I’m seeing all the “last day of school” posts coming through my feed now, and I’m thinking about how to wrap up the year with my team. As teachers, we naturally want to improve our craft all the time, so
Observing Earth Day with Your Students
Caring for our environment is becoming more and more important every day, and with Earth Day just around the corner, we have a perfect chance to integrate some environmental consciousness into our learning. Today’s students are very aware of environmental
20+ Questions to Guide Inquiry-Based Learning
A teacher new to PYP asked me recently, “How do you do inquiry in a specialist class?” I remember how confused and overwhelmed I was when I first landed in a PYP school. I was the only music teacher there,
Exploring Musical Expression using Carnival of the Animals
One of the most important concepts we teach is communication through music, or what we might call musical expression. Music, I emphasize to my students, is not just here to entertain you or fill the silence at the grocery store.
Setting up a Sound Exploration Station
Every music teacher knows how much students just want to experiment (make lots of noise) when they come into a room full of instruments. As people, this probably drives us crazy, but as teachers, we should rejoice in the enthusiasm
Making Mistakes
I recently dedicated some time to closing some of the 86 tabs I had open, and I finally had a chance to read an Edutopia article that I’d opened long ago. As inquiry teachers, and certainly as music teachers as
Using Music to Develop Critical Thinking
For many teachers, making the change to PYP can be overwhelming, not only with all the jargon, but the complete shift in thinking. It’s not that the concepts are strange—it’s not even that we weren’t already doing these things. The
Responding to “I don’t know”
“I don’t know.” It’s a common response from students, particularly on those days when I make a point of calling on students who are avoiding eye contact and trying to hide behind someone. And I will start by saying this:
Instead of “I don’t know”
Okay, the title is a ruse. Children say, “I don’t know.” You can’t stop them. It’s a go-to response, it’s natural, and it’s fine. But what we want is for students to not stop there. “So you don’t know (or
Inquiry into Pitch
I’ve just started a sound exploration unit in Grade 2, focusing on pitch (and later, duration and dynamics). Last week was an introduction week, where the students tried singing from graphic notation. What began as the same up-and-down siren sound