Top 3 Units for Middle School General Music. Organized Chaos. Ideas and resources for project based learning with middle school general music students. World music, composition, and careers in music.
Credit- Raymondsanti Students in grades K-4 began the Lion King unit this Monday during Arts Enrichment time. Arts Enrichment is an extra music/art time a week taught by the Art teacher Mrs. Divis and the music teacher Ms. Moon. Photo Credit The Lion King on Broadway Trailer For the next two Mondays students will be learning a fun dance to "The Circle of Life" and making African necklaces. Students will wear the necklaces while showcasing "The Circle of Life" dance at an upcoming school assembly. Photo by: Swiss.frog After those two weeks students will explore The Lion King theme more through various art projects and music activities. Some of the music activity videos are shown below: Hakuna Matata: The Lion Sleeps Tonight Music Video Lion Sleeps Tonight- Just Dance 2 Video I made two different arrangements of Lion Sleeps Tonight (and found the ukulele online) for grades 2-4, to align with what instruments they are learning in general music class. Grade 2 will learn the song on boomwhackers, grade 3 on the barred instruments, and grade 4 on the ukulele. I will also give a brief description of some common African instruments and add appropriate percussion parts (likely only one or two per grade of the percussion parts listed below). Below is a video from a 2nd grade class of students playing the boomwhacker part and some African instruments. Here is a 3rd grade class practicing the mallet accompaniment to "Lions Sleeps Tonight". Although the Lion King takes place in Kenya, the theme of the unit opens up the wonderful opportunity to explore musical activities from all parts of Africa. Obwisana is a folk song from Ghana. Students will play a rock passing game while singing the song. The words of the song mean "The rock has crushed my hand, grandma." I found this description in a book I have: "A child singing this song is repeatedly receiving a message of security and comfort, even in the context of a phrase and game which tells of injury. The injured child can take comfort in the fact that he or she can turn to "Nana" for sympathy and assistance- the ever-present circle of relatives supports Ghanaian children and adults during times of misfortune and celebration both." Che Che Koolay is also a folk song from Ghana. The words have been said by some to be nonsense words. But the movements to the song lean toward this translation: Hands on your head Hands on your shoulders Hands on your waist Hands on your knees Hands on your ankles Hands on your ankles Hands on your ankles, hey! Notation found here Students will learn a dance similar to the popular American song, "Heads, Shoulders, Knees and Toes" to Che Che Koolay.
Organized Chaos: helping music teachers embrace the chaos of creativity through purposeful organization and simple ideas!
Get some help with the difficult older students by using these 10 music activities for middle school with your students right away. [DETAILS]
Sometimes our plans go awry, and we just need a list of go-to ideas for unexpected sick days. So, here are my top two easy sub plans.
During October, Halloween music class doesn’t have to be “out of control”. Use these quick and easy Halloween music class activities.
Teaching the Kodaly method is just one of the ways to teach music. In this blog post, I'll teach how to teach with Kodaly, even if you're just starting out.
Music is a powerful stimulus that almost all autistic children positively respond to. Most demonstrate better music skills than cognitive skills. Here are 10 ways music helps autistic children.
Coming up with engaging games for a middle school classroom can be daunting. They are at an age where they want to be independent, yet need some hand holding. They start the “I’m too cool for school” attitude and it can be intimidating at times when you introduce a new game or project - immediately the eye rolling takes over and you are stuck with questioning yourself. I’m here to tell you, I’VE BEEN THERE! MAKE SURE TO CHECK OUT MY AWESOME MUSIC GAMES THAT REQUIRE NO MATERIALS AND THE KIDS LOVE
Whole Class Behavior Management Systems in Elementary Music. Organized Chaos. Ideas for whole class incentives that don't take away from music-making and encourage growth over competition.
Ah Poor Bird
Music is a great way to unite large groups and gatherings and is the source of great activities that are suitable for both able and non-able clients.
Mapping out a general music curriculum can be a daunting task, but once you have a solid plan in place it makes the day-to-day lesson planning so much easier and the lessons become so much more purposeful as well! Whether you're starting from scratch and being asked to create a curriculum on your own, working with textbooks or other resources, or reflecting on what you already have in place, consider this your idea bank for everything you need to create and/or develop your elementary general music curriculum! Lesson Content/ Sequencing If you're looking for lesson ideas on specific concepts, or trying to figure out how to sequence skills and concepts from grade to grade, these are your best friends! I'm continuing to update these with more topics as I write new posts so bookmark these and check back when you need some fresh ideas: Curriculum Mapping If you are adjusting or creating your curriculum or long-range plans, my #1 recommendation is to sign up for my email series, "Lesson Planning Made Awesome". It's completely free, nothing extra to sign up for, and takes you through the process of mapping out your curriculum and long-range plans all the way from standards and scope and sequence down to your daily lesson plans with all of the templates you need to write out and organize everything: If you want to explore a specific topic further, here are several blog posts I've written on various aspects of curriculum writing/ long-range planning: Ready to Use Resources If you are looking for ready-made resources to save you loads of time (and headaches), I have lots of options available- if you are in a district that doesn't allow TPT purchases but you can purchase through JWPepper, many of these are also available there. Long-range planning templates with a sample sequence for K-6: Completed yearly outlines with editable K-6 monthly sequences and complete skills checklists by grade: Planning sheets with all of the standards listed by grade (there are versions for TEKS, Ontario curriculum, and PK-8 general and ensemble standards for the National Core Arts Standards): Assessments organized by skill/ concept and sorted by grade level: Complete curriculum set, including full lesson plans to address the concepts/ skills outline for each month in each grade, with all the visuals, assessments, and materials needed to teach them: I hope you find all of these resources helpful in your planning process, whether you're just getting started or updating what you have! If you have questions or topics you'd like to hear more about, please reach out any time and I'd love to talk with you further.
Top 3 Units for Middle School General Music. Organized Chaos. Ideas and resources for project based learning with middle school general music students. World music, composition, and careers in music.
Music theory worksheets are valuable tools for individuals who are learning or studying music. These worksheets provide structured exercises that focus specifically on note values. With a range of activities and exercises tailored to different skill levels, music theory worksheets help students grasp the concept of note values and their significance in creating rhythm and melodic patterns. Whether you're a beginner or an advanced musician, these worksheets are designed to enhance your understanding of note values and improve your musical performance.
My middle schoolers LOVE games. When I started teaching, I thought that middle schoolers might be too advanced for games, but I was wrong! My oldest students beg me for game days all the time. Here are some games that are great for older students! Music Trivia My students LOVE playing music trivia. I often
Today I'm giving a glance into my first day of school lesson plans, from TK - 5th grade. In the first day of music class, students are arguably the most attentive they will be all year. This puts a unique pressure on the first day's lesson plan to set the tone for the rest of our time together.
Avoid last-minute stress and fill your music sub tub with these easy and meaningful activities. The best music sub plans are ready in advance!
Ever heard of music therapy? It can have an amazing effect on learning and the body. Find out more in this infographic.
So we’ve decided what we want to teach . We’ve chosen our musical materials . Now it’s time to plug it all in. Today I’m sharing how I’ve planned the first month of Kindergarten.
Do you teach elementary music to fifth graders? Are you struggling to teach fifth graders? Here are some tips and tricks to help you out!
Create a sub plan so that you are good to go in the event of needing a substitute teacher as an art teacher or music teacher can make your life easier. There are many tips on putting together a sub plan and here are a few to get your started.
Let's Make Session Planning A Breeze
Image from Ashley singingtimeinfortworth.blogspot.com She's got some great ideas!! I needed a last minute singing time idea and found...
Summer is officially over, and I've had my first two days with students. I needed a name refresher activity that my students would enjoy, and "Jump In, Jump Out" was the perfect start to our school year. When a sixth grade student lingers after class, beams, and exclaims, "Thank you! That was SO much fun," you know you've picked well. There are different versions of the poem floating around, and there are different ways to perform it. I usually tweak things a bit, so I came up with the following format: Class: Jump in, jump out! Turn yourself around. I said, jump in, jump out! Introduce yourself. Soloist: (Class) My name is__________ (yeah) And I like __________ (yeah) And I can __________ (yeah) Class: All right, all right, all right! Circle game: Jump in, jump out: everyone jumps in the circle and back out Turn yourself around – turn in place one time Jump in, jump out (repeat as before) Introduce yourself – one student steps to the center of the circle to speak the solo part. (I placed a polyspot in the center and instructed children to step to the spot to speak.) Class answers each statement with, “Yeah” and copies the action of the soloist on “All right, all right, all right!” Repeat poem with the next person in the circle stepping forward as the soloist. Continue until everyone has had a turn. Students can add claps or teacher can add a drum to help them speak in rhythm. Here is a video of 4th graders and 6th graders demonstrating the game: I created a PowerPoint presentation with a few examples for students to read and practice speaking in rhythm. I displayed the final slide with blanks for them while they played so the soloist could look at the lyrics if they needed assistance. The complete PowerPoint presentation is available at my TpT Store: Jump In, Jump Out PowerPoint Presentation Teaching Process: Teach poem by rote, using the first lyric slide and completing the blanks with personal information. Demonstrate speaking in rhythm and performing an action on the “I can” statement. Lead the class in reading the next 3 slides together in rhythm. Divide into two groups and take turns reading the solo and class parts. Point out the option of “My name is” or “My name’s,” depending on which works best with the name. Display the final slide with blanks. Instruct students to think of what they plan to say for each blank. Remind them the “I can” statement should include a movement for students to copy. They should silently practice speaking the poem in rhythm while they wait for everyone to get ready. Students could also practice with a partner to make sure they are prepared with good choices. Looking for more name games and other activities to start your year? Check out these previous blog posts: Getting to Know You Off to a Great Start All in all, "Jump In, Jump Out" was a great way to start back to school with my 4th-6th grade classes. Thinking about using this game with your students? I suggest that you go ahead and "Jump In!"
adjective pertaining to harmony, as distinguished from melody and rhythm. marked by harmony; in harmony; concordant; consonant. Physics. of, relating to, or noting a series of oscillations in which ea
There are so many different places you can start from when creating a Curriculum Outline. A curriculum outline is a broad overview of your entire program, across all grade levels. It’s a zoomed out picture of what concepts you want to cover, and what grades will cover them. I’ve written about a c
Looking for a fun way to teach children about form? This is one of my favorite lessons! Manipulatives and movement, what could be better?
Five fun and action-filled circle games to practice rhythm, pitch, and more with your elementary music students.
In this post, you'll gain access to over 150 notation images for you to use when creating resources for your music classroom.
Don’t miss out on one of our favorite toys for targeting all kinds of developmental skills...while making music!
Fruit Canon (Mango Mango Mango)
People change when the pain of staying the same is greater than the pain of change....whether they are children or adults. Many people stop speeding (at least temporarily!) when they get a ticket. People are more likely to eat healthier foods and start exercising when the doctor tells them their cholesterol or blood pressure is too high, and they are in danger of having a heart attack or stroke. Smokers often stop smoking when they feel that nagging never-ending cough that is the first sign of cancer. It's human nature. Our students are no different. When they aren't meeting our expectations, they have to be respectfully, compassionately and swiftly held accountable. Note those adverbs...they are the key to the solutions....No matter which way you decide to solve the issues at hand, do so Respectfully, Compassionately, and Swiftly. How does that look? What does that mean? How do we get there? What foundations do we have to lay? A few ideas... Many people watch my S-Cubed Sight Singing Teaching Example videos on my YouTube Channel and see my approach to teaching, and they may think that it's all fun and games. Well...as with life, it isn't quite that simple. I certainly try to laugh with my students, have fun with them and motivate them, but ultimately, as middle school teachers, we will encounter behavior issues. We have to be willing and committed to following through when it comes to discipline and grading. When we do so, ironically, it makes more laughter and fun possible in the classroom than when we don't. These are middle school children. They do what we allow. Here is an example I've experienced recently. An assignment was due. I'd told the children that if they don't meet the deadline, they will get a "0". Student "A" doesn't meet the deadline. I put the "0" in the electronic grade book immediately. No yelling. No screaming. No lecturing. I simply followed through. I allowed the child and the parent to see it online. Voila...the child brings in the assignment. The pain taught the lesson. I changed the "0" to a "50"...giving some sort of credit for the late assignment to acknowledge that the child made an effort to turn it in. Doing so shows compassion, but there is still some pain involved. That pain is what teaches the lesson. Without it, change is less likely to occur. Whatever the behavior is (repeated talking while you teach, not bringing required materials to class, etc.), there must be a tangible consequence that is felt by the student. We don't humiliate. We don't repeat threats. We just follow through. It doesn't take them long to learn that you do. Here are some questions to ask yourself? 1) Have you TAUGHT your daily procedures effectively? Do they understand the daily routines? They thrive with structure, and we must TEACH it the same way we teach how long to hold a whole note. 2) Are you using positive reinforcement with the children? Are you publicly acknowledging and praising the children who are doing things correctly. This solves so many issues and saves enormous energy. 3) Are you treating your children with respect? Some teachers balk at this. They have the attitude that "I am the adult, so I deserve respect." Forgive me for this...but you don't. Respect is a circle in every relationship...adult to adult....child to child....adult to child. We are the adults, and it is up to us to set the tone. When we don't set that tone, we set ourselves up for disaster. When we DO set it up well, we get to ask the question to the child whose just disrespected us in some way, "Have I ever treated you poorly or without respect?" When they have to say "No", you are in a position of strength to move toward good results with that child. If they answer "Yes", then you've got some introspective work to do. Always treat them with respect. Do not call them out and embarrass them in front of other children. Find discreet ways to handle behavior issues while you are teaching (proximity, a "look"), but never publicly embarrass. It won't turn out well. 4) Have you set up strong communication systems that are very easy to use to help you communicate better with parents and students? Remind.com is an easy to use tool for quick short messages. I don't use this, but lots of my peers do, and they love it. I cannot emphasize how important #4 is. When we have an easy ability to reach out to our parents when we need support, it makes everything easier...from getting chaperones for a trip, to making costumes, to partnering with you to help their child. When we have to take the time to dig around to find an email address, it diminishes the chances we will communicate and that hurts everyone. I use our school email system. I request all of the parents email addresses on the syllabus they sign. Using that document, I create a contact that says "Parent of Jane Doe". I place the contact into a list of all of the students in that particular class period. I also add it to an "All Chorus" list so that I can send an email to all chorus parents at once. This gives me three ways to easily access and use the information in a variety of circumstances that help me communicate with groups of people as well as individual people. This way, when Jane Doe misbehaves, and my strategies haven't worked with her, I can immediately go pop an email out to her. Every communication is documented. Personally, I don't like phone calls. If you get into a difficult situation with a parent, it becomes "he said/she said". With email, it's all there in black and white. Sometimes, phone calls are necessary, but 99% of the time, I handle everything with an email. In the emails, I start and end with something positive. When I state the issue that precipitated the email, I do so 100% objectively. I do not accuse. I simply state, unemotionally, the behaviors that led us to this point along with any strategies I used with the parent, and I ask for ideas from the parent about how to get better results with that child. We are partners. For me, this solves the issue 95% of the time. No administrative referrals needed. If it doesn't solve the issue, I call the parent in for a meeting with the child present. By then, I've taken meticulous, clear, non-judgmental notes about specific behaviors the child has exhibited in my room. In the meeting, I state those. I usually offer to do a daily contract of some sort that perhaps results in something positive for the child if he upholds the contract. I get the parent to sign the contract daily. It is returned to me daily. It becomes a log. I give a score of 10 if the child was perfect in the behavior that day. The score is lower if he failed to meet expectations. Middle School children enjoy immediate feedback. I prefer not to deal with administration. It's just too cumbersome. I make sure my work is focused, first, on helping the child. It helps us form a relationship with the person who matters most. When it becomes clear that he cannot do it alone with me, I reach to the parent. The goal is a better behaved child who feels successful and begins to take pride in doing the right thing. They are just children who are trying to find their way. We have to help them. I hope that this gives you some ideas that can help you in your classroom! Hundreds of teachers all over the world are using S-Cubed: How to Teach Sight Singing to Middle School Beginners. I am grateful that it seems to be helping teachers with far more than just sight singing. If you are using it, please share the news of it on social media sites in your home states and countries as well as the large group Facebook Pages like Music Teachers and I'm a Choir Director. I do not advertise in a traditional way. I'm just a teacher like the rest of us! Check out my blog!
Finally! The Taxonomy of my Music is complete! While I’m working on my Digital Art assignments I enjoy watching my favorite TV shows. I bring this up to help you get a sense for how long it t…
