Is Your Classroom Set Up For Success?

Many times we find ourselves coming and going from one class to another or one rehearsal to another.  Often taking the time to reflect on what is working or what is not working in our classrooms for our students.  Many days as I reflect on what I have done, some element of classroom management creeps in.  What would have happened if …..  What could I have done differently to engage…..

While preparing for my student teacher to take over my classrooms this semester, there was one prominent question that stood out while she was observing.  “How do you manage these kids?  What do you do if……. ?  How will I know……?”  From time to time, I believe we are all searching for new techniques for our tool box or suite case.

With that, I sent out the following email to get some “tried and true” techniques that have worked for teachers to share with my student teacher.   When bouncing from building to building or grade level to grade level as most of us do, the most important thing we can remember is that building relationships with our kids must be our top priority and then curriculum.  The old adage of “they don’t care what you know until they know you care” truly sums it up.  I have to admit, after 21 years in the classroom there were some pretty cool ideas shared and I would like to share them with you.

I first shared this poem from  Annette Breaux, 101 Answers for New Teachers and Their Mentors, 2nd ed. (Larchmont, NY: Eye on Education, 2011), p. 1.

How Does One Manage a Classroom?
by Annette Breaux

“How does one manage a classroom?   Is it really rocket science?  For I’ve been told that it’s difficult to control so much student defiance.”

Well, management is about the teacher, and what the teacher expects
Because everything about the teacher absolutely affects
How students will or won’t respond, how they will or will not act,
And with excellent classroom management, students behave well.
That’s a fact!

So set clear rules and procedures, and show how you want things done
And remember that on the scale of importance, being consistent is number one!

Consistent in how you treat each one, consistent in your preparation,
Consistent in being professional, regardless of your level of frustration,
Consistent in saying what you mean and meaning what you say,
Consistent in making every student feel special every day,
Consistent in your refusal to give up on anyone,
Consistent in helping students to see a task through ’til it’s done,
Consistent in having a good attitude, for your attitude sets the tone,
Consistent in being available, so that no student feels alone,
Consistent in helping every child to know he can succeed,
Yes, being consistent is the key to classroom management, indeed!

Being consistent is not difficult— just be consistent at being consistent— And soon your discipline problems will be a memory that is distant!

The following are a few of the responses that I received back from educators throughout our district.

Children and Puppies
Children are like puppies.  When they are learning something, the first time you do it they will shake their little heads and have to work themselves up to try it.  The second time you do it, they will give you the look that says, “OK, I’ll try this again.  It seemed to work pretty well the first time.”  The third time you do it they will sail right into it with confidence, knowing they have done this and done this.  After that, woe betide you if you try to change the procedure, because for them it is now carved in stone.
Teach them the procedure you want them to follow as soon as you get a hold of them, practice it the first three class periods, and revisit it every once in awhile when they need a reminder.

Tips and Tricks
-Have visible, clear, simple rules to follow that are fair for all
-Never raise your voice unless it’s an emergency
-Use positive reinforcement more often than negative
-Greet each student at the door with a smile
-Remember that each student carries baggage through the door, just like you do; be flexible with the daily assignment
-Always approach a student with a question first. Appearances on what is happening are often deceiving. If you want to know what is happing, simply ask “What are you doing?” or “What is going on?”
-Be 100% positive, meaning eliminate negatives from addressing what you want students to do. Instead of saying “don’t talk,” say, “please sit quietly.” Instead of saying “Do not touch your recorder,” say, “Please put your hands in your lap.” Start fixing things by telling students what they did well and then telling them how they can build on that.
-Reward good behavior frequently—acknowledge good listening, following directions, good singing.  Don’t get in the habit of talking over kids.  Use the school reward systems of tickets/coupons—if they have one in place.  Enlist the help of classroom teachers and principals for severe or disrespectful behavior problems.
-Set a high expectation and follow through.
-Be humble and willing to admit when you are wrong.  Being human is part of being humane and students respect an honest apology.  They learn so much more from an adult making it right than they ever will from an “It doesn’t matter, because what I say, goes.”

Class Tickets
My class earns tickets.  If I catch a student picking something up that isn’t theirs, helping a friend, standing the correct way in line, setting a good example, answered a hard problem etc, etc., I will have the student get a ticket and put it in the “Compliment Box.”  If a teacher in the hallway tells my class they are walking nicely that is worth 10 tickets for the class.  BUT, the students can also lose tickets.  If they are rude, not following directions, running in the hallway, talking out of turn, etc, they have to take a ticket out of the “Compliment Box.”  (They hate doing that by the way, so it really helps with the good behaviors :))  As soon as the class has earned all 300 tickets, I then give them a class party.  Usually a “sound party,”  like a “K (k sound) Party”  and I bring Cookies, Capri Sun, and we play Kickball.  They all start with the “K sound.”  It is simple, but effective with the class.

Management:  Path of Least Resistance!
1.  When behavior is acceptable, SAY IT. What you REINFORCE repeats itself. (This cuts down immeasurably on poor behaviors in the first place).

2.  When behaviors are very slightly going wrong, treat them seriously. JUMP ON IT, then get off it.  REINFORCE GOOD BEHAVIOR HAPPENING VERY NEARBY.

3.  When poor behaviors are just beginning to accelerate, use hypotheses, directed to the whole class. Voice soft and a little stern. (“My quietest classes will NOT owe me a recess.”  “Kids who give consistent good effort, oftentimes find the best grades on their report cards.”)  REINFORCE GOOD BEHAVIOR HAPPENING VERY NEARBY.

4. When unacceptable behaviors are getting serious, or habitual, direct your corrections to individuals. Use your TEACHER VOICE.  (“John,  I was thanking Dave for using his maturity in this situation because I WANTED YOU TO DO IT TOO- of course!”  “Susan, if it’s too difficult to keep from getting so EASILY DISTRACTED, you’ll be sitting away from the kids. I’ll see if I can TRUST you better before you can come back.”)  REINFORCE GOOD BEHAVIOR HAPPENING VERY NEARBY.

5.  When behavior looks like all-out mayhem, use the “P.A.” voice – a microphone is best – to choose a person or group for a privilege of some sort. (“ENOUGH. FIND YOUR SPOTS – NOW. Let’s get down to business of who goes on the Minneapolis trip, and who we would NEVER even let on the bus!” “FIND YOUR PLACES…No, I WILL TELL YOU. It looks like Mary will get to play her instrument first. Who knows WHY that is??” – proceed to honestly spell it out; this exposes evil-doers – “ONE: When I told this class to SIT DOWN, she was the first one there. TWO: her mouth was CLOSED. THREE: her eyes are WATCHING.”)
***At this point, to nip any planned bad behavior in the bud – particularly if the group is not quite subdued yet – it may be necessary to actually mention the negative here. (“Why didn’t I say ‘Anna’ just now? Did you catch it?” – let peers offer the negatives Anna was doing. YOU turn them around into positive statements as to what behavior Anna needs to do. End with a calm direction: “Anna, make your corrections. I expect this to improve right away.”)  REINFORCE GOOD BEHAVIOR HAPPENING VERY NEARBY.

6.  Behaviors any worse? Enlist the help of the office.

Good luck! No one has all the answers, all the time, and it’s OK to stumble; get back up and find what works best for you.

Many of us are finding ourselves in districts that are initiating PBIS ~ Positive Behavior Intervention and Supports, some are using CHAMPS and yet others have acronyms that fall in line with classroom management.  I was fortunate enough to be a team leader for our building PBIS team.  I highly encourage you to be a member of the team in your building if you are part of PBIS/RTI.

Below are a few resources that I have found to be of great use as I am continually filling my suitcase:

Websites:
Behavioral Interventions – numerous ideas with sound advice.  http://www.interventioncentral.org/behavioral-intervention-modification
Dianna Browning Wright – Fabulous Consultant.  http://www.pent.ca.gov/dsk/BIPdeskreference2013.pdf
Todd Whitaker – Fabulous Consultant.  Twitter – @ToddWhitaker  http://www.toddwhitaker.com/workshops_handouts.htm

Books:
Discipline with Dignity:  New Challenges, New Solutions by Richard L. Curwin, Allen N. Mendler and Brian Mendler
Teach Like a Champion by Doug Lemov
50 Ways to Improve Student Behavior:  Simple Solutions to Complex Challenges by Annette Breaux and Todd Whitaker
Mindset:  The New Psychology of Success by Carol Dweck
Teaching with Love and Logic:  Taking Control of the Classroom by Jim Fay

I hope that you will take the time to fill your toolbox or suitcase with a variety of  techniques.  It is my hope that not only will you benefit professionally from some of these ideas but that your students will benefit as well!

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Creating Movement Opportunities for Students with Streamers

Often I like to provide students opportunities to create movement to different pieces we have been working on. I have often found that after a great deal of time has been spent on exploring different Laban themes (great article found online), students can be very creative and successful in the creation of their own movement. At times, the students like to add to their performance, sometimes adding props, other times scarves.

With that, I set out to make another item available to my students for discovery. While looking through different catalogs and at different ideas, I decided to make some streamers for my students. A trip to Home Depot and WalMart for supplies was in order.

Home Depot carries several colors of Flagging Tape and WalMart is where I picked up the holders (better known as shower rings).

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Once I had my materials, I had to decide how long to make them. I actually ended up making two sets- one for my younger students and one for my older students. Length was a concern so that the younger ones would not step or trip on them. The total cost for 48 streamers was right around $15.00.

Below you will see the steps for making.

Step 1:

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Step 2:

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Step 3:

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Step 4:

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Step 5:

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With the three colors, I switched them around so that. I would have different colored schemes and different looking streamers.

Here are pictures of the final product. The students absolutely love these. Well worth the time and effort put into making to see students shine with pride!

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The ad below has nothing to do with this post.

Teach Music….Boost Reading Information and Poster Creation

We are often asked as music teachers how we can help “support the team” to help students become more literate and better readers.  There has been much discussion lately on social media regarding the following points:

-Teaching Music for Music’s Sake

-Teaching Reading and Math through Music

I truly believe that we can do both.  It really boils down to transfer of skills and labeling what we do.  Many times we simply are not aware of the “regular education” terminology and struggle to find that point to “fit in”.

As I was scouring the internet for information and terminology that works in teaching music and teaching reading and math, I came across the following article on NAfME: Teach Music – Boost Reading .

I think it is vitally important that we get this information posted in our classroom so that all of our stakeholders can see the correlation between Music and Reading.  With that, I created a poster this afternoon.

Click the next link to see the poster I created:

Poster: Teach Music….Boost Reading

I created this poster with the app Fingerpaint on my ipad and pages on my mac.  I uploaded the background from Fingerpaint into pages and then added two text boxes and the text.

The AD below has nothing to do with this post.

Centers, Intrigued Students and the General Music Classroom ~ Oh, My!

With great anticipation I have set out over the past couple of years to find meaningful center activities for the music classroom. After incorporating Dr. John Feierabend’s Conversational Solfege it was an easy task to be creative.

As we are currently working on songs and rhythms that correlate with Unit 2, I like to go back and refresh unit 1. With that, I set out the following 8 centers today to begin rotations on. I love this- an opportunity for me to really understand and grasp what they know and what they don’t know.

 

 

Center 1 – Students worked at the interactive board to pull up and create patterns. This was a chart that I created off of a template.

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Center 2– Students worked on the rhythms using body percussion and vocal sounds. I ran off the patterns, wrote in different body percussion/ vocal sounds, glued and laminated.

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Center 3– Students created a sequence or pattern by taking a stick out of the container in rotation. I purchased the sticks at a craft store- they are mini, used a sharpie to write a quarter, beamed eighths or B on sticks. I idea per stick. Kids pull one out at a time and lay down in front of them saying the complete pattern. If the student pulls out a “B” he/she pick all sticks up in front of him/her and places back in container and starts over.

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Center 4– Students opened the jelly bean, read the rhythm, put the rhythm back in the jelly bean, returned bean to container, picked up rhythm sticks and played the rhythm. This took some effort and concentration to remember the pattern. Students also took the pattern, played it and created another 4 beats to go with it.

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Center 5– Students rolled 4 dice (which had quarter, beamed eights on), choose the order and then notated with Popsicle sticks.

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Center 6-Students had a stack of rhythm cards and tic-tac-toe boards. They could play tic-tac-toe, four corners or each could take a board and play blackout if there were three in their group.

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Center 7-Students choose cards and created their own “candy bar” songs. Students would say the candy bar songs using candy bar names and the rhythms. Cards were found here: http://laytonmusic.files.wordpress.com/2009/05/candy-bar-rhythms.pdf

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Center 8-Students played board games using the rhythms patterns. I found the game boards and blank cards at: http://www.mes-english.com/games/boardgames.php. I then used a notation font, rewrote all the rhythms and cut and pasted them into the cards.

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The kids absolutely love this. I enjoy it as well as it gives me time to build relationships and help each child feel success. I have many, many more center ideas and will post as I use them. I have been using centers in the music classroom for 6 years now with great success.

The video below has nothing to do with this post.

Games and Movement Band

Update:  January 2014

I just received an email from Janet Stephens from BearPawCreek:

“I have been sewing and selling our stretchy band since 2000. I got a kick out your ingenuity with creating a cheaper version. I just shared your blog post on my blog and thought I’d send it your way. http://bearpawcreek.com/homemade-stretchy-band-movement-prop/ ”

-Check out the bands that she has been making at:  http://bearpawcreek.com/shop/movement-props/stretchy-bands/ and http://bearpawcreek.com/shop/movement-props/connectaband/

 

After reading Chris Powers question on a Facebook post, I was motivated to design a band to be used for movement and games. With that, I was at Michaels craft store and picked up a package of Craft Loop Refills item #765940245897 ($3.99 + tax) and began experimenting. As a result I came up wi the following design. I love this because I can make it shorter or longer depending on class size.

Below are pictures and step by step directions. Please comment on ideas or ways this could be used or ways you use something similar in your classroom.

This is a picture of the final project! It took me about 5 minutes to make.

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Here are pictures of how I connected. The pictures only show one band- I ended up using two. So imagine two bands on each side. At the end you will have to make a creative knot to connect the two ends.

Step 1:

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Step 2:

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Step 3:

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Step 4:

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Step 5:

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Continue until you have the length you want and knot.

I cannot wait to use this this coming school year! Thank you again Chris Powers for sparking the creative juices. I love figuring out ways to include all of our children in music.

Update-August 3- through discussions on various music boards on Facebook here are a few more thoughts and ideas regarding this project.

– Instead of chaining all of the same color together, you could break them up and have multiple areas around the chain with the color. For example green- rather then stringing all together (15 I believe if you use all), you could loop 7 and have two chains of the green.

-I used one white for games like “Yo Ho and Pull the Anchor” where you have a solo singer where the white lands”. I did not use the other white ones because I felt they would look dirty quick.

-This is washable as they are potholder loops.

-Many questions about stretch. The fabric loops are a spandex material (like that used in swimsuits). With that it is stretchy. You could try three or four loops per chain for more stretch.

-To me, the best part of this band is the flexibility in size and the ability to change color order. I made it in approx. 5 minutes. You can switch colors around into more sections as stated above or you can make it smaller or larger dependent on class size.

*Please leave comments with questions or ideas for use. This blog entry has had over 300 hits in the last three days. A huge resource for teacher collaboration!

 

 

Exploring the Young Voice – Tools of the Trade

When working with students to find their “head voice” for singing we find that some students really grasp this idea easily and some students really struggle.  I find it incredibly important to help our kids to find ways to find their “head voice”.   I have found that descending sounds tend to help students initially progressing to ascending sounds.  I start with whole group sounds and then work towards individuals. *

-Here are several of the tools that I use to help young children find their “head voice”-

Connie Talbot – taken from Google Images

-Another child’s voice descending and ascending sounds – I listen right away to all of the students in the fall and pick out models.  Children modeling for other children is really the best.  A great example for students to hear a 6 year old sing with “head voice”.  YouTube clip from the early days of Connie Talbot

Yarn

Yarn Patterns.   I put strings of yarn down on the floor in around a  circle for all of the kids in the class (each string is a different pattern). I have the kids rotate around the circle exploring.  When I am in a time jam or want to front load expectation on this – I use this VoiceThread that I made.  VoiceThread is an awesome tool with phone applications as well.

-Cupping Ear Forward – students are able to hear their own voice


Telephone – Check with your speech specialist.  Students are better able to hear their own voice and/or you can turn the bottom part and the student can hear your voice or another students voice.
Orca Whale Plush
-Whale – I show the first part of this YouTube Clip and then pass around stuffed animal whale having the students imitate a wale.
Ribbon on a Wand

-Ribbon on a Wand- I use this in the classroom waving the ribbon in many different directions, getting the students to explore.
Alligator Eyes

-Alligator Eyes – As I blow on the end of this, the eyes move up and down giving the students a chance to explore their voice.
Flying Disc

-Flying Disc- When this flies off the stick it generally goes up in a circle and then back down.  The kids are really excited about it when you turn the lights in the room off and turn the lights on the disc on.
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-Wheel on a Stick – I get the wheel going and then the kids follow it with their voices.  Exploring as they go.
Animal

-Animals – I use these in many different ways to challenge the kids to explore their voices.

Pipe Cleaners

-Pipe Cleaners- Several different options here.  I usually demonstrate different designs and have the kids echo.  The next time I have pipe cleaners out I usually have them work in groups.  I will also hand them out individually and have them explore and share.  These shapes could also be captured and uploaded to VoiceThread.

Dice

-Dice – You can purchase these with nothing on and add your own patterns.

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Mumbo Jumbo by Dennis Lee

-Stories/Rhymes   – Many different books that can be used for pitch exploration.  Dr. John Feierabend also has several ideas in his materials for pitch exploration.

Pitch Exploration Cards

-Pitch Exploration Cards – I took index cards, cut them up, made two of each design (you could make more if you want larger groups), and laminated.  I used these in front of class at first to demonstrate.  Now I pass them out as the kids are walking in the door and they have to use their voice to find their match.  The arrows are on them so that they know which direction the card should face – otherwise they most likely will not find their match.

IMG_0974 IMG_0973 Puppet on a Stick

-Puppet on a stick – I have two of these and use them a lot for pitch exploration and also for “inner hearing”.   The puppet can go up and down, twirl in circles, etc.

Paint Brushes

-Paint Brushes – I hand out as the students are walking in the door and let them create their own patterns in the air exploring their voice.

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-Balls/Bean Bags – Toss up in air up and down, sideways, etc.  I also pass to the students and have them pass back following the object with their voice.

Whirling Disc

-Whirling Disc – This is another whirling disc toy that I use.  Blow on the one side and the disc goes flying.

Grover-Trophy Slide Whistle  

-Another item that I have used with great success has been a slide whistle.  Great for descending and ascending sounds.

I truly enjoy discovering new ways to help children successfully find their “head voice”.  If you have ideas that you can share, please comment.  Thanks so much!

*Some of these ideas were gained from attending Dr. John Feierabend’s “First Steps In Music” week long class.

#Musedchat Archive May 28th Rehash/Discussion of use in Classroom of Chapters 1-8 “The Ways Children Learn Music” by Eric Bluestine

 Twitter Archive

#musedchat Monday May 28, 2012
Chapter 1-8discussion/rehash of “The Ways Children Learn Music” by Eric Bluestine
Spent time discussing ways to use in classroom. Next week chapters 10/11 -Informal/Formal Instruction

Scroll to the bottom to find the beginning of the chat.

1m Pat Toben ‏@mrstoben
You are most welcome! RT @rizzrazz: @mrstoben Thanks again. Have a great week. #musedchat

2m Pat Toben ‏@mrstoben
As in I am out of school for the summer. Not #musedchat is out for the summer. #musedchat

2m PatToben‏@mrstoben
Take care all and have a great night! We are out for the summer. #musedchat

2m cantatedomino‏@lindagaboardi
Good night! Back to school tomorrow! RT @jefftillinghast: Thanks, all! #musedchat #nochat

2m PatToben‏@mrstoben
Chapter 10/11Informal and Formal Instruction? #musedchat

3m JeffTillinghast‏@jefftillinghast Thanks, all! #musedchat #nochat

3m Eric Rasmussen ‏@rizzrazz
@mrstoben Thanks again. Have a great week. #musedchat

3m cantatedomino‏@lindagaboardi
Thanks you too! @mrstoben @rizzrazz RT @TriToneJones: G’night everyone! Have a great week! #musedchat

3m Eric Rasmussen ‏@rizzrazz @TriToneJones Gnight all. #musedchat

3m PatToben‏@mrstoben
So are we onto Curriculum Reform next week? #musedchat

4m Jason Luciana ‏@TriToneJones
G’night everyone! Have a great week! #musedchat

4m cantatedomino‏@lindagaboardi

Thanks @teachmusic2kids RT @rizzrazz: Got lots more when I have time to load it up #musedchat

4m EricRasmussen‏@rizzrazz
@TriToneJones Yes. Come to my workshop. That’s when I wear the tight pants. )-:#musedchat

4m cantatedomino ‏@lindagaboardi
RT @TriToneJones:@rizzrazz @TeachMusic2Kids Are we going to start seeing you in a superhero suit jumping from rooftop to rooftop? #musedchat

4m EricRasmussen‏@rizzrazz
@lindagaboardi Got lots more when I have time to load it up #musedchat

4m JasonLuciana‏@TriToneJones
@rizzrazz @TeachMusic2Kids Are we going to start seeing you in a superhero suit jumping from rooftop to rooftop? #musedchat

4m cantatedomino‏@lindagaboardi
RT @lindagaboardi: Thanks! @rizzrazz@teachmusic2kids RT @TeachMusic2Kids: I Go To Bed via #musedchat http://soundcloud.com/rizzrazz/i-go-to-bed? utm_source=soundcloud&utm_campaign=share&utm_medium=twitter&utm_content=http:// soundcloud.com/rizzrazz/i-go-to-bed

5m cantatedomino‏@lindagaboardi
Thanks! @rizzrazz RT @TeachMusic2Kids: I Go To Bed via #musedchat http:// soundcloud.com/rizzrazz/i-go-to-bed? utm_source=soundcloud&utm_campaign=share&utm_medium=twitter&utm_content=http:// soundcloud.com/rizzrazz/i-go-to-bed

5m EricRasmussen‏@rizzrazz
@TeachMusic2Kids My alternate ego now on Twitter #musedchat

5m PatToben‏@mrstoben
Thanks for all of the discussion tonight and welcome to our new friends. Follow some new people today! #musedchat

6m TeachMusicToKids‏@TeachMusic2Kids
I Go To Bed via #musedchat http://soundcloud.com/rizzrazz/i-go-to-bed? utm_source=soundcloud&utm_campaign=share&utm_medium=twitter&utm_content=http:// soundcloud.com/rizzrazz/i-go-to-bed

6m cantatedomino‏@lindagaboardi
@mrstoben It’s an accelerated Learning Sequence. It works for older kids, but not as thorough. But I love it. #musedchat

6m PatToben‏@mrstoben
Any last thoughts or questions? I will get an archive up in the next day or so. #musedchat

7m cantatedomino‏@lindagaboardi
Older kids wanna peek. ):RT @rizzrazz: @TriToneJones Turn your back and play. LEt their ears do the work. #musedchat

8m EricRasmussen‏@rizzrazz
@TriToneJones Turn your back and play. LEt their ears do the work. #musedchat

8m cantatedomino ‏@lindagaboardi
Do you use a recorder method? RT @mrstoben: I have looked at the recorder book. #musedchat

8m PatToben‏@mrstoben
@lindagaboardi I have looked at the recorder book. #musedchat

9m JasonLuciana‏@TriToneJones
@rizzrazz Man, awesome point…HATE starting my class with staff, etc…I want my students to be able to HEAR what we learn #musedchat

9m PatToben‏@mrstoben
Is there a published sequence anywhere? What is it based off of? #musedchat

10m cantatedomino‏@lindagaboardi
Agree RT @rizzrazz: You’ve then ruined Learning Sequence. #musedchat

10m cantatedomino‏@lindagaboardi
as soon as they look they lose the ability 2listen RT @rizzrazz: Alert: It’s very difficult to go back #musedchat

10m EricRasmussen‏@rizzrazz
You’ve then ruined Learning Sequence. #musedchat

11m cantatedomino‏@lindagaboardi
I add it all together. RT @mrstoben: Much more exciting then high/low, soft/loud, fast/slow #musedchat

10m Eric Rasmussen ‏@rizzrazz
Alert: this makes most mad. After you’ve introduced theory. Lines/spaces, counting. It’s very difficult to go back #musedchat

11m PatToben‏@mrstoben
What is theory when you don’t aurally understand or have the patterns in your rep.? #musedchat

11m Jeff Tillinghast ‏@jefftillinghast
@rizzrazz Rep w/ understanding is key. Rep should come from artistic idea, then bend to fit age/ skill appropriateness. #musedchat #nochat

11m cantatedomino‏@lindagaboardi
SABOTAGE! RT @rizzrazz: We haven’t read as much, but after school tchers r doing Theory. BOO! #musedchat

11m PatToben‏@mrstoben
I enjoy seeing the younger ssenjoy music when teaching this way. Much more exciting then high/ low, soft/loud, fast/slow #musedchat

12m EricRasmussen‏@rizzrazz
My 3rd and 4th Ss improvise and are very good at creating. We haven’t read as much, but after school tchers r doing Theory. BOO! #musedchat

 12m cantatedomino‏@lindagaboardi
They’d b way more musically literate than I! RT @mrstoben: Imagine if they had all of these patterns in their rep. #musedchat13m PatToben‏@mrstoben
Imagine the musicians we could/would have at the MS?HS level if they had all of these patterns in their rep. #musedchat

13m cantatedomino‏@lindagaboardi
I agree- I like that it is now stated RT @rizzrazz:Maybe didn’t teach it outright, but it’s part of why he developed LSA #musedchat

14m EricRasmussen‏@rizzrazz
@jefftillinghast Right, goal isn’t to sing scales. Scales are theory. BUt, Rep first, patterns second, then rep with undrstndg #musedchat

14m PatToben‏@mrstoben
RT @jefftillinghast: If you look @w-p-w they are hearing it, then parts, then back to the whole. Like language. #musedchat

15m cantatedomino‏@lindagaboardi
I agree- but I tried and got canned- I diodn’t work fast enbough for results to show. one a week part time (:very sad @mrstoben: #musedchat

15m JeffTillinghast‏@jefftillinghast
@mrstoben Isn’t it the other way around? Patterns/seq. help to understand/intuit rep. Goal isn’t “sing a major scale” #musedchat #nochat

15m EricRasmussen‏@rizzrazz
@lindagaboardi It’s in there back in 86anyway. Maybe didn’t teach it outright, but it’s part of why he developed LSA #musedchat

16m cantatedomino‏@lindagaboardi
I like that- makes sense.RT @rizzrazz: @mrstoben Whole -Part -Whole #musedchat

16m PatToben‏@mrstoben..they are hungry to know what is going on and how the ss are able to do what they are doing. #musedchat

16m cantatedomino‏@lindagaboardi
Gordon didn’t teach that back in early 90s. Think Azzarra intro’ed it. RT @rizzrazz: @mrstoben Whole -Part -Whole #musedchat

16m PatToben‏@mrstoben
I honestly don’t believe that you have to have full district buy-in. Once you start it and people see results… #musedchat

17m PatToben‏@mrstoben
Right. I should have stated that to start with. #musedchat

17m EricRasmussen‏@rizzrazz
@mrstoben Whole -Part -Whole #musedchat

17m cantatedomino‏@lindagaboardi
ExactlyRT @mrstoben: Ok -but in that loads of rep aren’t you setting them up 4patterns/ sequences that you will be working on? #musedchat

18m EricRasmussen‏@rizzrazz
Yes. WRT @mrstoben: Ok -but in that loads of rep aren’t you setting them up for patterns/ sequences that you will be working on? #musedchat

18m PatToben‏@mrstoben
@jguarr Welcome. Continued discussion/reflection chapters 1-8and how we put into use in classrooms. #musedchat

18m cantatedomino‏@lindagaboardi
@TriToneJones Never had that pleasure- always the odd man out! #musedchat

18m Pat Toben ‏@mrstoben
Ok -but in that loads of rep aren’t you setting them up for patterns/sequences that you will be working on? #musedchat

19m cantatedomino‏@lindagaboardi
Agree RT @rizzrazz: @mrstoben must have enough listening and singing vocabulary -in all the modes before you teach any #musedchat

19m JoeGuarr‏@jguarr
Late to the #musedchat party tonight, long Memorial Day. What are we chatting about?

19m JasonLuciana‏@TriToneJones
Agreed RT @lindagaboardi: Sorry 2say-gotta get everybody on board 1st! #musedchat

19m EricRasmussen‏@rizzrazz
@mrstoben any tonality or meter. They need to be listening and singing load of repertoire first. Then do LSA in conjunction with #musedchat

20m cantatedomino‏@lindagaboardi
Sorry 2say-gotta get everybody on board 1st! RT @mrstoben: How do you build district curriculum revolving around this research? #musedchat

20m EricRasmussen‏@rizzrazz
@mrstoben BUT, you must have enough listening and singing vocabulary –repertoire–in all the modes before you teach any . . .#musedchat

20m JeffTillinghast‏@jefftillinghast
@mrstoben An artistic statement or idea first. Words exist to express meaning, not build sentences. #musedchat #nochat

20m PatToben‏@mrstoben
How do you build district curriculum revolving around this research? #musedchat

21m cantatedomino‏@lindagaboardi
I like to follow the sequence. But introduce new ton./met.thru songs RT @mrstoben: #musedchat

21m PatToben‏@mrstoben What is the ideal? #musedchat

22m EricRasmussen‏@rizzrazz
No. RT @mrstoben: Is the ideal to figure out rhythmic and tonal sequences that you want to teach and find material that revolves #musedchat

22m Pat Toben ‏@mrstoben
Is the ideal to figure out rhythmic and tonal sequences that you want to teach and find material that revolves around that? #musedchat

23m cantatedomino‏@lindagaboardi
Kodaly book has some good modal stuff. Every hear Postman Postman- lydian? RT @rizzrazz: My own. Doug Nichols. A few out there. #Musedchat

23m PatToben‏@mrstoben
When I say 1st/2nd graders can do this and that -I get a look of “that doesn’t happen until they are in 5th grade” #musedchat

24m PatToben‏@mrstoben
I am amazed at how quickly ss are able to put patterns/ music together after working through the aural part. #musedchat

25m PatToben‏@mrstoben
RYou are welcome! T @jefftillinghast: @mrstoben Yep! Very useful– thanks for putting those together! #musedchat #nochat

25m PatToben‏@mrstoben
I can’t imagine what a K-12 curr in this would do for students! #musedchat

25m Eric Rasmussen ‏@rizzrazz
@lindagaboardi My own. Doug Nichols. A few out there. Scarborough Fair, Gilligan’s Island, Drunken Sailor or Bow Belinda. #Musedchat

25m JeffTillinghast‏@jefftillinghast
@mrstoben Yep! Very useful– thanks for putting those together! #musedchat #nochat

26m PatToben‏@mrstoben
@rizzrazz I found the notation part to be a breeze once they aurally knew and recognized the patterns. It is amazing! #musedchat

26m cantatedomino‏@lindagaboardi
What tunes do you like 4other modes?RT @rizzrazz: Even without Verbal assoc, K’s distinguish 4resting tones, 5different meters #Musedchat

26m PatToben‏@mrstoben
@jefftillinghast Did you see archive links? #musedchat

26m EricRasmussen‏@rizzrazz
@mrstoben Hold off on notation until they have 6series of tonal and rhythm patterns with verbal association down pat. #musedchat

26m PatToben‏@mrstoben
I know many band directors that R looking for a change. We need to be cohesive dept. &move forward! #musedchat

26m Jeff Tillinghast ‏@jefftillinghast
@mrstoben Haven’t read the book, and am out of the classroom now, so I’m enjoying the conversation (and taking notes!) #musedchat #nochat

27m PatToben‏@mrstoben
@rizzrazz Do you get much into notation? #musedchat

27m Jeff Tillinghast ‏@jefftillinghast
@mrstoben Appreciate it. Really looking forward to learning about current state of mused research. #musedchat #nochat

27m PatToben‏@mrstoben Hear ….LOL here! #musedchat

28m PatToben‏@mrstoben
@TriToneJones You are hear trying to get information. That is good! #musedchat

28m cantatedomino‏@lindagaboardi
Incredible. RT @rizzrazz: @lindagaboardi Even without Verbal assoc, K’s distinguish 4resting tones, 5different meters #Musedchat

28m EricRasmussen‏@rizzrazz
@lindagaboardi Even without Verbal assoc, K’s distinguish 4resting tones, 5different meters #Musedchat

28m PatToben‏@mrstoben
@jefftillinghast Want to make sure we are meeting needs, questions, concerns, here. #musedchat

29m PatToben‏@mrstoben
@jefftillinghast What are you looking to get out of this chat? #Musedchat

29m EricRasmussen‏@rizzrazz
@mrstoben great link for that. Don’t think I’ll be changing tho. #musedchat

30m Pat Toben ‏@mrstoben
I can’t believe that I didn’t run into this material until 4yr ago. It aligns w/ how we learn lang. Why wouldn’t we use it #musedchat

30m cantatedomino‏@lindagaboardi
Awesome!RT @rizzrazz: @mrstoben I start at birth.Some 5year olds are well into audiation. So I dabble in Verbal Assoc with them. #Musedchat

31m PatToben‏@mrstoben
@rizzrazz Check this out http://bit.ly/K5Xvqy #musedchat

32m EricRasmussen‏@rizzrazz
@mrstoben How do they do with unusual or triple? #musedchat

32m cantatedomino‏@lindagaboardi
Doesn’t have any assoc. with instrumental artic.RT @rizzrazz: @mrstoben TaKaDiMi is harder on young children’s mouth coordination #musedchat

32m JasonLuciana‏@TriToneJones
Our middle school choral teacher is big into conversational solfege. Feel like I’m behind the times… #musedchat

33m cantatedomino‏@lindagaboardi
It’s a mouthful! RT @rizzrazz: @mrstoben TaKaDiMi is harder on young children’s mouth coordination #musedchat

33m cantatedomino‏@lindagaboardi
It also pays off for instrumetnalists later. RT @mrstoben: i but also like how Du system rolls of the tongue. #musedchat

34m EricRasmussen‏@rizzrazz
@mrstoben TaKaDiMi is harder on young children’s mouth coordination #musedchat

34m cantatedomino‏@lindagaboardi
Oh yeah! RT @rizzrazz: @TriToneJones Sing tonal patterns of the functions that are in your choral lit that your Ss sing. #musedchat

34m PatToben‏@mrstoben
Really, really like the beat based Ta-Ka-Di-Mi but also like how Du system rolls of the tongue. #musedchat

34m cantatedomino‏@lindagaboardi
Gordon is a jazzer and the “du” has a more relaxed feel. RT @mrstoben: I am really debating between Gordon and Ta-Ka-Di-Mi #musedchat

34m EricRasmussen‏@rizzrazz
@TriToneJones Sing tonal patterns of the functions that are in your choral lit that your Ss sing. #musedchat

34m PatToben‏@mrstoben
I am really debating between Gordon and Ta-Ka-Di-Mi #musedchat

34m cantatedomino‏@lindagaboardi
Cuz the tunes are excellent! RT @rizzrazz: @lindagaboardi I play Conversation Solf. tracks for babies up through 8#Musedchat

35m cantatedomino‏@lindagaboardi
I’m on a mission 2change all rhythm syll to Gordon! RT @mrstoben: I think it is good to get material from all angles #musedchat

35m PatToben‏@mrstoben
Conversational Solfege follows many of the same steps as Gordon -just limited tonalities and meters. #musedchat

35m EricRasmussen‏@rizzrazz
@lindagaboardi I play Conversation Solf. tracks for babies up through 8#Musedchat

35m JasonLuciana‏@TriToneJones
@rizzrazz I actually don’t at this time but would love to expand knowledge about them &use them as frequently as I can/should. #musedchat

36m PatToben‏@mrstoben
I think it is good to get material from all angles and figure out what is best for your program/ students. #musedchat

36m cantatedomino‏@lindagaboardi
referring to Conv. Solf. only RT @rizzrazz: @mrstoben I start at birth. So I dabble in Verbal Assoc with them. #Musedchat

36m cantatedomino‏@lindagaboardi
Don’t switch! )-;RT @mrstoben: Expanding my knowledge baseby attending a Carol Krueger 3 day intensive workshop. #Musedchat

@mrstoben @lindagaboardi I start at birth. Some 5year olds are well into audiation. So I dabble in Verbal Assoc with them. #Musedchat

37m PatToben‏@mrstoben
Expanding my knowledge base in a couple of weeks by attending a Carol Krueger 3day intensive workshop. #Musedchat

37m cantatedomino‏@lindagaboardi
Always du-ba-bi-du-be for me! RT @mrstoben: and Krueger hashad several discussions with Gordon over the whole counting system. #musedchat

37m EricRasmussen‏@rizzrazz
@mrstoben The teacher needs to believe that it is worth the effort to use. Then kids follow suit. #musedchat

38m PatToben‏@mrstoben
@lindagaboardi I think @rizzrazz starts way before 1st grade #musedchat

38m PatToben‏@mrstoben
@lindagaboardi I believe you need to put it into place when the kids are ready. They are hungry for it. #musedchat

38m EricRasmussen‏@rizzrazz @Allysonntdfb url broken #Musedchat

38m cantatedomino‏@lindagaboardi
Real live music, as opposed to contrived to accompl. various ton. &meters RT @rizzrazz: For choral too? #Musedchat

38m PatToben‏@mrstoben
I think with our mixed populations we really need to look at adding in more meters, tonalities. #musedchat

39m cantatedomino‏@lindagaboardi
I believe Grade 2start is recommended. RT @mrstoben: I start in 1st grade with Conversational Solfege 1#musedchat

39m cantatedomino‏@lindagaboardi
I was just thinking abt his folk tunes. RT @rizzrazz: @lindagaboardi That was supposed to be a questions .For choral too? #Musedchat

39m PatToben‏@mrstoben
I start in 1st grade with Conversational Solfege 1#musedchat

40m PatToben‏@mrstoben
and Krueger has stated that she has had several discussions with Gordon over the whole counting system. Gordon vs. Ta-ka-di-mi. #musedchat

40m EricRasmussen‏@rizzrazz
@lindagaboardi That was supposed to be a questions .For choral too? #Musedchat

41m cantatedomino‏@lindagaboardi
Secondary level? Did you start w/ book ?1RT @mrstoben:started with Conversational Solfege of Fierabend just to get my feet wet! #musedchat

41m PatToben‏@mrstoben
Thus my reason to start looking a little harder at Gordon’s materials. Feierabend studied w/ Gordon #musedchat

41m EricRasmussen‏@rizzrazz
@lindagaboardi for choral too. I know about Conversational Solfege. #Musedchat

41m cantatedomino‏@lindagaboardi
I agree. RT @mrstoben: The games, sequences etc., for building music literacy are really liked by the students #musedchat

42m PatToben‏@mrstoben
The games, sequences etc., for building music literacy are really liked by the students #musedchat

42m cantatedomino ‏@lindagaboardi
But he uses real live music RT @rizzrazz: @mrstoben Although Fierabend uses limited number of tonalities and meters. #Musedchat

42m PatToben‏@mrstoben
I started with Conversational Solfege of Fierabend just to get my feet wet! #musedchat

42m cantatedomino‏@lindagaboardi
Choral dir. uses lots of Feierabend in my daughter’s choir classes. She loves it. RT @mrstoben: Also add to the Feierabend #Musedchat

43m EricRasmussen‏@rizzrazz
@mrstoben Although Fierabend uses limited number of tonalities and meters. Good exercises though. #Musedchat

43m JeffTillinghast‏@jefftillinghast
Taught choral/instrumental music, Tech., AP Theory, Percussion, Appreciation. Now Dir. of Technology for Int’l K-12 school. #musedchat

43m cantatedomino‏@lindagaboardi
Would like to know more. RT @mrstoben: Has anyone done any cross-research etc., with Gordon and what Carol Krueger is doing? #musedchat

43m PatToben‏@mrstoben
Also add to the Feierabend #Musedchat

43m cantatedomino‏@lindagaboardi
It is challenging to my own musicianship, too.RT @mrstoben: I think the process is very empowering! #musedchat

43m PatToben‏@mrstoben
Has anyone done any cross-research etc., with Gordon and what Carol Krueger is doing? #musedchat

44m cantatedomino‏@lindagaboardi
Great for warm ups and analyzing. RT @rizzrazz: @TriToneJones Do you use any Learning Sequence Activities in chorus? #musedchat

44m PatToben‏@mrstoben
I think the process is very empowering! I still feel like I don’t put enough tonalities, meters out there. #musedchat

45m Eric Rasmussen ‏@rizzrazz
@TriToneJones Do you use any Learning Sequence Activities in chorus? #musedchat

45m Pat Toben ‏@mrstoben
Or are there ways that you have used it? #musedchat

45m EricRasmussen‏@rizzrazz @lindagaboardi Hey. Same to you. #musedchat

45m cantatedomino‏@lindagaboardi
Thanks! Glad to be here! RT @mrstoben: @lindagaboardi Welcome to #musedchat

45m PatToben‏@mrstoben
How do you feel this could be used at the HS Choral level? #musedchat

46m PatToben‏@mrstoben @lindagaboardi Welcome to #musedchat

46m cantatedomino‏@lindagaboardi
Hi everybody! Happy Memorial Day! RT @rizzrazz: @mrstoben bring it on, friend #musedchat

46m Pat Toben ‏@mrstoben
Who is familiar with the 8steps of music literacy as defined by the book? #musedchat

46m Jason Luciana ‏@TriToneJones
High school choral music, Theory I, Popular Music 1920-Present, Drama #musedchat

47m PatToben‏@mrstoben
Those of you on tonight what do you teach? How could this impact your curriculum? #musedchat

48m PatToben‏@mrstoben
cont. it would be so much easier and they would play so much more expressively and musically. #musedchat

48m PatToben‏@mrstoben
I think we spend so much time wrestling with note reading, learning a new instrument, etc., that if kids had an “aural” lang. #musedchat

49m PatToben‏@mrstoben
Coming from the band world to general music I really see some valid ideas and ways with Gordon’s research. #musedchat

50m PatToben‏@mrstoben
Any thoughts or questions re: “The Ways Children Learn Music” #musedchat

50m JasonLuciana‏@TriToneJones
@mrstoben Thanks! Good to be back in the Twitterverse again. #musedchat

50m Eric Rasmussen ‏@rizzrazz @mrstoben bring it on, friend #musedchat

50m Pat Toben ‏@mrstoben
@rizzrazz Are you ready for #musedchat

51m PatToben‏@mrstoben @jefftillinghast Welcome to #Musedchat

51m PatToben‏@mrstoben
@TriToneJones Welcome back! #musedchat

51m PatToben‏@mrstoben
Archives: http://bit.ly/Ll2OOa http://bit.ly/KArLrW #musedchat

 53m JasonLuciana‏@TriToneJones
Bummer. Haven’t been around so haven’t read the book, but I’ll follow the thread and pick it up ASAP. #musedchat53m PatToben‏@mrstoben
With that, do we want to continue that discussion this evening? #musedchat

54m PatToben‏@mrstoben
Review of chapt 1-8and practical ways that steps 1-8are used in the classroom #musedchat

54m PatToben‏@mrstoben
Ok. #musedchat We have been discussing “The Ways Children Learn Music” most indicated they wanted a review wk this wk

54m JeffTillinghast‏@jefftillinghast #musedchat Looking forward to it!

55m JasonLuciana‏@TriToneJones
Indeed. #musedchat My first in a few months.

55m Pat Toben ‏@mrstoben
RT @jefftillinghast: @mrstoben I’m game if anyone else is… #musedchat

57m EricRasmussen‏@rizzrazz @mrstoben hey #musedchat

57m PatToben‏@mrstoben
Anyone else on for #musedchat tonight?

#Musedchat Archive May 21st, 2012 Discussion of Chapters 6-8 “The Ways Children Learn Music” by Eric Bluestine

Scroll to the bottom to find the beginning of the chat.
-Huge thanks to all that are participating in this chat either by making comments, reading the archive or lurking.
-Next week we will be reviewing Chapters 1-9 before moving onto the 2nd part of the book.  Be ready to share links, lesson plans, etc., for how you implement music literacy into your daily teaching.

1h  Pat Toben ‏@mrstoben
Need to run! Thank you one and all for you participation and lurking this evening! Did the “archive” help anyone last week? #musedchat

1h  Pat Toben ‏@mrstoben
Let’s plan a review of chapter 1-8 and how different ed. use that in their teaching. Examples so to speak. #Musedchat #musedchat

1h  Pat Toben ‏@mrstoben
Any last thoughts? #musedchat

1h  Pat Toben ‏@mrstoben
Or are we MLT’d out? #musedchat

1h  Pat Toben ‏@mrstoben
Do we want to continue into second part of bk next week. Or do we need more time to digest and ask ?’s about sequencing steps? #musedchat

1h  Pat Toben ‏@mrstoben
Thank you to all that have participated tonight. We have had several people in and out. These discussion r vital to our ss. #musedchat

1h  Eric Rasmussen ‏@rizzrazz
@mrstoben Gotta run. Family is home. THanks for moderating! #musedchat

1h  Pat Toben ‏@mrstoben
I will archive again. Not sure when it will be posted. In last wk of school. #musedchat

1h  Pat Toben ‏@mrstoben
We are getting close to the end. Any further thoughts? Any “A-HA” moments tonight? #musedchat

1h  Pat Toben ‏@mrstoben
Anything else re: chapter 8? #musedchat

1h  Pat Toben ‏@mrstoben
I would love to write K-12 #musedchat curriculum revolving around MLT thoughts. Wow, could you imagine the possibilities? #musedchat

1h  Pat Toben ‏@mrstoben
I would have loved as a 5th grade dir to know what songs kids learned MLT style so they could play those & lrn basics of inst. #musedchat

1h  Sarah Mayer ‏@musiced20
@mrstoben Yes, very much like language! #musedchat

1h  Eric Rasmussen ‏@rizzrazz
@mrstoben Steps take as long until Ss are ready to move along. Individual differences though are key. #musedchat

1h  Pat Toben ‏@mrstoben
We need to have those conversations with the elementary music ed. #musedchat

1h  Pat Toben ‏@mrstoben
These ideas need to start at the foundational level, much like language. #musedchat

1h  Pat Toben ‏@mrstoben
I really think that this is discussion that needs to happen K-12 music ed #musedchat

1h  Pat Toben ‏@mrstoben
How long does it take at each step? Approx.? Do you spend more time steps 1-5? #musedchat

1h  Pat Toben ‏@mrstoben
Or do we want to move onto the 8 steps that I listed? How do you sequence that learning? What works for you? #musedchat

1h  Eric Rasmussen ‏@rizzrazz
Reagrding the sequence, it works to “spiral” to improvisation and creativity even when you’re at aural/oral level. Just go back. #musedchat

1h  Pat Toben ‏@mrstoben
Rhythm – macro/micro, no time signatures but feeling. Let’s go back to that…some interest? #musedchat

Mr. McCoach ‏@MrMcCoachBand
Oh! Thats good! @Julie2884: @mrstoben trick from a 6th gr student: remember how to spell rhythm, “Rhythm Helps Your Two Hips Move!” #msdesb

1h  Stan Haskins ‏@s_haskins
Nice chatting with you, @rizzrazz @mrstoben. Happy #musedchat

Idolquote ‏@Idolquote
RT @BizMusician “@Julie2884: @mrstoben trick from a 6th grade student: remember how to spell rhythm, “Rhythm Helps Your Two Hips Move!” #

1h  Craig Cortello ‏@BizMusician
“@Julie2884: @mrstoben trick from a 6th grade student: remember how to spell rhythm, “Rhythm Helps Your Two Hips Move!” #musedchat” #quote

1h  Pat Toben ‏@mrstoben
It is good for our thoughts and ideas to be challenged in the best interest of ss achievement! #musedchat

1h  Eric Rasmussen ‏@rizzrazz
@mrstoben movement works for feel. Not counting. Not naming quarters, eigths etc. #musedchat

1h  Stan Haskins ‏@s_haskins
.@rizzrazz Oh, I’m not against it – I know Gordon is very powerful, a well-thought-out system. I’m just throwing ideas out there. #musedchat

1h  Pat Toben ‏@mrstoben
The whole idea of audiation of rhythmic and tonal patterns is synonymous with language learning. #musedchat

1h  Pat Toben ‏@mrstoben
We are finding more and more ss struggle to count and “feel” the beat. We need to find something that will work. #musedchat

1h  Sarah Mayer ‏@musiced20
RT @mrstoben: I think as mus ed we need to keep an open mind & look 4 ways we can help ss rather than cont. to push same agenda. #musedchat

1h  Pat Toben ‏@mrstoben
So, with all of the steps – What are your learning sequences? Or what works for you? Thoughts/ideas? #Musedchat

1h  Eric Rasmussen ‏@rizzrazz
@s_haskins ALl I can say is that it works with tremendous results. It’s easy in the mouth too for younger students. #musedchat

1h  Pat Toben ‏@mrstoben
step 8) S learn theory info – letter names, lines and spaces, names intervals, etc. #musedchat

1h  Pat Toben ‏@mrstoben
step 7) S create, improvise and compose music w/without aid of solfege #musedchat

1h  Pat Toben ‏@mrstoben
step 6) s generalize info- able to read unfamiliar patterns or write from dictation #musedchat

2h  Pat Toben ‏@mrstoben
I really think as music edwe need to keep an open mind & look at ways we can help ss rather then cont. to push same agenda. #musedchat

2h  Stan Haskins ‏@s_haskins
.@rizzrazz Agreed. the syllables are only a tool. Consistency makes them more useful. #musedchat

2h  Pat Toben ‏@mrstoben
@s_haskins They are moving to “beat-based” systems either takadimi or gordon based. #musedchat

2h  Eric Rasmussen ‏@rizzrazz
@s_haskins COunting is illogical when you have a rhythm that goes 1 3, 1 3, 123, 1, 1 #musedchat

2h  Pat Toben ‏@mrstoben
@s_haskins Many colleges are starting to move away from “traditional counting systems” they are finding they don’t work. #musedchat

2h  Pat Toben ‏@mrstoben
So… how long does it take to move through steps 1-5? Does it have to be sequential? #musedchat

2h  Stan Haskins ‏@s_haskins
.@rizzrazz we can agree to disagree. Gordon’s too married to formal systems, absolutist interp. If you want logic, use counting. #musedchat

2h  Pat Toben ‏@mrstoben
s 5) s read and write tonal and rhythm patterns in series #musedchat

2h  Pat Toben ‏@mrstoben
s 4) S read and write music notation (sounds w/symbols) #musedchat

2h  Pat Toben ‏@mrstoben
s 3) S recognize tonality and meter of various series of familiar pattern #musedchat

2h  Eric Rasmussen ‏@rizzrazz
@s_haskins If ears are in place, it won’t matter what syllable. #musedchat

2h  Pat Toben ‏@mrstoben
s2) S sing and chant same tonal/rhythm patterns learned step 1 but w/ solfege to understand function #musedchat

2h  Pat Toben ‏@mrstoben
8 steps 1)S build vocab tonal/rhythm by listening, singing, chanting, and moving #musedchat

2h  Catie Dwinal ‏@musiccargirl14
I love chapter basically had the same concept for teaching I do it(listening)/We do it (practice together)/You do it(improvising) #musedchat

2h  Stan Haskins ‏@s_haskins
@rizzrazz interesting. I found long e, hard a tend to stay afloat better. #musedchat

2h  Eric Rasmussen ‏@rizzrazz
@s_haskins Disagree only because there is no internal logic defeating the purpose of the syllables. They’re more than a technique #musedchat

2h  Pat Toben ‏@mrstoben
I think the big “feature” of MLT is the “beat-based counting system” Apple, pear, etc. don’t lend to beat based. #musedchat

2h  Stan Haskins ‏@s_haskins
Ideally, groups of students can pick out their own syllables for sounding out rhythms. “apple”, “pear” work as well as du-day, du #musedchat

2h  Eric Rasmussen ‏@rizzrazz
@s_haskins Not if they audiate it. I find it easier 4 the oooh sound 4 them to sing in tune, exactly the opposite. Harder on Bum. #musedchat

2h  Pat Toben ‏@mrstoben
The last 3 refered to as “Inference Learning” – student teaching him/herself #musedchat

2h  Pat Toben ‏@mrstoben
The fist 5 “Discrimination Learning” -teacher imparts info #musedchat

2h  Pat Toben ‏@mrstoben
So this brings us to the 8 steps of skill learning in MLT! #musedchat

2h  Andy Zweibel ‏@Zweibz7
Wish I hadn’t had to disappear for so long! #musedchat

2h  Pat Toben ‏@mrstoben
Chapter 8 I enjoyed the comment “MLT give rise to perhaps tens of thousands of methods w/out being a method itself.” #musedchat

2h  Stan Haskins ‏@s_haskins
.@rizzrazz #musedchat the long oo sound tends to force the voice flat. Listen for it, you’ll hear it.

2h  Andy Zweibel ‏@Zweibz7
@rizzrazz hey there! Glad to be back for a little bit! #musedchat

2h  Pat Toben ‏@mrstoben
@shawdave Welcome to #musedchat

2h  Pat Toben ‏@mrstoben
The last Carol Krueger workshop I was @ regarding Takadimi she said she had visited w/Gordon. #musedchat

2h  Dave Shaw ‏@shawdave
#musedchat enough with grading General Music papers. ‘Sup friends?

2h  Eric Rasmussen ‏@rizzrazz
@Zweibz7 Duuuuuuuuude! #musedchat

2h  Pat Toben ‏@mrstoben
@Zweibz7 Welcome back to our original host! #Musedchat

2h  Andy Zweibel ‏@Zweibz7
@mrstoben in and out, but yes! #musedchat

2h  Eric Rasmussen ‏@rizzrazz
@s_haskins Can you explain. Love to know more about the flattening effect. #musedchat

2h  Pat Toben ‏@mrstoben
@Zweibz7 are you with us this evening? #musedchat

2h  Pat Toben ‏@mrstoben
@musicvt Thank you for joining us this evening and posing a ? #musedchat

2h  Eric Rasmussen ‏@rizzrazz
@musicvt What do you use for Triple and Unusual metters? #musedchat

2h  Pat Toben ‏@mrstoben
@s_haskins Welcome to #musedchat Thanks for joining us!

2h  Primary Source Nexus ‏@PSNTPS
@johnsonmaryj Thanks for the RT! @PSNTPS: Analyzing Primary Sources: Learning from Music http://primarysourcenexus.org/2012/05/analyzing-primary-sources-learning-from-music/ #musedchat #musiced

2h  Stan Haskins ‏@s_haskins
@mrstoben I like Gordon except for the flattening effect of the vocalized “oooh” sound. #musedchat

2h  Pat Toben ‏@mrstoben
Any other thoughts on Rhythm? Any thoughts re: takadimi vs. Gordon Syllables? Macro/Micro, etc.? #musedchat

Stan Haskins ‏@s_haskins
@mrstoben I’m unfamiliar with takadimi, but in general like verbal (not counted) models for rhythms. Kodaly work fine.

2h  Pat Toben ‏@mrstoben
You guys don’t have to @mrstoben – I am just posing questions as moderator. #musedchat

2h  Pat Toben ‏@mrstoben
Takadimi vs. Gordon Syllables discussion? #musedchat

2h  Pat Toben ‏@mrstoben
I think we have many that are lurking / or not familiar with MLT and want ideas of what it is all about. #musedchat

2h  Catie Dwinal ‏@musiccargirl14
@mrstoben Down with accents, there is always a better that doesn’t lead to Ss emphasizing so hard they hurt themselves #musedchat

2h  Steve Owens ‏@musicvt
Takadimi #musedchat

2h  Sarah Mayer ‏@musiced20
@mrstoben I think accents are something we fall back on to try to teach the feeling of meter when students don’t have background. #musedchat

2h  Pat Toben ‏@mrstoben
We are so trained to teach beats in terms of 1 and numbers what does this whole macro/micro thing mean for music ed? #musedchat

2h  Pat Toben ‏@mrstoben
I found many interesting discussion points in Chapter 7 regarding rhythm and fundamental elements. Micro/Macro/Melodic Rhythm #musedchat

2h  Pat Toben ‏@mrstoben
Q 6 How did you feel about the statement: “Accents have nothing to do with meter?” #musedchat

2h  Pat Toben ‏@mrstoben
Q 5 How do we go about macro and micro beats? #musedchat

2h  Elizabeth N ‏@MsNystedtMusic
@mrstoben I agree, I’m always using movement to help my Ss learn the difference between quarter, eighth, etc. before labeling. #musedchat

2h  Julie Manfredi ‏@Julie2884
@mrstoben A trick from a 6th grade student: to help remember how to spell rhythms, say “Rhythm Helps Your Two Hips Move!” #musedchat

2h  Pat Toben ‏@mrstoben
I really liked the Bernstein comment re: symmetry in music. Like heartbeat expand/contract in regard to rhythm. Thoughts? #musedchat

2h  Pat Toben ‏@mrstoben
I am struggling to type “rhythms” correctly tonight. Sorry! #musedchat

2h  Pat Toben ‏@mrstoben
I found the statement “Rhytms rooted in movement – smooth, flowing, continuous movements” to be very interesting! Thoughts? #musedchat

2h  Pat Toben ‏@mrstoben
Any questions for @rizzrazz from video? #Musedchat

2h  Eric Rasmussen ‏@rizzrazz
@mrstoben The imnprovisers are K, 2 and and 3rd grade. #musedchat

2h  Pat Toben ‏@mrstoben
Chapter 7 Dealt w/ Rhythm Syntax. Going to give you a minute to watch @rizzrazz video and then we will move forward. #musedchat

2h  Eric Rasmussen ‏@rizzrazz
Not by, but MY #musedchat

2h  Pat Toben ‏@mrstoben
@Fingaz09 Thank you for joining us this evening! Welcome to #musedchat

2h  Eric Rasmussen ‏@rizzrazz
Here are by K-5 graders playing buckets. http://soundcloud.com/rizzrazz/i-go-to-bed They’re audiating for sure. #musedchat

2h  Pat Toben ‏@mrstoben
I think we have too many afraid because some reason MLT has just not really been put out there enough? #musedchat

2h  Christopher Kolar ‏@Fingaz09
@musiced20 have one of your upper classmen work with them or if you are lucky enough to have a TA use them. #musedchat

2h  Pat Toben ‏@mrstoben
It wasn’t until I started teaching general music and started checking out best practice & research on teaching elem music. #musedchat

2h  Pat Toben ‏@mrstoben
When I was an ensemble director I would have killed to have had this information! #musedchat

2h  Eric Rasmussen ‏@rizzrazz
RT @ArtTG: @byperc @lindsaymorelli Hello from Long Island, NY. #musedchat From Baltimore!

2h  Pat Toben ‏@mrstoben
@musiced20 Where does 1 start to help the s through this? Or how do we get more music ed looking @ the benefits of this? #musedchat

2h  Eric Rasmussen ‏@rizzrazz
@musiced20 Then you have to start teaching them to audiate. Start with singing patterns. #musedchat

2h  Art Greenberg ‏@ArtTG
@byperc @lindsaymorelli Hello from Long Island, NY. #musedchat

2h  Sarah Mayer ‏@musiced20
…where do we start? We’re expected to put an instrument/music in their hands soon after the start. How??? #musedchat

2h  Sarah Mayer ‏@musiced20
General question relating all of it. Let’s say students come into your b/c/o program w/o any of this tonal/rhythmic audiation… #musedchat

2h  Pat Toben ‏@mrstoben
#musedchat How do we change that idea that it is not note by note, scales and intervals b4 audiating?

2h  Eric Rasmussen ‏@rizzrazz
@musiccargirl14 Scales are useful, but only after you audiate tonality & functions within while you play. Is FA part of V7 or IV? #musedchat

2h  Catie Dwinal ‏@musiccargirl14
To me, if a student cannot audiate. scales, intervals, and everything else taught goes in 1 ear and out the other #musedchat

2h  Pat Toben ‏@mrstoben
a2 why do so many music texts focus on high/low, soft/loud etc., if that has nothing to do with audiation and music learning? #musedchat

2h  Eric Rasmussen ‏@rizzrazz
@mrstoben A2 up/down, hi/lo, fast/slow, short/long are USELESS in teaching anything let alone audiation. #musedchat

2h  Pat Toben ‏@mrstoben
Q 4 Did anyone else find any statements or have any questions re: Tonal Syntax in Chapter 6? #musedchat

2h  Eric Rasmussen ‏@rizzrazz
@mrstoben a3, same as alphabet is taught, but the deal is that kids already speak their language well. We don’t auditate well. #musedchat

2h  Pat Toben ‏@mrstoben
We r currently reading the bk “The Ways Children Learn Music” some interesting thoughts we r discussing. #musedchat

2h  Eric Rasmussen ‏@rizzrazz
YES RT @mrstoben: How do you feel about “Audiate renders teaching pitch matching, melodic contour, intervals & scales obsolete?” #musedchat

2h  Pat Toben ‏@mrstoben
I just threw out 3 questions. If you have thoughts or ideas jump in w/ a1 a2 a3 a=answer #musedchat

2h  Pat Toben ‏@mrstoben
Q 3 Tonalities existed b4 scales. Why are scales so prominent throughout #musedchat curricula?

2h  Eric Rasmussen ‏@rizzrazz
DO FA could be the roots to dominant tonic in Lydian. @mrstoben #musedchat

2h  Pat Toben ‏@mrstoben
Q 2 How do you feel about “Audiate renders teaching pitch matching, melodic contour, intervals & scales obsolete?” #musedchat

2h  Eric Rasmussen ‏@rizzrazz
C – F means nothing. #musedchat DO to FA give more information, but until we have a resting tone & surrounding functions, we don’t know C-F

2h  Pat Toben ‏@mrstoben
Q 1 What does audiate syntacitaclly mean? #musedchat

2h  macsmom ‏@macsmom
“@DrTimony: do you know teachers who have not updated their content knowledge since undergrad? scary. #edchat” Also relevant to #musedchat

2h  Pat Toben ‏@mrstoben
the basic tenant “Children do not audiate intervals, they audiate functional tonal patterns made of intervals” interesting. #musedchat

2h  Pat Toben ‏@mrstoben
Alright Chapter 6 revolved around Tonal Syntax. Any ?’s on this? #musedchat

2h  Mullen Music Studio ‏@MullenMusic
Lurking this time. 🙂 #musedchat

2h  Pat Toben ‏@mrstoben
@musiced20 Welcome to #Musedchat

2h  Sarah Mayer ‏@musiced20
I’m lurking in the shadows. 🙂 #musedchat

2h  Pat Toben ‏@mrstoben
So we have @MsNystedtMusic and @rizzrazz on board tonight. Anyone else? #musedchat

2h  Pat Toben ‏@mrstoben
@MsNystedtMusic Welcome! #musedchat

2h  Pat Toben ‏@mrstoben
Great thing for me – ss r working with mixcraft creating ringtones. Creating some excitement in the community! #musedchat

2h  Elizabeth N ‏@MsNystedtMusic
@mrstoben Lurking! #musedchat

2h  Pat Toben ‏@mrstoben
Well, it is time for #musedchat to begin. Let us know if you are in or lurking & something great that happened this wk.

2h  Eric Rasmussen ‏@rizzrazz
RT @mrstoben: #musedchat in 1 minutes! Discussing “The Ways Children Learn Music” join us! Some interesting ideas!

2h  Sarah Mayer ‏@musiced20
Here we go with #musedchat. Apologies to the rest of you whose feeds I will clog up for the next hour 🙂

2h  Pat Toben ‏@mrstoben
My tweets for the next hour will revolve around “The Ways Children Learn Music” #musedchat

2h  Pat Toben ‏@mrstoben
#musedchat in 14 minutes! Discussing “The Ways Children Learn Music” even if you are not reading – join us! Some interesting ideas!

#Musedchat Archive May 14th, 2012 Discussion of Chapters 3-5 “The Ways Children Learn Music” by Eric Bluestine

Twitter Archive
#musedchat Monday May ,142012
Chapter 3-5discussion of “The Ways Children Learn Music” by Eric Bluestine

This past Monday night I had the unique opportunity to moderate #musedchat.  For May we decided to read the book “The Ways Children Learn Music” and discuss it via the chat.  Even if you don’t have the book, you are welcome to join in on Monday evenings.  Thanks to all that participate.

Scroll to the bottom to find the beginning of the chat.

14May Pat Toben mrstoben@‏
Some new folks on #musedchat tonight. Follow new peeps! #musedchat

14May Eric Rasmussen rizzrazz@‏
RT @mrstoben: continue the discussion-we hv several #MLT educators on the network. #musedchat Read my blog if you hvnt. http://bit.ly/bGFAL8

14May Pat Toben mrstoben@‏
Please, please continue the discussion -we have several #MLT educators on the network. #musedchat

14May Pat Toben mrstoben@‏
Thanks to all of you for the healthy discussion this evening trying to make music education better for our kids! #musedchat

14May Eric Rasmussen rizzrazz@‏ @mrstoben Where’s ANdy?? #musedchat

14May Pat Toben mrstoben@‏
Thanks to @jguarr for giving me the opportunity to drive this train this evening! #musedchat

14May Pat Toben ‏@mrstoben
Does anyone know how to archive this chat? #musedchat

14May Eric Rasmussen ‏@rizzrazz
@mrstoben Thank you,, Pat. Nice job. #musedchat

14May cantatedomino ‏@lindagaboardi
“@mrstoben: Thank you to everyone involved tonight, chatting and lurking! This is how we serve our kids best. #musedchat” thanks!

14May Pat Toben mrstoben@‏
Thank you to everyone involved tonight, chatting and lurking! This is how we serve our kids best. #musedchat

14May cantatedomino lindagaboardi@‏
“@rizzrazz @mrstoben PS is key. Doing patterns in fam order 1st. Then introduce them in notation.Then unfamlr ordr #musedchat” Unf ord 4A/O

14May Sarah Mayer ‏@musiced20 @mrstoben Works for me. #musedchat

14May Pat Toben mrstoben@‏
I threw a ton of questions in short order! Thoughts? Do we want to tackle chapters 6-9for next Monday? #musedchat

14May Eric Rasmussen rizzrazz@‏
@lindagaboardi It may measure progression and regression as well. #musedchat

14May Pat Toben ‏@mrstoben
What do you think of this format? #musedchat

14May Pat Toben ‏@mrstoben
We are sitting at an hour for discussion. I think we have had some fantastic thoughts put out tonight! #musedchat

14May Eric Rasmussen rizzrazz@‏
@mrstoben Partiall synthesis is key. Doing patterns in familiiar order first. Then introduce them in notation. Then unfamlr ordr #musedchat

14May Pat Toben mrstoben@‏
Anything else to add or ?’s re: Chapter ?5#musedchat

14May Jeff Tillinghast jefftillinghast@‏
@mrstoben past ,9env. may not affect pure cognitive capacity, but env. is monstrously huge in attitude, support and experiences. #musedchat

14May cantatedomino lindagaboardi@‏

“@mrstoben: @minormusic Many schools (colleges) are moving away from traditional counting in favor of other systems. #musedchat” yay!

14May Pat Toben mrstoben@‏
Q15 Music is an aural art. Sound, sight,theory. How do you develop independence of the ear from the eye? #musedchat

14May Pat Toben mrstoben@‏
Chapter 5 -Audiation Skills Q 14What are some activities you do in your classroom to develop audiation skills? #musedchat

14May cantatedomino lindagaboardi@‏
“@rizzrazz: @mrstoben once I understand the child, I don’t use it. #musedchat” I think it measures growth beginning to end &yr 2yr

14May Pat Toben mrstoben@‏
We are down to the last 5minutes so I am throwing questions pretty fast. Unless you have more time? #musedchat

14May Eric Rasmussen rizzrazz@‏
@mrstoben Not, NO relationship. Just a small one. Less than 20.depending on the intellectual measure. Some up to 30.#musedchat

14May Pat Toben mrstoben@‏
Q13 Anything else to add or ?’s re: Chapter ?4#musedchat

14May Sarah Mayer musiced20@‏
@mrstoben I don’t think the environment should change even if it doesn’t help according to research. Create a musical environment #musedchat

14May Eric Rasmussen ‏@rizzrazz
@mrstoben A11 Aptitude will not change much after age ,7not at all after 8or .9I’ve tried. Achievement better change regarls! #musedchat

14May Pat Toben ‏@mrstoben
Q12 According to bk -No relationship between music aptitude and intellectual ability or academic achievement. Thoughts? #musedchat

14May Pat Toben mrstoben@‏
Q 11According to bk -Age 9-environment no longer affects child’s potential to achieve in music. Thoughts? #musedchat

14May cantatedomino ‏@lindagaboardi
“@rizzrazz: @lindagaboardi Also, do harmonic functions of the songs–roots and arpeggiated with harmonic rhythm. #musedchat” like!

14May Eric Rasmussen ‏@rizzrazz
@mrstoben No, once I understand the child, I don’t use it. It’s only 1measure but it’s important to understand individual diffs #musedchat

14May Pat Toben mrstoben@‏
Q10 Continued… Define rich musical environment. #musedchat

14May cantatedomino ‏@lindagaboardi
“@rizzrazz: Whole part Whole. Sing the song. Do tonal patterns or rhythm patterns in tonality or meter of the song.. #musedchat OK I do that

14May Pat Toben mrstoben@‏
Q10 Music Aptitude-Nature and Nurture What are ways to expose children to a rich musical environment? #musedchat

14May Eric Rasmussen ‏@rizzrazz
@lindagaboardi Also, do harmonic functions of the songs–roots and arpeggiated with harmonic rhythm. #musedchat

14May Pat Toben mrstoben@‏
@rizzrazz Do you use every year and compare data on each child? #musedchat

14May cantatedomino lindagaboardi@‏
@rizzrazz @mrstoben #musedchat I’ve used PMMA IMMA

14May Eric Rasmussen ‏@rizzrazz
@lindagaboardi Whole part Whole. Sing the song. Do tonal patterns or rhythm patterns in tonality or meter of the song. . .#musedchat

14May Eric Rasmussen rizzrazz@‏
@mrstoben All of the above. PMMA IMMA MAP Audie HIRR, not RIRR #musedchat

14May cantatedomino lindagaboardi@‏
“@mrstoben: Any thoughts on Q7 A, B and C regarding Whole Part Whole? #musedchat” I need backgrnd on this -sorry didn’t read

14May Pat Toben mrstoben@‏
Chapter 4Q9 How do we measure potential to achieve? IMMA, MAP, etc. What have you used? Successes/Challenges? #musedchat

14May cantatedomino ‏@lindagaboardi
@rizzrazz @mustangslu I think it would work with instrumental series and older kids #musedchat

14May Pat Toben ‏@mrstoben
Q7 When are kids ready for pattern instruction? How much time do you spend exposing , progression for meter/tonalities #musedchat

14May cantatedomino lindagaboardi@‏
@mrstoben @rizzrazz @lindagaboardi: @mrstoben @rizzrazz but in tonal patterns I use a short pause for thought and breath #musedchat

14May Pat Toben mrstoben@‏
Any thoughts on Q7 A, B and C regarding Whole Part Whole? #musedchat

14May Pat Toben mrstoben@‏
Q8 Anything else to add or ?’s re: Chapter ?3#musedchat

14May Pat Toben mrstoben@‏
I know I am pushing fast -read through chapters and created some questions for guide points. #musedchat

14May Eric Rasmussen rizzrazz@‏
@mustangslu This can be distracting and doesn’t adhere to the time b’n recommendation. Still fun technique. #musedchat

14May Carol Costantino minormusic@‏
@rizzrazz true. Philosophy of music ed needs to be driven by the needs of the ss. Procedures can change. Objectives should not. #musedchat

14May Eric Rasmussen rizzrazz@‏
@jefftillinghast True, tonal and rhythm achievement usually do not necessaarily parallel each other. #musedchat

14May Pat Toben mrstoben@‏
Q7 C –What is the progression for meters/tonalities? #Musedchat

14May Pat Toben mrstoben@‏
Q7 B -How much time do you spend exposing ss to many songs &recorded examples in different meter/tonalities? #Musedchat

14May Pat Toben ‏@mrstoben
Q7 Whole Part Whole -How do you know when ss are ready for pattern instruction? #musedchat

14May Pat Toben mrstoben@‏
@rizzrazz That is what I thought- thought I saw somewhere there should be time-lapse so they are not just repeat but audiating. #musedchat

14May Eric Rasmussen ‏@rizzrazz
@mrstoben Time Lapse in rhythm pattern responses should be zero. S come in on the next macro, or if pickup, on the micro or div. #musedchat

14May Sally Utley mustangslu@‏
Tcher holds koosh ball/sings song. At end of song sing/chant pattern/toss ball Ball in air=whole class Ball to stu=indiv respon #musedchat

14May cantatedomino lindagaboardi@‏
“@mrstoben: @lindagaboardi glad you are here. #musedchat”. TY glad to be here

14May Pat Toben ‏@mrstoben
@minormusic Many schools (colleges) are moving away from traditional counting in favor of other systems. #musedchat

14May Eric Rasmussen rizzrazz@‏
@mrstoben Time lapse in between should be less than the time to sing the tonal pattern. #musedchat

14May Pat Toben mrstoben@‏ @lindagaboardi glad you are here. #musedchat

14May Pat Toben ‏@mrstoben
Leading in Q6 Establish tonality-sing 2/3note patterns-s echo. Time lapse between? Audiation vs. rote #musedchat

14May cantatedomino lindagaboardi@‏ #musedchat hi sorry I’m late!

14May Eric Rasmussen rizzrazz@‏
@minormusic Counting is counter to audiation. Is not recommended according to Gordon and I heartily agree. #musedchat

14May Eric Rasmussen rizzrazz@‏
@mrstoben No, the range of difficulty is much greater when u use vocal rhthyms. Not bad, just don’t. Should do it in instl intcn. #musedchat

14May Carol Costantino minormusic@‏
@mrstoben they’ll hear the pattern first. Younger ones will imitate; older ones will apply counts #musedchat

14May Pat Toben mrstoben@‏
A4 or play melodic patterns on pitched instrument and have kids respond? #musedchat

14May Pat Toben ‏@mrstoben
@MullenMusic Did you get your question clarified? #musedchat

14May Pat Toben ‏@mrstoben
A4 Do you ever play rhythms on a non-pitched instrument and have kids respond? #musedchat

14May Eric Rasmussen rizzrazz@‏
@mrstoben A4 -sing tonal patterns for class, class responds, sing EZ med and diff patterns for solo responses. Do same w rhythm #musedchat

14May Pat Toben mrstoben@‏
Not getting much on Q4. Are we ready to move to Q5? Individual Assessment: What/how do you do this? #musedchat

14May Eric Rasmussen rizzrazz@‏
@minormusic Breaking down rhythms is not audiation. That’s math and theoretical &is akin to counting which is counter to auditn #musedchat

14May Eric Rasmussen rizzrazz@‏
Stages are theoretical and more complicated but range from audiation the “aftersound” &going to “predicting what’s coming next. #musedchat

14May Catie Dwinal musiccargirl14@‏
RT @rizzrazz: Audiation is the ability to understand or comprehend music w/ or w/out the music being physically present. #musedchat

14May Pat Toben mrstoben@‏
@minormusic Are the kids hearing patterns then or are they worried about counting? #musedchat

14May Carol Costantino minormusic@‏
#musedchat breaking down rhythmic patterns to the most common denominator facilitates execution.

14May Pat Toben ‏@mrstoben
Q4 Looking for acitivites, ex., of what everyone does to teach patterns. #musedchat

14May Eric Rasmussen rizzrazz@‏  Types include hearing, singing/performing, reading, writing, improvising, creating, I’m missing one. #musedchat

14May Eric Rasmussen rizzrazz@‏
Audiation is the ability to understand or comprehend music with or without the music being physically present. 7types & 6stages #musedchat

14May Pat Toben mrstoben@‏
Q4 What techniques /activities do you use to teach patterns? Games? Individual/Group, etc. #musedchat

14May Eric Rasmussen rizzrazz@‏
@mrstoben @MullenMusic: Mastery usually requires perfomance, but dictation is not performing music out loud.#musedchat

14May Pat Toben ‏@mrstoben
Any other definitions of audiation? #musedchat

14May Eric Rasmussen rizzrazz@‏
@carinavore It’s possible to audiate without singing well, but those children are very rare. .1/100Couple in each school. #musedchat

14May Pat Toben ‏@mrstoben
Audiation=ability to sing in tune/ability to move in a coordinated manner/ability to perform? #musedchat

14May Pat Toben mrstoben@‏
Maybe we need to define audiation? #musedchat

14May Eric Rasmussen rizzrazz@‏
@musiced20 Azzara is great, but I like to expand the repertoire to other tonalities and lots more functions. #musedchat

14May Pat Toben ‏@mrstoben
RT @MullenMusic: Seeking clarification. Audiating=hearing b4 playing &mastery would require perf. Correct? #musedchat

14May Sarah Mayer ‏@musiced20
(cont…) It focuses on teaching melodies and using simple patterns to improv accompaniments to those melodies. #musedchat

14May Sarah Mayer musiced20@‏
A4 In my beginner band lesson context, I’m using a book called, “Developing Musicianship through Improvisation.” (cont…) #musedchat

14May Carin McEvoy carinavore@‏
To truly master a pattern you must be audiating but you may be audiating without physical/vocal mastery. #musedchat

14May Pat Toben mrstoben@‏
I would sing patterns on neutral syllable or chant rhthmic patterns #musedchat

14May Pat Toben ‏@mrstoben
Q4 What techniques /activities do you use to teach patterns? Games? Individual/Group, etc. #musedchat

14May Pat Toben mrstoben@‏
I am going to come back to the assessment portion of @musiced20 comment. #musedchat

14May Sarah Mayer ‏@musiced20
Mastering has an assessment type feel to it. Audiate feels like they can use patterns meaningfully in a musical context. #musedchat

14May Pat Toben mrstoben@‏
Q3 continued. What have you experienced when working with kids? #musedchat

14May Pat Toben mrstoben@‏
Q3 What is difference between mastering patterns and audiating patterns? Is there a difference? #musedchat

14May Joe Guarr jguarr@‏
RT @musiced20: Patterns can be the conversation pieces for music students. #musedchat
14May Pat Toben mrstoben@‏
Q2 Agreed. Like words in speech. We don’t use them individually, but together as a group! #musedchat

14May Pat Toben mrstoben@‏
As thoughts come up feel free to respond as well! Just trying a different format tonight. #musedchat

14May Sarah Mayer musiced20@‏
Patterns can be the conversation pieces for music students. Students know more “words” when they have them in their arsenal. #musedchat

14May Pat Toben mrstoben@‏
Any more thoughts on Q2? #musedchat

14May Pat Toben mrstoben@‏
You guys don’t have to reply to @mrstoben you can just put A1,2 and #musedchat

14May Eric Rasmussen ‏@rizzrazz will return shortly #MusEdChat

14May Pat Toben mrstoben@‏
Any other thoughts for advantages for ss receiving pattern instruction? #musedchat

14May Pat Toben mrstoben@‏
Welcome to those of you joining us tonight. #musedchat

14May Eric Rasmussen ‏@rizzrazz
@mrstoben A2 Understanding tonality and harmonic function. #musedchat

14May Sarah Mayer ‏@musiced20
Patterns also give them the ability to use notes creatively but with parameters. #musedchat

14May Pat Toben mrstoben@‏
If not, Q2 What R advantages 4ss who receive pattern instruction? #musedchat

14May Eric Rasmussen ‏@rizzrazz
@musiced20 Patterns provide context, in terms of tonality and function. CEG means little until you put it in a context #musedchat

14May Pat Toben mrstoben@‏
Any more thoughts on Q1? #musedchat

14May Sarah Mayer musiced20@‏
@mrstoben The focus on patterns helps them retain information faster, just like focusing on pattern counting helps number sense. #musedchat

14May Eric Rasmussen rizzrazz@‏
@minormusic Iimitation is a significant step on the way to audiation. #musedchat

14May Pat Toben mrstoben@‏
Q2 What R advantages 4ss who receive pattern instruction? #musedchat

14May Catie Dwinal ‏@musiccargirl14
They can grasp the concept of a pattern better, it feels more concrete and not as complex #musedchat

14May Joe Guarr jguarr@‏
@mrstoben Patterns give some context #musedchat

14May Pat Toben mrstoben@‏
A1 Do we want them to imitate or audiate? #musedchat

14May Carol Costantino minormusic@‏
@mrstoben Ideally children hear music. They imitate it. Then the teacher models for refinement. #musedchat

14May Pat Toben mrstoben@‏
Q1Learn to understand music by patterns vs. indiv pitch/duration. Why emphasis on patterns? #musedchat

14May Pat Toben ‏@mrstoben
I thought maybe we could take a different route tonight &focus chapter at a time and go in as Q1,2 3,and A ,1,2 3respectively #musedchat

14May Pat Toben mrstoben@‏
R@musiccargirl14 Glad to have you here. Exciting new instruments! #musedchat

14May Catie Dwinal musiccargirl14@‏
I’ll be lurking and chiming in when I can (working on project) but just got in a big box of brand new suzuki xylophones ):#musedchat

14May Pat Toben mrstoben@‏
@jguarr Great glad to have you on board tonight! #musedchat

14May Pat Toben mrstoben@‏
@musiced20 Very cool! Always exciting when the kids play well. #musedchat

14May Sarah Mayer musiced20@‏
I’m here and ready for #musedchat. My band got a 1rating at a competition last Saturday. They played great! #musedchat

14May Joe Guarr jguarr@‏
@mrstoben Here and ready to go! #musedchat

14May Pat Toben mrstoben@‏
Good evening and welcome to #Musedchat Plz let us know you are here and a success story from this week. #musedchat

“Reflecting”

"Reflection" -image from Google Images

“Reflecting”

The past couple of weeks I have been reading two books which focus on ways to help students find their passion and to use that to guide learning.  The two books that I have been reading are Developing More Curious Minds by John Barell and The Passion-Driven Classroom:  A Framework for Teaching and Learning by Angela Maiers ( @angelamaiers ) and Amy Sandvold (@PrincipalAmy ).  There are many components of these two books that I will reflect on in future posts.  For this post, I am going to focus on the importance of “Reflecting”.

If you have been following my last two posts, my students in MS Music Tech have been learning how to play the guitar.  I have taken some different angles with the teaching of this unit this semester.  After helping the students for two weeks, I had them formally play for me this past week.    Students were nervous, apprehensive, excited, etc., to play for me.  Very typical behavior when asked to play for someone.   The discussions that happened throughout this process really interested me.  Some kids came in ready to learn guitar, some were very apprehensive and of course there was that handful that really didn’t care one way or another.  With seven sections of students and classes ranging from 28 – 33 students, I wasn’t able to remember all of their comments and reflect as well as I should.  Upon reading The Passion-Driven Classroom and listening to @angelamaiers #youmatter TED talk, I decided to start carrying around a notebook and documenting some of the things that I was witnessing.

While reading through The Passion-Driven Classroom:  A Framework for Teaching and Learning by Angela Maiers ( @angelamaiers ) and Amy Sandvold ( @PrincipalAmy ) , I came across a few pages on reflection and the importance of it.  Straight from the book p 43 – “Katie Charner-Laird, Sarah Fiarman, Frederick Won Park, and Sylvia Soderberg (2003), coauthors of the book Cultivating Student Reflection, describe reflection as “the mind’s strongest glue” for making the connections essential to understanding, regardless of subject matter:…..”

After reading this, I decided that not only would it be beneficial for the students to reflect on their weeks of learning how to play the guitar after playing their final work for me, it would be beneficial for me to read their reflections to better understand their needs.  This lead me into my own reflection and using the students comments to drive further instruction and continue to update the curriculum.

In our busy lives of educating, we often forget the importance of taking the time to reflect and to have our students reflect.  This week has found me pouring through the results of a Google Doc Survey that I put together for the students to reflect on their guitar unit experience.  I used the questions that were presented on p 44 of The Passion-Driven Classroom to “get the students thinking and talking about the heart of learning”.  I have been absolutely amazed at the information that the students poured out into these reflections.  I have had students stopping me in the hall saying, “Mrs. Toben, about that survey…I forgot to add ………”  Incredible.  Not only did the students drive their learning by choosing their own song to learn, they now have “the mind’s strongest glue” for making the connections essential to understanding…..”  I also have the reflections of all of my students and my own reflections to better the unit for the next group of students that I am honored to work with.

Through this experience my challenge to you as an educator and lifelong learner includes:

  • Continue to read books that will help you to evoke and spark the passion in EVERY learner that you come in contact with.
  • Reflect on your readings and figure out ways to integrate the great ideas into your teaching.  Take the ideas as they are, twist them, turn them!
  • Give your students opportunities to reflect not only aurally, but in writing.
  • Listen to Angela Maiers TED talk on #youmatter and start to carry a notebook with you!  It will make a difference in your life and the lives of the people you touch.
  • Have conversations with your kids on a daily basis, get to know them and really show them that they matter!  Find their passions and help them to thrive.

FINALLY – I challenge you to keep this discussion alive by commenting and passing along to others!