music room while also maintaining the balance of structure and discipline, sometimes a tightrope walk, but when we come back to the basics of respecting each other and the space, it eventually all works out.

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I often open up my room for students to hang out during their lunch time where we just chat and have open playing time on the instruments-it has really helped with their learning during their own music class as well.

I will adapt my lessons to meet the students needs. ex. If we are playing a song that moves to quickly for students to make the changes I will group them by chord or chords til they can play all the chords

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Ideally, the status quo in education should be determined by the student's perspective, and what they need to thrive.

Creating a choir family

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I have always found choir students to be rather “cliquey” so I have decided to channel this into the positive formation of a family like community. The room itself is covered in photos and artwork that the students made. We have a calendar of outside performances and birthdays and we have included honey furnishings and lights.

I have questions on this - am not sure what it means

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I often struggle with reconciling music played by ear/rote with reading musical notation. Playing by rote is easier in the sense that it frees up the eyes and one's awareness of physical space and comfort to play a string instrument. Many beginning instrumentalists struggle with taking their eyes outside their bodies to translate musical notation on a page.

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