Mindsets and Music: My #IMMOOC Response, Week 2

My #IMMOOC Response, Week 2 for George Couros's book "The Innovator's Mindset"

Hey you.  Yeah you.....  What's your learner's mindset?  Do you think you can only learn how to do something if you were born with that talent?  -OR-   Do you believe you can learn how to do anything you set mind to if you work hard to accomplish it?  -OR-  Do you not only believe you can learn and grow, but that you have the ability to create something new and better?

Let's break it down, folks... and yes, of course, you know me....we are going to tie this to my favorite subject in the world: music.

As a music teacher, I am thrilled to see George Couros did just that.  On pg. 33, of his book "The Innovator's Mindset" he uses a "playing-the-piano" example to describe 3 different mindsets learners have.  So happy :)

• With a fixed mindset, a person might not think they can play the piano.  
• With a growth mindset, they believe that with hard work and practice, they can learn to play.

BUT... (insert drum roll here.....)

• With an INNOVATOR'S MINDSET, not only do they think they can learn how to play the piano, they believe they can create something new and better, or in other words compose their own music on the piano.

As a music teacher, my friends sometimes confess their deepest, darkest, musical secrets to me.

"My choir teacher asked me to lip sync at our concert" 

"I got kicked out of chorus in 2nd grade because I wouldn't stop talking...my mom was told to pick me up and never bring me back"  :/

"I fake-played my recorder at my elementary concert because I didn't remember how to do it" ;)  

"My kids tell me not to sing at bedtime or in public because I sound soooo horrible" 

"My dog used to hide when I played the trumpet"

OUCH!!! 

These tragic musical tales always begin with "I'm a terrible musician" or "I don't know anything about music,"  Then... I get the gory, grim details.  But, what if these events that shaped my friends' thoughts about their musical ability could have been changed with a shift in mindset and a touch of encouragement?  

As teachers, I believe WE can be a big part of the mind-shifting process!  

First, let's help them transform those fixed mindsets into growth mindsets!  We (teachers) need to be constant cheerleaders of student learning.  Kids need to be told (all the time) that we KNOW they can do it.  We BELIEVE in them!  They've GOT THIS!  Encourage, Encourage until they have the courage to make a learning-leap-of-faith.  

But Couros pushes us in his book to not stop there.  Don't just learn how to do something that others already can do.  Learn to create.  Innovate.  Be the kind of person that can make something new and better.   Have an innovator's mindset!

Back to music for a sec....When we think of the greatest musical performers and composers of all time, the biggest reason they became influential was because of their innovative musical contributions, right?! Well, then, let's tell kids that this is the kind of thinking that is going to bring them the satisfaction they truly deserve.  Let's tell them that they have the power to change the world and be creative geniuses!

I have a message for all of my friends that have carried these tragic tales all their lives: (My sad story, by the way, is from elem. P.E., sniff sniff)...

---->  First of all, I'm really sorry 'bout the bad stuff that happened to you when you were in school. (hugs) I STILL believe you can do it.  You can still be the next Mozart.  You've got this.  It is time to warm up your signing voice, dust off your old recorder and warn the kids and dog.  It is not too late.  You'll be great.  :)

Developing Curiosity Within Students: My #IMMOOC Response, Week 1

My #IMMOOC Response, Week 1

Below are my reflections on the introduction of the book, "The Innovator's Mindset," by George Couros.  Feel free to read my thoughts about my journey through this new adventure of learning and growing.   #101alag

------------------------------------------------------

I've been sharing with my students about an amazing book study I just joined! #IMMOOC

As I began this journey into the Introduction of George Couros's book "The Innovator's Mindset" this week, a few powerful quotes have jumped out at me and have taken a hold of my thinking.

1. "Change is an opportunity to do something amazing." (pg3)
2. "If students leave school less curious than when they started, we have failed them." (pg6)

Well, this makes me curious...how can we, as teachers develop curiosity. Instead of teaching our "material" TO them, can we help THEM teach themselves, ask questions, search for answers, help one another?

This is a difficult thing for me... to step back.  Is it maybe because I'm a music teacher?  I'm used to being the director of the show, on the stage, up on the podium, right?!  But in class, as we are learning about music, I need to start stepping OFF the podium once in a while and give the power of learning to the students.

On page 4, Couros tells us that it is OUR responsibility to "spark a curiosity that empowers students to learn on their own. To wonder. To explore. To become leaders."

Okay, Couros....I don't want to let go of the reigns...but I'll give it a try.

This week's music lesson for 3rd-5th grade---> I gave the kids a Google Slide about different Tempo terms to complete.  I made a nifty template with lots of bells and whistles that they had to manipulate.  Each got a copy via Google Classroom (thanks, Google Classroom...love ya!).  But, the main goal was for THEM to do the research and come up with their own examples of things in the world that show each specific tempo.  They could add anything to represent their examples: videos, pictures, text, drawings.  I gave a suuuuper quick lesson of how to add images/videos and how to do cool Google-y Slide tricks (moving images across the screen, adding a background, etc)

Then I did something scary.  I stepped back.

If they came to me with a question, I asked the class "Who know's how to do yadda yadda..."  A few hands would go up and those students would go to them for answers.  I was honest when they asked me something I didn't know how to do.  I told them that I bet they could find someone in the room who might know the answers!

It only took a minute.  They were deep into this project.  They were asking each other questions.  They were  curiously searching and learning on their own.  I saw the wonder, exploration and leadership mentioned in the book.  Their slides were absolutely genius too!  They had slides with tempo themes revolving around Superheros, Pokemon, animals, and more.

After 55 minutes in music, it was time to end class.  This is true: I heard these words... "No!".... "I want to keep working!" ..."I'm doing this at home tonight!" ... "Thank you Mrs. Jensen!" ... "That was so fun!"

The icing on the cake were the boys in 4th grade that clung to their chairs when their class lined up.

I'm thankful for my learning this week from #IMMOOC.  "The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity."  I'm hooked! ;)

Creativity in the classroom

Creativity in the classroom...are we listening?

"Creativity"... to some, this word can cause some panic and pressure.  As a teacher, we long to be creative.  We want to find new and exciting ways to engage our students.  People ask me why I don't give the same lessons year after year.  Shouldn't I have this all planned out by now...after all, I've been teaching 16 years...  I can't do it though.  I can't recycle my lesson plans.  I can't recycle my musicals.  I can't stand to teach the same exact thing...the same exact way (borrrring!).  But what if it is really because my students aren't the same exact students each year.  

Yesterday, I tweeted out this quote by Lewis Carroll "It's no use to go back to yesterday because I was a different person then."  

I found comfort in this quote...I don't have to go back.  I can be different because my STUDENTS are different.  But here is the most exciting news...THEY can be the creative force that drive and change OUR lessons.  It doesn't all have to fall on our shoulders as teachers.  We can get a lot of help from all of those beaming creative minds that walk into our classrooms each day.

My best creative lessons don't come to me during that hour of Prep time I get each day.  They "happen" when a student connects to what I say in class, offers an idea or gives me a fun suggestion.  THAT is when the true magic of creativity occurs...if your ears are listening, you can catch it, grab hold and let it take you for a ride!  

THIS was a big realization for me.  We, as adults, must accept that the children in the room are  probably more creative than us.  That is okay...listen to them.   They are uninhibited with their thoughts, unafraid to go out on a limb and try something different.  Their ideas are fresh, raw and relevant to the world they live in.

Let me give you an example of a creative tidal wave that just hit my music room.

A long time ago, I made up a story to teach the dynamic terms "Piano" and "Forte."  Since I haven't officially written my story down (true confession), the details vary a bit year to year.  

The main idea, though, is that a little guy, Piano, and a giant guy, Forte, run into some big trouble with their shoes.  (When I talk as "Piano" my voice is as quiet as a whisper.  When I speak as "Forte" I use a loud, booming voice.)  "P" and "F" go to the Cobbler to get their shoes fixed, only a terrible mix-up occurs....they get the wrong shoes back.  

I end the story there.  Done.

This past week, when I finished my story at this climax the kids looked back with open mouths and said "What?!! that can't be the end....they don't have the right shoes!!!"  I told them, "but that's all I made up!  I didn't make up any more."

Here is where the creative magic happened.  A huge discussion about what THEY thought should happen next.  It was a creativity-explosion: Tons of hilarious "sequel" ideas were shouted out.  New characters were added.  Other thoughts about what Piano and Forte should look like were given.  The class was alive and their creativity was off the charts!  I decided to ride this creative wave...They each got a piece of paper to share what they thought should happen next in the "Dynamic" story.  It was so amazing to see their excitement.  The next day, I received special treasures when I opened up the front doors of the school (my supervision duty).  A student brought me a stapled, homemade book of illustrations that went along with the story.  "Piano", to him, was a mouse....perfect.  "Forte" was drawn it detail too.  When I shared his pictures with the next class, it inspired a girl to design a "set change" for the story, if it were ever performed on stage.  THEIR creativity was unbelievable.  So much more than I could have produced.

You see, I think after 16 years of teaching, I've realized to take step back and cherish the true creative geniuses in the room.  They come to about my shoulder level, have bright eyes, and are usually missing a few front teeth.  Are we listening?

Music and Movement

I am a firm believer that movement is an essential part of learning for kids (and adults!).  When we move, we are activating and engaging a very important part of our brain.  The primary motor cortex is known as the main area of the brain that controls motor function.  Adding movement to a lesson is a natural way to instantly amp up the learning process.  

In our music classroom at AGS, we come by it naturally.  This week, movement will be the "glue" that will make my lessons "stick."  

To begin learning about dynamics and tempo (not to mention the ever-important steady beat), our students danced with scarves.  I carefully selected pieces that had a variety of tempos and dynamic changes.  As we moved, I told the students to use the scarf to show the music.  When we did this, the pressure of moving our bodies in space was instantly removed and re-focused into "making the scarf dance".  This little trick gets the most reluctant movers going right away!   

This week, we were also activating our muscles (and brains) as we performed partner hand clapping songs...again, with carefully selected songs containing dynamic and tempo variety. Below, you can see, our 3rd graders were trying to "keep up" with John Jacob Jingleheimer Schmidt!  The children had to work together in order to maintain the steady beat at increasing tempos.  Our quick movements made for some great "hands-on" learning.  As a side note, you may notice that in this class, the majority of partnerships were boy/girl.  It was interesting to see the level of focus and determination they had with one another.  #worktogether #nomatterwhat

Whatever your lesson might be, try to add movement in some shape or form.  Get those ideas to stick...  At the very least, you will have a lot of fun along the way :)