Hey future me,
It is important that you have your students actively listening to tone early. They must be able to tell if they are playing with good tone AS WELL AS if they are blending with other instruments. Woodwinds must be able to blend together. Brass must blend together. And these two sections must have blend with each other. Have students take turns listening to various sections for tone and have them describe the tone in 5 words or less. Then try and have them match that tone. Get your students listening early and often! It will save you some trouble later on.
Characteristic tone is incredibly important for any ensemble. As a
person, you have your personality to set you apart from everyone else,
and this is what tone does for your ensemble. You want people to be
able to hear recordings and say, "Oh that must be MSU!". Tone is also
very important because it is what makes a piece pleasant to listen to.
You could play one of the greatest pieces ever written, but without good
tone, it would be a disaster. Encourage your students to listen to recordings of the pieces you are playing that has musicians who play with good tone. It helps to hear an example!
Best wishes,
Sallie
Thursday, April 26, 2012
F.E. Blog 12
5th Grade Band
God bless this teacher. It takes a very special person to teach elementary band. I had a headache within 5 minutes of being in the room and this teacher does it every day. I again found myself in a school that did not have a band room. We were in a regular classroom, which meant it was small. And there were a lot of loud instruments. The first thing that caught my eye was the two girls playing the oboe. I had no idea that a 5th grader could play oboe! It is a very difficult instrument and the students must have good ears and patience.
The percussion section was having some listening issues this day.... or who knows, it could be most days. Three boys played percussion, and they played as loud as they wanted, whenever they wanted. Somehow the teacher was able to ignore this. She addressed the loudness issue once, and then never said anything again. I have no idea how she put up with it. I'm not sure if she didn't stop and talk to them because of time or because she just wasn't sure how to improve the situation. It is easy to sit in the back of the room and speculate what you would do in the situation, but I have no idea what it would really be like to have her job. At this point in time, I do not know if I have the patience or energy to keep up with an elementary band. In a lot of ways, it seems like a bigger job than high school band!
God bless this teacher. It takes a very special person to teach elementary band. I had a headache within 5 minutes of being in the room and this teacher does it every day. I again found myself in a school that did not have a band room. We were in a regular classroom, which meant it was small. And there were a lot of loud instruments. The first thing that caught my eye was the two girls playing the oboe. I had no idea that a 5th grader could play oboe! It is a very difficult instrument and the students must have good ears and patience.
The percussion section was having some listening issues this day.... or who knows, it could be most days. Three boys played percussion, and they played as loud as they wanted, whenever they wanted. Somehow the teacher was able to ignore this. She addressed the loudness issue once, and then never said anything again. I have no idea how she put up with it. I'm not sure if she didn't stop and talk to them because of time or because she just wasn't sure how to improve the situation. It is easy to sit in the back of the room and speculate what you would do in the situation, but I have no idea what it would really be like to have her job. At this point in time, I do not know if I have the patience or energy to keep up with an elementary band. In a lot of ways, it seems like a bigger job than high school band!
F.E. Blog 11
5th Grade Orchestra
I had no idea what to expect from a 5th grade orchestra. I am impressed that any 5th grader can play a stringed instrument, let alone in an orchestral setting. It made me a little sad to see that the students had to rehearse in the lunch room. As a music teacher, I would have loved to see them have their own room with instrument lockers and everything they could ever need. I found myself in a very real situation: not all music teachers have their own classrooms. However, the teacher did a great job with the space and it did not seem to bother the students.
The students were preparing for an orchestra concert with other area elementary schools. They had recently started the music, but seemed to be really catching on. The teacher taught them the conducting pattern and had them conduct themselves. I thought this was so cool. There is no way I would have known a 3 or 4 conducting pattern in elementary school. These students also had excellent intonation. I noticed them adjusting their fingering without having to be asked. The teacher really did not have to tell them fingerings. She sang to them (even though I know for a fact she is an excellent cellist) and it worked very well. I realized that I could totally teach an elementary orchestra. I have the basic string knowledge, I am patient, and I have a good ear. These are the attributes that this teacher demonstrated, and it seemed to work great for her orchestra.
I had no idea what to expect from a 5th grade orchestra. I am impressed that any 5th grader can play a stringed instrument, let alone in an orchestral setting. It made me a little sad to see that the students had to rehearse in the lunch room. As a music teacher, I would have loved to see them have their own room with instrument lockers and everything they could ever need. I found myself in a very real situation: not all music teachers have their own classrooms. However, the teacher did a great job with the space and it did not seem to bother the students.
The students were preparing for an orchestra concert with other area elementary schools. They had recently started the music, but seemed to be really catching on. The teacher taught them the conducting pattern and had them conduct themselves. I thought this was so cool. There is no way I would have known a 3 or 4 conducting pattern in elementary school. These students also had excellent intonation. I noticed them adjusting their fingering without having to be asked. The teacher really did not have to tell them fingerings. She sang to them (even though I know for a fact she is an excellent cellist) and it worked very well. I realized that I could totally teach an elementary orchestra. I have the basic string knowledge, I am patient, and I have a good ear. These are the attributes that this teacher demonstrated, and it seemed to work great for her orchestra.
F.E. Blog 10
BHS Jazz Band
I am honestly not sure if teaching concert band would be the right fit for me. However, if the situation did arise that I needed to teach a band, I would hope it would be jazz band. I think it is so great that BHS has a jazz band. I hope that wherever I teach in the future has one. You learn an entirely new set of skills, while still reinforcing the ones you use in other ensembles. What really struck me about this rehearsal was Mr. Burdahls warm-up. EVERY SINGLE STUDENT IMPROVISED! This blew me away. I do not think that band members in my high school could have done this and these students did it effortlessly.
Mr. Burdahl established this warm-up in such a way that each student played the whole time, mostly comping, and also got a chance to solo. With this band being at 7:30 am, I was interested to see how quickly the students' brains would wake up to the improvisation. There are some very talented young musicians in this band. This did not seem like school for them. They all honestly seemed to be enjoying themselves. At the end of this observation, I was given the opportunity to start the jazz band. It was SO much fun. I would love to conduct a jazz band for a concert. I love performing and listening to jazz music, and conducting it is unlike anything else I have done before. It is almost like dancing. For Professor M. at MSU... it is dancing! And I love it.
I am honestly not sure if teaching concert band would be the right fit for me. However, if the situation did arise that I needed to teach a band, I would hope it would be jazz band. I think it is so great that BHS has a jazz band. I hope that wherever I teach in the future has one. You learn an entirely new set of skills, while still reinforcing the ones you use in other ensembles. What really struck me about this rehearsal was Mr. Burdahls warm-up. EVERY SINGLE STUDENT IMPROVISED! This blew me away. I do not think that band members in my high school could have done this and these students did it effortlessly.
Mr. Burdahl established this warm-up in such a way that each student played the whole time, mostly comping, and also got a chance to solo. With this band being at 7:30 am, I was interested to see how quickly the students' brains would wake up to the improvisation. There are some very talented young musicians in this band. This did not seem like school for them. They all honestly seemed to be enjoying themselves. At the end of this observation, I was given the opportunity to start the jazz band. It was SO much fun. I would love to conduct a jazz band for a concert. I love performing and listening to jazz music, and conducting it is unlike anything else I have done before. It is almost like dancing. For Professor M. at MSU... it is dancing! And I love it.
F.E. Blog 9
BHS Band
I was excited to finally see Kelly Burdahl in action. I don't think one can be involved in music in Bozeman and not know of him. He has a reputation for being a little... gruff. I was interested to see this for myself, since I have found that usually when teachers are described as "tough" they really just have high expectations and run their classroom efficiently. I felt bad for Mr. Burdahl this day because his percussionists just did not have it together. For someone who supposedly 'erupts' in class, I thought he kept fairly calm for the situation at hand. The students did not have the right instruments or the right music, and even after he asked them to figure it out, were still sitting in the back with confused looks on their faces. I can imagine that it would be very frustrating and embarrassing to have people observe your band on a day when your students are having an off day. I am sure his rehearsals usually run with the utmost efficiency, as that is his reputation.
I really appreciated how much time he spent on tuning the band. Intonation is incredibly important as a foundation for everything we do in a music class. He had a tuner in hand and spent time going through every section to make sure everyone was in tune. He had students listen to each other and help tune instead of relying entirely on the tuner. It didn't take nearly as long as I thought it would, because the students were used to this routine. I think this will benefit these students immensely in the long run!
I was excited to finally see Kelly Burdahl in action. I don't think one can be involved in music in Bozeman and not know of him. He has a reputation for being a little... gruff. I was interested to see this for myself, since I have found that usually when teachers are described as "tough" they really just have high expectations and run their classroom efficiently. I felt bad for Mr. Burdahl this day because his percussionists just did not have it together. For someone who supposedly 'erupts' in class, I thought he kept fairly calm for the situation at hand. The students did not have the right instruments or the right music, and even after he asked them to figure it out, were still sitting in the back with confused looks on their faces. I can imagine that it would be very frustrating and embarrassing to have people observe your band on a day when your students are having an off day. I am sure his rehearsals usually run with the utmost efficiency, as that is his reputation.
I really appreciated how much time he spent on tuning the band. Intonation is incredibly important as a foundation for everything we do in a music class. He had a tuner in hand and spent time going through every section to make sure everyone was in tune. He had students listen to each other and help tune instead of relying entirely on the tuner. It didn't take nearly as long as I thought it would, because the students were used to this routine. I think this will benefit these students immensely in the long run!
Wednesday, April 25, 2012
F.E. Blog 8
BHS Warm-ups
I cannot describe how nervous I was for this day. This is for several reasons: 1) 7:30 am + high schoolers = grumpy students. 2) Michael Certalic intimidates me. Not because he is mean, but because he is really good at what he does and I don't want to embarrass myself. 3) I do not play a single instrument in the orchestra... unless you count piano or percussion, neither of which are in this ensemble.
The first thing I noticed as the students got set up was that some woodwind instruments had mysteriously appeared this class period. It was only strings when I observed the time before and no one had mentioned anything about woodwinds. I based my warm-ups only around strings, so I had a moment of panic when I saw the w.w. I knew my warm ups were good, so I picked my chin up and told myself I would do great. The students were a little slow to pick up on a few of the exercises I had planned, and I think this is a combination of it being so early, me not being their 'real' teacher, and I could have explained a few things a little clearer. I found that by singing to them, I accomplished the same thing that Mr. Certalic did by playing for them. They just need to hear the exercise clearly and with good intonation. Funny how I keep writing that exact sentence in all of my blogs... I think I see a pattern emerging.
I cannot describe how nervous I was for this day. This is for several reasons: 1) 7:30 am + high schoolers = grumpy students. 2) Michael Certalic intimidates me. Not because he is mean, but because he is really good at what he does and I don't want to embarrass myself. 3) I do not play a single instrument in the orchestra... unless you count piano or percussion, neither of which are in this ensemble.
The first thing I noticed as the students got set up was that some woodwind instruments had mysteriously appeared this class period. It was only strings when I observed the time before and no one had mentioned anything about woodwinds. I based my warm-ups only around strings, so I had a moment of panic when I saw the w.w. I knew my warm ups were good, so I picked my chin up and told myself I would do great. The students were a little slow to pick up on a few of the exercises I had planned, and I think this is a combination of it being so early, me not being their 'real' teacher, and I could have explained a few things a little clearer. I found that by singing to them, I accomplished the same thing that Mr. Certalic did by playing for them. They just need to hear the exercise clearly and with good intonation. Funny how I keep writing that exact sentence in all of my blogs... I think I see a pattern emerging.
F.E. Blog 7
BHS Primary #1
I am in awe of Michael Certalic. I arrived at BHS at 7:15 am and he was in the middle of teaching a violin lesson. Why on earth would he teach that early? More importantly- what student wants to play that early?? The answer to both- they love music. I was pretty skeptical about having an orchestra at 7:30 am. I know that in high school, and even now, I am not particularly alert before 8:00 am or so. I am not sure how excited I would be to sit in a room full of instruments playing fff that early in the morning. But somehow, Mr. Certalic and all of his students arrive on time and in good spirits.
Mr. Certalic spent the entire period showing us different warm ups that the ensemble does on a regular basis. I was very impressed by the quality of these young musicians. They played scales, etudes, folk tunes, you name it... just as warm ups! The best part of all of this is that they really seemed to enjoy it. I feel very nervous about warming up this ensemble. I do not play a stringed instrument. At all. And Mr. Certalic plays all of the warm ups in a call-and-response style. Getting up in front of a high school-age ensemble is quite a bit more intimidating than elementary-age students. I feel slightly too close in age to these students!
I am in awe of Michael Certalic. I arrived at BHS at 7:15 am and he was in the middle of teaching a violin lesson. Why on earth would he teach that early? More importantly- what student wants to play that early?? The answer to both- they love music. I was pretty skeptical about having an orchestra at 7:30 am. I know that in high school, and even now, I am not particularly alert before 8:00 am or so. I am not sure how excited I would be to sit in a room full of instruments playing fff that early in the morning. But somehow, Mr. Certalic and all of his students arrive on time and in good spirits.
Mr. Certalic spent the entire period showing us different warm ups that the ensemble does on a regular basis. I was very impressed by the quality of these young musicians. They played scales, etudes, folk tunes, you name it... just as warm ups! The best part of all of this is that they really seemed to enjoy it. I feel very nervous about warming up this ensemble. I do not play a stringed instrument. At all. And Mr. Certalic plays all of the warm ups in a call-and-response style. Getting up in front of a high school-age ensemble is quite a bit more intimidating than elementary-age students. I feel slightly too close in age to these students!
F.E. Blog 6
C.J. Secondary
I was honestly very unsure of what to expect from a middle school band. But, my expectations had been set pretty high from observing the orchestra! The first thing I noticed is that Ms. Nelson wore a microphone. I don't know why I hadn't thought of doing this before.. but I thought it was a great idea. The students could hear her clearly and she didn't have to strain her voice. I was impressed that the students were, for the most part, in their seats with instruments in hand, ready to begin as soon as the bell rang. After watching Ms. Nelson warm up the band, I became more comfortable with the idea of having to do so myself. The biggest thing I took away from observing the middle school band is that having a good ear is the most important thing. You don't necessarily have to be able to play all of the instruments, but you do need to be able to teach them good intonation. You also have to be able to listen to several sections at once and listen to instruments in each. Ms. Nelson was VERY good at this. She didn't seem to miss a beat!
I was honestly very unsure of what to expect from a middle school band. But, my expectations had been set pretty high from observing the orchestra! The first thing I noticed is that Ms. Nelson wore a microphone. I don't know why I hadn't thought of doing this before.. but I thought it was a great idea. The students could hear her clearly and she didn't have to strain her voice. I was impressed that the students were, for the most part, in their seats with instruments in hand, ready to begin as soon as the bell rang. After watching Ms. Nelson warm up the band, I became more comfortable with the idea of having to do so myself. The biggest thing I took away from observing the middle school band is that having a good ear is the most important thing. You don't necessarily have to be able to play all of the instruments, but you do need to be able to teach them good intonation. You also have to be able to listen to several sections at once and listen to instruments in each. Ms. Nelson was VERY good at this. She didn't seem to miss a beat!
Saturday, February 25, 2012
F.E. Blog 4
C.J TE Day 1
This was the first day that I worked one on one with the 8th grade orchestra students at CJMS. Kira and I took the violin I's into a practice room and worked with them for the entire class period. After my first observation, I was not worried about managing a group of these students. Their classroom teacher has done a great job of teaching them to be respectful, active listeners. It took a lot of prompting to get them to start talking with me. I am not sure if this is because is was early morning or because they were scared to talk. Kira taught her rhythm and the students were very responsive. I think she taught the rhythm differently than the classroom teacher, because the students took several tries to pick up on it. These students seemed to have fairly comprable abilities, with the exception of maybe one student who took private lessons. I learned the names of all of the violin I's, who were all boys except for one.
I was nervous to delve into the music since I do not play the violin, or any of the instruments in this string orchestra. I had a semester of techniques, which I honestly do not feel prepared me to work in depth with a violin section. It was great to be teaching with Kira, because she knows the violin like the back of her hand. I was able to help the violins with their intonation. I may not be able to play the violin, but I could sing to the students and play the piano, which seemed to help them just as much as Kira showing them fingerings. We helped them through a few difficult sections of music, and when we asked them which piece they were having the most trouble with, they pulled out an orchestral work from the opera, "Carmen". I instantly knew the piece, which helped me help them. I was able to tell them what was going on in the opera at the point when this piece is played and helped them with the mood of the piece. Since I knew it so well, I could sing it for them. This was very encouraging to me, because even though I know very little about the violin, I was completely comfortable teaching them a song I knew. If I am ever an orchestra teacher, I will obviously know the songs I am teaching. I now feel much more comfortable with the possibility of teaching orchestra, since I know I won't totally crash and burn!
This was the first day that I worked one on one with the 8th grade orchestra students at CJMS. Kira and I took the violin I's into a practice room and worked with them for the entire class period. After my first observation, I was not worried about managing a group of these students. Their classroom teacher has done a great job of teaching them to be respectful, active listeners. It took a lot of prompting to get them to start talking with me. I am not sure if this is because is was early morning or because they were scared to talk. Kira taught her rhythm and the students were very responsive. I think she taught the rhythm differently than the classroom teacher, because the students took several tries to pick up on it. These students seemed to have fairly comprable abilities, with the exception of maybe one student who took private lessons. I learned the names of all of the violin I's, who were all boys except for one.
I was nervous to delve into the music since I do not play the violin, or any of the instruments in this string orchestra. I had a semester of techniques, which I honestly do not feel prepared me to work in depth with a violin section. It was great to be teaching with Kira, because she knows the violin like the back of her hand. I was able to help the violins with their intonation. I may not be able to play the violin, but I could sing to the students and play the piano, which seemed to help them just as much as Kira showing them fingerings. We helped them through a few difficult sections of music, and when we asked them which piece they were having the most trouble with, they pulled out an orchestral work from the opera, "Carmen". I instantly knew the piece, which helped me help them. I was able to tell them what was going on in the opera at the point when this piece is played and helped them with the mood of the piece. Since I knew it so well, I could sing it for them. This was very encouraging to me, because even though I know very little about the violin, I was completely comfortable teaching them a song I knew. If I am ever an orchestra teacher, I will obviously know the songs I am teaching. I now feel much more comfortable with the possibility of teaching orchestra, since I know I won't totally crash and burn!
F.E. Blog 3
C.J Primary Observe
I was a little nervous for my first day of instrumental ensemble observation. I have always been a choir kid, so orchestra and band are very foreign territory for me. I have occasionally played piano for orchestra or a like ensemble, so I at least knew kind of what to expect with an orchestra class. I was surprised about how young the orchestra teacher was. She did not seem much older than I was, which was exciting because I could really see myself in her shoes. I was interested to see how a music class would go at 8 in the morning. The students were ready to begin class as soon as the announcements started. They sat quietly and listened, which spoke to me about the policies of the teacher. They began with rhythm reading, which I thought was a great way to start class. It got students into "music mode" without being too difficult. The students did really well with the rhythms and the instructions the teacher gave were very clear. They moved seamlessly into the next thing that was written on the board. Transition time seems to be one of the trickiest for younger students and these students stayed right on task. The students respected the instructions. I think I expected a little more chaos in a middle school instrumental ensemble. There were some very talented students in this orchestra, which I think helped with intonation. As the students moved higher through the scale they had some difficulties with tuning, but I think this is common. I was impressed that all of the students tuned their own instrument, and most of them did it really well! Overall, watching this class only made me more excited to be a music teacher. One often hears horror stories of unruly students and less than stellar intonation, but these students were nothing of the sort, which I think is the outcome of a well prepared, well respected teacher.
I was a little nervous for my first day of instrumental ensemble observation. I have always been a choir kid, so orchestra and band are very foreign territory for me. I have occasionally played piano for orchestra or a like ensemble, so I at least knew kind of what to expect with an orchestra class. I was surprised about how young the orchestra teacher was. She did not seem much older than I was, which was exciting because I could really see myself in her shoes. I was interested to see how a music class would go at 8 in the morning. The students were ready to begin class as soon as the announcements started. They sat quietly and listened, which spoke to me about the policies of the teacher. They began with rhythm reading, which I thought was a great way to start class. It got students into "music mode" without being too difficult. The students did really well with the rhythms and the instructions the teacher gave were very clear. They moved seamlessly into the next thing that was written on the board. Transition time seems to be one of the trickiest for younger students and these students stayed right on task. The students respected the instructions. I think I expected a little more chaos in a middle school instrumental ensemble. There were some very talented students in this orchestra, which I think helped with intonation. As the students moved higher through the scale they had some difficulties with tuning, but I think this is common. I was impressed that all of the students tuned their own instrument, and most of them did it really well! Overall, watching this class only made me more excited to be a music teacher. One often hears horror stories of unruly students and less than stellar intonation, but these students were nothing of the sort, which I think is the outcome of a well prepared, well respected teacher.
F.E. Blog 1
6th Grade Performance
I am amazed at the quality of the band, choir, and orchestra programs at CJMS. I enjoyed myself immensely at their concert. The teachers seemed very likable and the students seemed very excited about the music. The first thing that struck me about this concert was the turn out. The weather was TERRIBLE and yet I could hardly find a place to park. The gym was packed and the obvious support of these programs was overwhelming. It was really encouraging to see so many people at this concert. I am fairly positive the turn out at the CJMS concert was greater than any MSU Chorale concert I have ever sung in. The repertoire was appropriate but challenging and very enjoyable to listen to. The students had fantastic intonation. I think I was most impressed by the band. Band instruments are hard to play in tune in the first place and I honestly did not know what to expect from a 6th grade band. They blew me away. The students in these ensembles were very professional. The teachers did a great job with management. After going to this concert, I look forward to attending many more CJMS concerts. I hope to one day teach in a school with such great support for their programs and high student enrollment.
I am amazed at the quality of the band, choir, and orchestra programs at CJMS. I enjoyed myself immensely at their concert. The teachers seemed very likable and the students seemed very excited about the music. The first thing that struck me about this concert was the turn out. The weather was TERRIBLE and yet I could hardly find a place to park. The gym was packed and the obvious support of these programs was overwhelming. It was really encouraging to see so many people at this concert. I am fairly positive the turn out at the CJMS concert was greater than any MSU Chorale concert I have ever sung in. The repertoire was appropriate but challenging and very enjoyable to listen to. The students had fantastic intonation. I think I was most impressed by the band. Band instruments are hard to play in tune in the first place and I honestly did not know what to expect from a 6th grade band. They blew me away. The students in these ensembles were very professional. The teachers did a great job with management. After going to this concert, I look forward to attending many more CJMS concerts. I hope to one day teach in a school with such great support for their programs and high student enrollment.
Blog 5
Dear future me,
This is important for you to remember. I have narrowed it down to a list of ten things you MUST have to have a successful program.
10 Elements of a Successful Program
1. School/community desire for a program
Who wants to teach where they aren't wanted?
2. A clear path for the program (i.e. mission statement)
People need to know what you plan to accomplish in order to support you.
3. Yearly budget from the school for maintaining and even advancing the program (i.e. drumline and
colorguard staff)
Music and instruments are expensive! You don't want to have to pay for that out of your own pocket
4. Instruments and equipment (and uniforms)
You can't have a band or orchestra without instruments.
5. Time with students
How will you teach them if you aren't ever in the same place at the same time?
6. Facilities
You need a safe, comfortable place for you and your students!
7. Music (quality repertoire)
You could have the best band or orchestra in the world, but without quality rep., your performances will be lacking.
8. Performances
Students want to feel accomplished! And concerts are a great way to reach out to the community.
This is important for you to remember. I have narrowed it down to a list of ten things you MUST have to have a successful program.
10 Elements of a Successful Program
1. School/community desire for a program
Who wants to teach where they aren't wanted?
2. A clear path for the program (i.e. mission statement)
People need to know what you plan to accomplish in order to support you.
3. Yearly budget from the school for maintaining and even advancing the program (i.e. drumline and
colorguard staff)
Music and instruments are expensive! You don't want to have to pay for that out of your own pocket
4. Instruments and equipment (and uniforms)
You can't have a band or orchestra without instruments.
5. Time with students
How will you teach them if you aren't ever in the same place at the same time?
6. Facilities
You need a safe, comfortable place for you and your students!
7. Music (quality repertoire)
You could have the best band or orchestra in the world, but without quality rep., your performances will be lacking.
8. Performances
Students want to feel accomplished! And concerts are a great way to reach out to the community.
9. Effort and desire for excellence (instilled by director)
10. Policies and procedures supported by parents, teachers, and administrator
You do not have a program without support from the parents, teachers, and administrators.
10. Policies and procedures supported by parents, teachers, and administrator
You do not have a program without support from the parents, teachers, and administrators.
Blog 4
Dear Me,
The first year of instrumental music is incredibly influential in students' future decision making. In Montana, most students will be in an instrumental music class beginning in 5th grade. This one year makes all the difference in whether or not a student will continue being in an instrumental ensemble. It also is usually a student's first experience playing an instrument; the majority of the student body will not have taken private lessons. As a teacher of first year students, you are not only responsible for their enjoyment of the class and the music, but also of their musical knowledge as a whole. During this first year, I think the most important thing for students to develop is a musical ear. Even if a student can read music, they still must be able to play with correct intonation. Many teachers will teach their first year students by rote, which I do not consider to be entirely bad. Students have to be able to put together their instrument and then tune it. They should be able to play in tune alone, but also in tune with the ensemble. First year students should learn to listen to the ensemble as a whole and know where they fit in. I also think that being able to read rhythms is important. Students will likely have picked up some rhythm reading in their general music classes, but it is important to address this and continue with rhythm reading. Articulation comes into play while reading rhythms, and students should know how to properly tongue, pluck, bow, or strike their instrument. As previously mentioned, I do not think that teaching by rote is bad, but I also do not think it should be taught that way the entire year. Once students are comfortable playing their instrument, they should be able to read basic scales. For band I would recommend B flat and F major. Strings should be limited to key signatures of 2 or less sharps or flats.
Another very pertinent thing students experience in their first year of instrumental music is the sense of community. Students have not had another class where their success depends entirely upon the success of the class as a whole. Students learn to work together, and in my experience, develop deep and lasting friendships. Realistically, students are most likely to join your ensemble if they have a friend that also does so. Students, especially in middle school and high school, are the greatest influence on each other. As a teacher you should be able to teach students important topics, like intonation and rhythm, while still making it enjoyable. If students do not like you or your class, they will likely not return the next year. I would love to say that the most important draw of my program will be the musical knowledge, but in many cases it probably will not be. I want to be approachable to both students and parents. I want my students to experience success in instrumental music, because the most fun thing for them is to play well. If the students are playing well and also enjoying themselves, parents will most likely want their children to be in my program. I want to make my program appealing by playing music that the students will recognize and enjoy. I will definitely work in other pieces, but I know that as a student I LOVED playing pieces that I recognized. Ideally, I would like to have a concert on a parent's night or open house so that I can really show off my students and their talent to parents of prospective students. I could talk to them all day about how great my band or orchestra is, but seeing (hearing) is believing. After the concert I would like to have a Q&A with parents and hopefully influence their decision to encourage their child to take my class.
Hope this is helpful,
Sal
The first year of instrumental music is incredibly influential in students' future decision making. In Montana, most students will be in an instrumental music class beginning in 5th grade. This one year makes all the difference in whether or not a student will continue being in an instrumental ensemble. It also is usually a student's first experience playing an instrument; the majority of the student body will not have taken private lessons. As a teacher of first year students, you are not only responsible for their enjoyment of the class and the music, but also of their musical knowledge as a whole. During this first year, I think the most important thing for students to develop is a musical ear. Even if a student can read music, they still must be able to play with correct intonation. Many teachers will teach their first year students by rote, which I do not consider to be entirely bad. Students have to be able to put together their instrument and then tune it. They should be able to play in tune alone, but also in tune with the ensemble. First year students should learn to listen to the ensemble as a whole and know where they fit in. I also think that being able to read rhythms is important. Students will likely have picked up some rhythm reading in their general music classes, but it is important to address this and continue with rhythm reading. Articulation comes into play while reading rhythms, and students should know how to properly tongue, pluck, bow, or strike their instrument. As previously mentioned, I do not think that teaching by rote is bad, but I also do not think it should be taught that way the entire year. Once students are comfortable playing their instrument, they should be able to read basic scales. For band I would recommend B flat and F major. Strings should be limited to key signatures of 2 or less sharps or flats.
Another very pertinent thing students experience in their first year of instrumental music is the sense of community. Students have not had another class where their success depends entirely upon the success of the class as a whole. Students learn to work together, and in my experience, develop deep and lasting friendships. Realistically, students are most likely to join your ensemble if they have a friend that also does so. Students, especially in middle school and high school, are the greatest influence on each other. As a teacher you should be able to teach students important topics, like intonation and rhythm, while still making it enjoyable. If students do not like you or your class, they will likely not return the next year. I would love to say that the most important draw of my program will be the musical knowledge, but in many cases it probably will not be. I want to be approachable to both students and parents. I want my students to experience success in instrumental music, because the most fun thing for them is to play well. If the students are playing well and also enjoying themselves, parents will most likely want their children to be in my program. I want to make my program appealing by playing music that the students will recognize and enjoy. I will definitely work in other pieces, but I know that as a student I LOVED playing pieces that I recognized. Ideally, I would like to have a concert on a parent's night or open house so that I can really show off my students and their talent to parents of prospective students. I could talk to them all day about how great my band or orchestra is, but seeing (hearing) is believing. After the concert I would like to have a Q&A with parents and hopefully influence their decision to encourage their child to take my class.
Hope this is helpful,
Sal
Tuesday, January 24, 2012
Blog 2
Hello again Future Me,
I am sure you still hold strong to your beliefs and your core values. It is important to be very clear about what your core values are and why. While you are teaching, there are several times when your core values will need to be clearly defined. You will need to decide what kind of a classroom you will have. There are many ways to run a classroom, and your core values will help guide you towards which way best suits you. Core values are also very important for disciplinary issues. You will need to know which things you will stand firm on, and in which areas you have more flexibility. Core values wills also help you with your teaching style. The way you teach and what you teach can depend a lot about what is important to you. If you don't have a connection to the material you are teaching, how can you expect your students to have a connection? Here are my current core values in order of importance, from one to six. I know these have been important to me for a while, so I am sure they will still ring true for you.
1. The classroom is a place of caring and respect.
2. The classroom is a community.
3. Music is a curricular subject in its own right.
4. Music is the greatest accomplishment of the human spirit, and without it, we deprive our students of a complete education.
5. Integrity- do the right thing, whether someone is watching or not.
6. Be proud and celebrate your accomplishments as both a teacher and an ensemble.
Ranking these core values was difficult, because all are VERY important. Don't forget about any of them.
I am sure you still hold strong to your beliefs and your core values. It is important to be very clear about what your core values are and why. While you are teaching, there are several times when your core values will need to be clearly defined. You will need to decide what kind of a classroom you will have. There are many ways to run a classroom, and your core values will help guide you towards which way best suits you. Core values are also very important for disciplinary issues. You will need to know which things you will stand firm on, and in which areas you have more flexibility. Core values wills also help you with your teaching style. The way you teach and what you teach can depend a lot about what is important to you. If you don't have a connection to the material you are teaching, how can you expect your students to have a connection? Here are my current core values in order of importance, from one to six. I know these have been important to me for a while, so I am sure they will still ring true for you.
1. The classroom is a place of caring and respect.
2. The classroom is a community.
3. Music is a curricular subject in its own right.
4. Music is the greatest accomplishment of the human spirit, and without it, we deprive our students of a complete education.
5. Integrity- do the right thing, whether someone is watching or not.
6. Be proud and celebrate your accomplishments as both a teacher and an ensemble.
Ranking these core values was difficult, because all are VERY important. Don't forget about any of them.
Wednesday, January 18, 2012
Blog 1
Hello Future Me!
Congratulations! You have secured your first teaching position as a music educator. Don't forget how much you loved going to music class in elementary school. You looked forward to it all week; it was the highlight! Taking private lessons was rewarding and at times really frustrating. I know you are still glad that your parents and teachers encouraged you to keep going and didn't take no for an answer. Think about how much those 14 years of piano lessons have helped you in college. I'm sure you still love kids. Watching children discover and create is one of the HUGE privileges of being a teacher. Remember, even when things might not be going so well, that this is the reason you wanted to be a teacher in the first place; you want to inspire and be inspired!
While teaching, remember the Golden Rule: treat others how you want to be treated. This has always been a very important core value. Teach your students respect, not only for each other, but also themselves. I am sure you are still very close with Mom, Dad, and Bub. Family is incredibly important, and it is not just blood that makes a family. Friends and a sense of community are very important things that students find at school. Don't be afraid to go out of your way to make this happen.
I am praying that whenever you read this, all music programs have unlimited funding and you never have to fight to keep your music program alive. Since this is a tad unrealistic, I will include some reasons why instrumental music belongs in schools. I know a lot of teachers will use the reason "it helps with other subjects." Yes, music does help enrich learning in ALL subjects. But instrumental music is not just a tool for other subjects to use. It is a CORE subject. Appreciation of the fine arts is something that heightens our awareness of the world around us and elevates our higher level thinking processes. Playing in a band or orchestra gives students a sense of community, which is a big part of your core values! It teaches students discipline, respect, and teamwork. Music is a huge part of history and culture, and not learning about it within these contexts would rob your students of a complete education.
You may be teaching in a few months, or even tomorrow. The most important thing to remember is that you ARE prepared and you WILL do well. Things might not go perfectly the first time, but don't worry! You won't break your students. You have the knowledge and the skills to have a great classroom. Excite your students about learning and all will fall into place. Take a deep breath, or maybe even two. You can do this.
Good luck!
Sallie
January 18, 2012
Congratulations! You have secured your first teaching position as a music educator. Don't forget how much you loved going to music class in elementary school. You looked forward to it all week; it was the highlight! Taking private lessons was rewarding and at times really frustrating. I know you are still glad that your parents and teachers encouraged you to keep going and didn't take no for an answer. Think about how much those 14 years of piano lessons have helped you in college. I'm sure you still love kids. Watching children discover and create is one of the HUGE privileges of being a teacher. Remember, even when things might not be going so well, that this is the reason you wanted to be a teacher in the first place; you want to inspire and be inspired!
While teaching, remember the Golden Rule: treat others how you want to be treated. This has always been a very important core value. Teach your students respect, not only for each other, but also themselves. I am sure you are still very close with Mom, Dad, and Bub. Family is incredibly important, and it is not just blood that makes a family. Friends and a sense of community are very important things that students find at school. Don't be afraid to go out of your way to make this happen.
I am praying that whenever you read this, all music programs have unlimited funding and you never have to fight to keep your music program alive. Since this is a tad unrealistic, I will include some reasons why instrumental music belongs in schools. I know a lot of teachers will use the reason "it helps with other subjects." Yes, music does help enrich learning in ALL subjects. But instrumental music is not just a tool for other subjects to use. It is a CORE subject. Appreciation of the fine arts is something that heightens our awareness of the world around us and elevates our higher level thinking processes. Playing in a band or orchestra gives students a sense of community, which is a big part of your core values! It teaches students discipline, respect, and teamwork. Music is a huge part of history and culture, and not learning about it within these contexts would rob your students of a complete education.
You may be teaching in a few months, or even tomorrow. The most important thing to remember is that you ARE prepared and you WILL do well. Things might not go perfectly the first time, but don't worry! You won't break your students. You have the knowledge and the skills to have a great classroom. Excite your students about learning and all will fall into place. Take a deep breath, or maybe even two. You can do this.
Good luck!
Sallie
January 18, 2012
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