I’ve been experimenting with learning stations, or centers, in my music classroom. I’m always intrigued when I walk into classrooms that are set up with exciting experiments, games, and other provocations for learning. But a long time passed between admiring
I’m totally immersing myself in the philosophy that children need to experience music and internalize it, understanding it with the whole body, before we start “teaching” the elements. In addition, we need to present the learning to our students in
I’m trying to incorporate more singing games and play parties into my music lessons. They are a great way to teach not only singing, but beat, pattern, form, etc. They also develop social skills, like eye contact, holding hands, taking
It’s a frustrating thing the day you realize that your Grade 4 students are still confusing beat and rhythm, and that they don’t read rhythms quite as well as you imagined they should. I dare say—and feel free to challenge
Yes, Halloween is very North American, but it seems that the tradition of costumes, candy, and spooky things is seeping into many other places as well. And if you want to weave a bit of Halloween fun into your lessons
Now that the students had inquired into how they could make their observed environmental sounds into musical sounds (inspired by Paul Showers’ The Listening Walk; see my Part I and Part II posts), we took it a step further. We visualized the
Following our inquiry into environmental sounds (inspired by Paul Showers’ The Listening Walk), we explored how that might translate into music. Sitting together as a class, a few students shared some of the sounds they had drawn/written in their journals,
My Kindergarten classes have been exploring sounds, and an unexpected discussion led us in an interesting direction: How do the sounds in our environment inspire us as musicians? Cue The Listening Walk by Paul Showers, illustrated by the fantastic Aliki.