New post, New Year!

Starting the 2014-2015 year of school was a little easier this year.

Our school year has been off to a great start!!!  We had an awesome first day assembly that we got to get the kids pumped up for the school year.  I used Will.I.Am's video with the Sesame Street characters to start it off and that will be our theme song for the year.  Love, Love, Love this song and the words that go along with it.

Now that we're a month into school it's time to start classroom centers.  I introduced music centers last year as a panic attack.  One of my cohorts had to be gone in the afternoon and they couldn't find a sub for her.  Instead of popping in a video for 42 students, I demonstrated each center and we jumped in.  Some worked well right away and others needed some tweaking.  This year, I'm doing most of the same centers, but changed them a little to make them new to my older students.

 This center is students practicing writing on the staff.  I have laminated staff paper and dry-erase markers and a sheet of words that only use the musical alphabet.  They have to practice spelling those words on the staff paper just like they would spell words (left to right).

 I have 2 computers in my room, borrowed when our computer lab upgraded, and love using them for such occasions.  I put the kids on sfskids.org or nyphilkids.org and they are busy exploring instruments of the orchestra.

 This bag (in the background) is my Instrument Center.  There are several activities in this bag.  What the two girls are playing is a simple game of Memory.  There are matches of auxiliary percussion, ones that aren't as common (agogo bells, ocean drums, etc.).  There are also file folders matching pictures of instruments to their names followed by facts and easy-to-answer questions about that family.  Most of these printables were found on Pinterest when searching Music classroom Centers and I stumbled on this teacher's amazing website.  Many great ideas to choose from.  http://katietraxler.com/index.php?option=com_content&view=article&id=69&Itemid=466

 This group is playing musical Hi-Ho Cherry-O.  Another idea I found on Pinterest.  These board games are found super cheap at discount stores or garage sales.  I even sent an e-mail out begging for donated board games and came up with several.  The printable and idea for this game came from the following website.  http://laytonmusic.wordpress.com/2007/12/03/hi-ho-cherrio/

 This is a new center this year, but very simple.  "Clipboard Center".  I know, right?  What a great title.  I just found musical Word searches from my Music K-8 books and easy.

 They.  Love.  Musical.  Twister.  I can't believe how they almost fight over the turn to get to play Twister.  All I did was find used Twister games (again at discount stores or garage sales) drew notes on each color, drew same notes on spinner board, and done.  The spinner must say "right hand eighth note, red" in order for it to be musical.  Just hearing/seeing/doing this they are putting the names with the notes.  I am amazed at how this has helped their vocabulary.

Lastly is the Boomwhacker center.  In an earlier post last year, I showed the great number of Boomwhackers that I have.  I'm sure I don't use them near enough or as well as I should, but this is a fun way to use them.  Again with the website of http://katietraxler.com/index.php?option=com_content&view=article&id=69&Itemid=466  beginnings of melodies such as Twinkle Twinkle and Jingle Bells are provided, and I even colored them to match the color of the tubes.  Students play the order of the colors and have to listen to what they heard and match the name of the song.  This center is actually the most fun to watch the students interact with each other.  There are very different approaches to how they tackle the tubes.  It's also interesting to watch some students really "get it" and take on a leadership role.  

Other centers not pictured include an iPad center (two of them donated by our awesome PTO) where students get to experiment on GarageBand.  2nd graders (new to centers) only play with the different sounds on it.  3rd-5th graders I'm asking to start recording this year.  They aren't masterpieces by any means, but getting the idea of layering sounds and recording them to match.  Oh, what I wouldn't do for a room full of them and we'd all be composing year round.

I also have a Noodle Note Center where my husband (bless his heart) cut dozens of pool noodles into equal lengths and I drew notes on them according to the value of their size.  Students have to string them on into 4-beat patterns and then play them on a xylophone when done.

Logistically, centers can be very difficult.  Towards the end of rotating centers, it can be tricky to make sure everyone gets all 10 centers.  It's also not the best for a sub to take on as the noise level can rise quickly depending on the excitement of the game.  It takes some planning, but it's a great way for me to do assessments by walking and observing around the room.  I hope Pinterest keeps creating new center ideas for me to take advantage of the great resources created by others.

 We have been stuck inside a lot lately due to cold temps.  -30 and -40 wind chills are too much for little bodies' skin to tolerate.  Because they've been inside, they seem to have a lot of excess energy and are driving their teachers bonkers.  Instead of doing regular stuff for class, we have been doing a lot of moving activities during music time.  Today we did "pantyhose dancing".  Pantyhose you ask...

Yes.  I took a class two years ago about movement in the classroom.  Had nothing to do with music, but I've been able to apply many of them to music activities.  My friend that attended the class with me and I split a box of pantyhose.  We simply faxed Hanes company and asked for a box of irregular hose.  You get a box of 100 pieces which are single legs and open at both ends.  The kids get two legs and slip them over their feet and then the other end goes over their hands.  I play simple moving music for them to dance around the room.  Today I chose Saint-Saens Carnival of the Animals.

The pieces work perfect because they're short.  At the end of each song, I have them connect themselves to another person. 

 After the next song, the partners have to connect to another group of partners.  After another song, that group of 4 has to connect with another group.  Some groups catch on quickly, then I had others who still were trying to get them on over their shoes and are fighting the hose. 

 They discovered that when connected to other people, they had to work together as a team or people would get pulled along for the ride and eventually fall over.

 They look like giant spider webs.  Lots of fun.

 Another thing I did with my Kinders today is paper-plate ice-skating.  We played the song by John Jacobson, "Let's Go Skating".  The plates easily slide on my carpet and they are burning a lot of energy through their legs pushing them into the plates.

 My 2nd, 3rd and 5th graders have been working on a project.  We call them the "Froggy" projects.  We are using the Froggy books by Jonathan London.  The books have many onomatopoeia words throughout that lend themselves nicely to instruments.  So we are making sound stories.  Their first jobs were to read through the book and find all the words.  I created a spreadsheet for them to write them down.  Their next step was to decide what instruments sounded best for that word.  Enter the instrument testing.  I have multiple Orff instruments which they are very familiar with, but I have a great deal of miscellaneous percussion which we just don't use very often.  I found printable name cards so they could put a name to the instrument they were trying.  They obviously, wanted to try out everything before they made any decisions, so needless to say, I took a great deal of Excedrin before their classes.  It was fun watching them try an instrument they had never held before.

The next step is to assign instruments, and then the details.  Details meaning, which xylophone is it? soprano, alto or bass so they are learning some of the correct terminology.  Boomwhacker? which letter?  Then they decide on dynamics.  The final step is to start practicing reading the book with their instruments.  They will have probably 2 full class times to practice then they will be presenting them to the rest of their class.  If all goes well, we will invite younger grades in to come be their audience.

This is a new project for me and was very nervous to see how it would go.  The final performances will be interesting to see what they chose and if they make sense with the words.  Examples I gave were "would it make sense for kicking a soccer ball sound "bonk" to be played with an egg shaker?"  Responses were "no, but what about a drum", so they were doing some problem-solving and higher-order thinking.  I had the groups chosen for them before they began.