Trimester 3, 2017 Summary

Trimester 3, 2017  Summary

K-2nd Grade Focus on Music Literacy

This trimester, we have spent a LOT of time on reading melodies, and composition.  We began by discussing this big question "Why do we write the notes down on the staff?"  Even the composers of the past did this so that today we can still play their music.  When you don't write it down, it can be forgotten!  Just like those good old grocery lists, right?!

Over the past few months, the students spent time identifying the notes on the staff, listening and critically thinking about melodies, searching and finding musical patterns and working together to build their music literacy skills.

Ask your children about some games we played to reinforce our learning.

• Echo me game (with ukuleles)
• Point and play
• Roll and play
• Composition station
• Heads up 8 up (with pitches on staff)

Of course, we also had fun in class moving, singing and playing instruments!  There is never a dull moment here!

In these past few weeks, we spent some time learning about musical ostinato (or plural: Ostinati).  This is a repetitive musical pattern, which can be rhythmic, melodic, etc.  A wonderful (and super fun) site to reinforce this learning is called http://www.bitesizebeats.com/
This must be done with an adult, as there is an age requirement.  It is an adorable example of the great power of repetitive musical patterns (ostinati) ... all in the package of some funny M&Ms!

We enjoyed making our own ostinati live too...some using voices and some using instruments!

Just a warning...Your ostinato will get stuck in your heads!  Haaha :)


3rd-5th Grade Focus on Performance 

Congrats on a totally RAD 80s musical!  Our 3rd-5th graders poured their hearts into this year's performance.  I asked my students about some things they will remember or take away from this experience.  In the kids' words, here are some valuable things they learned this trimester because of our musical production.

"I learned that you need to speak slowly for the audience to hear you." 

"I learned that we needed to use more of our voice so the audience can hear us clearly." 

"I learned sign language.  I can communicate now in a different way.  When I'm older I can help others because of this."  

"I learned that it is okay to laugh at ourselves. Not to be so serious all the time." 

"We learned to listen to the cues for all of our transitions." 

"I learned to be more open with music.  Before choir, I didn't sing and dance a lot.  Now I like to dance and sing and listen to music." 

"When there are a lot of people I used to have stage fright.  Because of this show, I conquered my fears and I even tried to stand out!!!!"

Targets of this experience...

1. Analyze musical concepts through performance
2. Practice, improve, and perform artistic ideas
3. Develop personal interpretations that consider creators' intent and appropriate to the audience and content
4. Explain how music is related to history, culture and our daily life
5. Evaluate and refine personal and ensemble performances, individually or in collaboration with others

*For information about the national standards hit during this trimester, check out the "Performance" section of this document: http://www.nafme.org/wp-content/files/2014/11/2014-Music-Standards-PK-8-Strand.pdf

Trimester 2, 2017 Summary

Summary of Trimester 2, 2017

Focus on Pitch/Melody

For all grade levels, our learning targets for this trimester have been centered on reading, composing and performing MELODIES on the staff.  Much time has been spent diving into this complex topic.  Our favorite learning tool for this unit has been our beautiful ukuleles (or as we call them sometimes, our "uke-a-babies!").  These delightful instruments have been incorporated into lessons for every grade level K-5.  K-2nd grade use them to read the "open" pitches (which require no pushing) G, C, E, A on the staff.  To remember these string names we sing "Great Cats Eat Ants."

Grades 3-5 stretch further by beginning to learn how to play closed pitches (pushing): On C string -D [2nd fret), and on the E string- F [1st fret] and G [3rd fret].

Movement games, dance and singing have been integrated into the lessons to prep the students for their instrumental experience.  Alongside of labeling pitches with alphabet letters, we also incorporate the "solfege system" (Do, Re, Mi, Fa, So, La, Ti, Do) which uses hand signs for each pitch.  Our intense study of pitch/melody has been built upon our previous unit of study, rhythm.  

All students have done an amazing job learning these pitches and all of the concepts that accompany this unit: playing melodies alone and with a group, the concept of "on a line" and on a space", reading structure left to right, note values and rhythm structure.  At this point, our melody assessments have primarily been performance based.  Assessments to reinforce the study of rhythm have occurred in a array of forms: An online site called Rhythm Trainer, Google slide compositions, and performance-based assessments (alone and group).  Needless to say, we've been busy!  

Musical Performances!

Our music performances at A.G.S. continue to be exciting authentic learning experiences!  My 1st-2nd grade and 4/5th Chorus absolutely shined at their winter concert "Once Upon A Tune!"  

All 3rd-5th graders continue to dig into their songs for our *80s musical that will occur in May.  The songs used in these productions naturally become the center for rich classroom discussions about song form, dynamics, genre, textural features and meaning.  

*More information about the spring musical will be coming your way soon.

  

Looking ahead...

As we enter Trimester 3, we will begin using more manipulatives (staff paper, chips, staff mats, etc) to dig deeper into this study of melody and pitch.  Our older students (grades 2-5) will use their Chromebooks to compose digitally on the musical staff.  Another fun application of pitch reading will be with the fun site SFSKids.  On this site, student's Chromebooks are transformed into instruments by using the numbers on their keyboards! In addition, we will begin using our wonderful "keyed" instruments- glockenspiels, xylophones, and metallophones- to reinforce our learning of pitches and melodic construction.  Along with this, students will learn proper mallet technique and compare the structure of these pitched percussion instruments to that of pianos and keyboards.

One more exciting note...

3-5th graders have the opportunity to check out a ukulele and bring it home!  With our reinstated "Ukulele Check-Out System" they may take home a ukulele and method book for 3 days!  Already 45 students have taken advantage of this special privilege. Permission forms are located outside my classroom door.

   

My Teaching Philosophy and Practices

by Mary Jensen

Maintaining an environment for student success

First and foremost, my intention is for students to feel safe, loved, appreciated and valued in my classroom. All other aspects of my teaching branch from this core value. This, above all else, is crucial so they can feel safe to learn, grow and explore the wonders and magic of music. It is my responsibility to provide this environment that will help their minds thrive! I want all of my students to remember my classroom as being a fun, positive and welcoming place. A wonderful experience in music as a young child will make them more likely to pursue music-making and have an appreciation for this precious form of art in the future. A negative experience can do the opposite. By maintaining a connection that is authentically affectionate, kind and supportive I believe that they can hold onto their happy memories for a lifetime!

Brain-building, Music-making and Successfulness

I desire to constantly stretch my students’ thinking. Our classroom activities, concerts and lesson objectives are meant to “exercise their brains!” Reading music, moving to music, playing music, creating and composing music, listening to music...these all activate different areas of their brain! Every teaching moment is an opportunity to help their minds grow and change. What an unbelievable, amazing and humbling responsibility we educators have!

What are the details of their learning and products of their understanding? While under my care, my students learn how to read, play, and compose complicated rhythms; construct melodies that they sing and play; compare and contrast music structures; and investigate social and the historical background of music. We use many instruments in class! Our ukuleles and percussion instruments are a couple of their favorites! We dance with scarves to explore musical expression (dynamics and tempo). We dance, march, clap and hop to feel steady beat and rhythmic changes. We sing, perform, laugh and play.

How do I know if THEY know what they need to know?

● Performance Assessments - Often, my students are asked to show their learning in a performance assessment for either just me or in front of a group or the class. After they compose a melody, song or rhythm they are asked to share what they have created. Ideas can lead to other ideas, right?! So many kids benefit from seeing what others have made. This is a wonderful and natural way to spark their own thinking!

● Utilizing Technology - Teachers in our district often integrate technology for formative and summative assessments. We are fortunate at A.G.S. to be a 1:1 school. All of our 1st graders use Samsung Tablets and 2nd-5th graders use Chromebooks. They often bring their Chromebooks and Samsung tablets to my classroom. They access assignments on Google Classroom and use them to navigate my blog/website which includes links to educational music sites. My colleagues and I enjoy finding new apps, sites and uses for these devices in our music classrooms to support and assess their learning. In January, my elementary music team and I presented to a group of over 200 music educators of Illinois about how to use a variety of Google Suite products to enhance teaching, assessing and support peer collaboration. My personal favorite G Suite product to use with my students? Google Slides (sent via Google Classroom, so they each get their own copy of the assignment)! They must click on rhythms and pitches, and move the icons into particular spots on the slide. We even use Google Forms for pre and post assessments, giving us “real-time” results on knowledge, pinpoint common misconceptions and identify their strengths and areas needed for growth.

● Assessments and Learning Through Games and Play - Most of all, though, I love to assess through games and play!  We have enough puppets, dolls, costumes, and props to fill toy shop! Need a foam apple? We’ve got 10. Want a plate of delicious plastic toy food? We have a tub full of ‘em. How about some ladybug ears? Princess tiara? Viking helmet? Giant spoon? No problem, We’ve got you covered! Any song can be made more exciting with a silly or fun visual. Any difficult concept to learn can turn into a super-fun-challenge with the right tricks.

In these past (almost) 17 years, I’ve discovered a few important things about children. When we can fill our days with engaging lessons using games, instruments, technology, smiles, laughter and joy not only will our learning process be fun… we can have a blast SHOWING our learning!

Information about "The Road" Song Contest

Today launches a brand new music contest only for the Tri-City area of Batavia/Geneva/St. Charles.  The contest's creator, Scott Corbin of The Jank Guitar Store, has made a really cool opportunity for our kids!

It is called "The Road" Song Contest

Here are the bullet points:

• Open to kids ages 10-19 (and doesn't have to be students in band, orch. or chorus.  ie could be dancers/guitarists/etc), with parent's signed permission and a $3 entrance fee. 
• The winner receives $2,000 for the town, $2,000 for their music program, and a $10,000 scholarship for themselves!
• They will be given a recording and sheet music of the song "The Road" by Casely and The Jank (whom Scott is half of), and must interpret it through a music cover, remix, or dance performance.
• It isn't really a focus on pure musical talent or skill. Think "creativity" first! How can the student's apply their knowledge? 
• The contest is open from 2/14 to 8/25.
• They must upload their submission to YouTube, and the winner will be announced in December.

Feel free to email Scott if you have any questions along the way: corbin11@hotmail.com.

Giving Thanks..."A bag half empty"...

Giving Thanks..."A bag half empty"...

This blog post is my "Thank You" note to the Mefford family.

Sometimes in life we encounter people who see the glass half full and others who see the glass half empty.  But in this case, instead of a glass, it is a story of a plastic bag ...and cookies.

You see, I was having a "crumby" day (see what I did there?).  But then as I was teaching a class, Mrs. Mefford, a beloved parent in our AGS community quietly walked in, and put a generously stuffed bag of chocolate chip cookies on my desk.  She softly said they were from her son (a 5th grader). She went out of the room as quietly as she came in. How did she know that my day needed a pick-me-up?!  As soon as the class left, I happily ate several of the cookies...HA!  They were so awesome.  I looked at the bag...It was half empty.

It makes me think about Thanksgiving...being thankful for the good things, people, blessings we have in our lives.  It can be hard sometimes to do this... so easily we, as humans, tend to take out our microscopes and zoom in on the negative.  I've decided, however this week, I AM going to focus on this picture of the HALF EMPTY bag...but not in a negative way... instead, in a grateful, thankful way.

I took a picture because I wanted to remember how my "bag" (or day) was feeling half-empty...and this family knew just what I needed.  A FULL dose of sweetness and kindness.  When we see others struggling, maybe we can try to fill them back up.

Thank you, Mefford Family, for your act of kindness.  I feel blessed and thankful to know you.

Love,
Mrs. Jensen

The long story of #LiftUp101

The long story behind "LiftUp101"
It is a story about community, family, friends, students, administration/staff, #IMMOOC (The Innovator's Mindset), #KidsDeserveIt, and a million other huge, important, life-changing things.

Have you ever had a feeling that you were being led, pushed - to do something big?  Something way bigger than yourself?  This is how it began for me.  I am not writing this for the credit.  I honestly don't want it.  It wasn't for me, about me or even a result of me.  I just had to be the one willing to carry the message and feel brave enough to speak up (and to continue to speak up).  I'm telling this story about this journey so that others (MOSTLY MY DEAR, SWEET, POWERFUL STUDENTS) feel like they have the ability to make a difference in this world - for the better.

Here goes...Here is what happened to District 101.  Within a matter of weeks, our District lost 3 special people.  This is not the place for me to discuss the details...What you need to know is that our district and the community needed help, needed love and needed kindness to lift each other up.  My own children asked "Mom, what can I do...I'm just a kid?" I wondered "What can I do...I'm just one person?"  Then it happened.  An idea fell out of the sky, onto my lap and into my heart...when I was driving to my son's little league game no less!  And...without getting too deep here in a blog, I'll just tell you that it was like when a football player makes a touchdown or (I'm a Cubs fan, so better yet, hits a home run) and then points to the sky.  That...

Then I went out on a dangerous limb.  I sent an emotional email to several administrative staff. On a Sunday.  At 9:00 P.M.  Now, I need to pause in my story to tell you something important about myself.  I am usually a quiet person.  I don't talk at faculty meetings.  I have a fear of public speaking.  This was NOT something that Mary Jensen would do.  I do not email the central office people.  On Sundays.  At 9:00 P.M.  Ever...until now. 

My email went something like this. 

Recent tragedies have fallen on our district.  Children and community members wonder "what can I do?" "how can I help?" "what power do I have?"  Well, one thing is true.  As humans we have the power to lift up other humans.  We can help make them feel loved, appreciated and special.  It doesn't matter how old you are, anyone can make a difference.  We need to constantly tell one another how much they mean to us.  Another reason why? BECAUSE WE CAN!  

What can we do? #LiftUp101 Kindness Challenge101 challenges to LIFT UP others in our District 101 and community.  A way to make others feel good.  Spread the love.  

Within about 1 minute, I received an email back from the superintendent that she was inspired by this idea and wanted to talk.  To me.  This was happening.  Then I teared up (and I am NOT a crier)

I needed help.  When you need help, who do you call? (Don't say Ghostbusters, people)  Friends...lots of friends.  I emailed the staff at my school...told them about this idea and said that I would be working on the project the next day at 8:20 AM and that my door would be open.  That's it.  I was so touched when the room filled up at 8:20 with people ready and willing to help.  The ideas in that meeting are what propelled this idea into action.  They were brilliant.  We brainstormed and got tons of thoughts down.  Next I asked my students for help...asked them about their ideas about acts of kindness/friendship.  I sat with the art teacher, where we scoured the internet and our brains and the student list.  We came up with the first 50.  Ummmm.  We needed 101!!  So, again, I asked for help.  I shared (on a google doc) the list of 50 with the AGS and ECC staff.  I went to bed.  When I woke up, the list was over 120!  Unbelievable.

The next few days are blurry.  Several grids (for people to keep track of their challenges) were made by wonderful friends.  The list was trimmed.  The social worker reviewed the plan.  It was shared with the Communication Diva at central office.  Within days, emails went out, social media postings were made, the local newspaper called and most importantly, kindness, positivity and love began to surge through our district.

I just put the "Wagon" out there...or since I'm a music teacher, let's call it ...The "Band"Wagon .  You know, it was just an idea.  Filled with emotion and hope.  It was messy.  My pals jumped on, cleaned it up and started pushing (and helped me steer).  

But again, why do I feel like I should tell my, I mean, OUR story?  Because ...maybe more can be taken away from this moment in time.  What if this story could help my students find hope, strength and possibilities in their passions and ideas?  

Are there other factors that are needed to empower our children to make a difference?  How about Emotion, Support and Confidence?  Children can use their emotion and passion for change to come up with big ideas and they need to have our support and their peers'.  With this, I think they can accomplish anything.  They also need to feel like they have the responsibility to share their ideas.  It isn't just a suggestion.  It is a responsibility.  I learned this fact this year as I participated in an online class (#IMMOOC) for the book "The Innovator's Mindset" and a staff book study for "Kids Deserve It."  My principal (and former principals) taught me that I had an obligation to share... This can happen through Twitter, Blogging, and just having face-to-face conversations.  I know these were factors that influenced me to share the #LiftUp101 Kindness Challenge project and not just hold onto it quietly.  

We want kids (and people) to know that they can make a difference.

They can make a positive impact on others' lives

Be kind to one another... and as a result you are being kind to yourselves.

Before I end this rambling blog post, I have to mention 1 more thing.
I was watching our beloved Chicago Cubs on Saturday as they were about to win the Pennant. (Woohoo!) A commercial came on the television.  You HAVE to do a Youtube search right now, okay "iPhone Balloon Commercial"....I almost fell off the couch...it is perfect!  It can all start with just one person (or balloon in this case)... our students can be that 1 person (the 1st red balloon)..Challenges can bring us down (notice how the balloon bumps the branch and comes close to the water), yet we can bounce back and overcome.  We need each other and we can work together to lift each other up.  

#LiftUp101

Here is a link to the challenge if you want to make a difference in your community.

P.S.  If this post is filled with typos, bad grammar, and terrible punctuation it is because we are watching another big Cubbie game ;)

"Winners" in WIN time: What do WE need?

"Winners" in WIN time:  Reflections on Connections and Empowerment
#IMMOOC response, Week 3 for George Couros's book study "The Innovator's Mindset"

This blog post is a little strange.  I'll admit it.  The music teacher talking about 30 minutes of her day that is completely void of music?  There is no singing.  There is no dancing.  It is pretty quiet.  The stars of this scene are the six sweet energetic 8-year-old boys that come to my music room to spend time with me every day.

WARNING: I extend my apologies to any music educators reading this post looking for any fun  musically-exciting-tidbits....I'm sorry to disappoint.  But I'm letting you in on a little secret---> These 30 minutes I experience every day are the highlight of my day and it has nothing to do with my area of expertise, music...it is my "Intervention time" with 3rd grade, also known as "WIN time".  (In our district it stands for "What. I. Need."  All Specials teachers are assigned to different grade levels to help little groups of kids with what they might need: extra work on reading, math, handwriting, etc.)

At 10:55 every day, 6 boys are waiting for me outside of my classroom.  They stand, arms full, with Chromebooks, headphones, gigantic baggies filled with books and HUGE smiles. They walk in, turn off 1 set of lights because they want to have a "light side" and a "dark side" (which is followed by some clever SWars quote, of course).  They beg to be the one to work in "the cave" (I have a table covered with a big blanket on 3 sides).  They sit down and tell me about their football catch (with reenactments) or something funny their dog did last night.  But then, after a minute, it is pretty quiet.  One boy starts writing a story about WWII, because he is fascinated with the subject.  The caveman shares his Google Doc with me about his favorite Pokemon character. A baseball player signs into a typing-skills site.   A shy little guy has headphones on and is listening to an audio book on his Chromebook.  A sweetheart with the best smile is reading a chapter book.  

I cherish this time with them.  I could get lots of work done... but I don't.  I sit on the rug right next to them with my "Kids Deserve It" or "Innovator's Mindset" books and read too.  *When I first started doing this, they wanted to know what I was reading.  It was funny to see the looks on their faces when I said I was learning how to be a better teacher.  Truthfully, though, I only get a page or two read until they have to tell me something important about what they are accomplishing.

Over the next 30 minutes, the most wonderful things happen: Stories are written, books are finished, docs are shared with me and life-lessons are learned.  Once in awhile I will announce some big statement I read from my books.   At first, this used to startle them...now they look up, smile, and get back to work.

"Guys, you are important" 

"I care about you" 

"I won't give up on you"

"You're awesome"

Throughout the 30 minutes, they share Google Docs with me to read through, tell me when something great happens in their book, cheer quietly when the baseball player rocks his typing goal.

It makes me think about what I read this week in George Couros's book, "The Innovator's Mindset" about EMPOWERING students vs. ENGAGING them (pg. 97).  He writes ... When we are engaging students, this means we are "getting them excited about our content, our interests, our curricula.  When we are empowering students, this means we are "giving kids the knowledge and skills to pursue their passions, their interests, their future."  I think this is part of the secret that is making these 30 minutes so valuable.  Each special boy is deciding what he wants to become better at: I want to be a better reader, I want to be a better writer, I want to be a faster typist.  The other half of this secret recipe, is that they are building relationships and collaborating with each other (Couros, pg.67).  They help each other- "How do I add an image to this story", "Hey ___, I'm sharing this doc with you...want to write with me?"

The principal walked in the other day and said "WIN time, huh?!  What are you working on?"
My response..."That depends on who you talk to"  :)

At 11:30 I jokingly say "Okay little ducks...line up"  (insert a few quacks here).  I asked each one to tell us what he accomplished:  "I finished my story" "I read 3 chapters" "I beat my typing speed record".  Then my ducks and I walk down to the teacher workroom and I print off the stories they wrote and tell them that they were "Winners" today.  This week, I gave them homework...make 3 other people feel like winners too.

I know that this post is missing big bells and whistles...nothing monumental happened in these 30 minutes....but...what if it did?  What if these 8 yr old boys can show us "What WE ALL need."

We ALL need to stop the craziness of life for a moment and slow down.

We ALL need time to truly connect.

We ALL need to tell others that they are important and that we care about them.

We ALL need to celebrate others' accomplishments.

We ALL need to make our own goals and feel empowered in life.

We ALL need to make a daily effort to build relationships.

We ALL need to set a little time in our day to think about "What WE ALL need".

We ALL need a little W.I.N. time...even music teachers.  

I don't know how long these boys will be coming to my room.  My assignment could change, their goals might change.  What I know is that we've had special moments that have made us all feel like "Winners."