Put performers (your students) in front of an audience and chances are one of two things will happen. 1. They will be a complete ham and try to steal the show, or 2. They will become incredibly shy and nervous. That's pretty much the two results you will get. If you go to most any school-aged performance the audience will consist of parents, grand-parents, siblings (and maybe a teacher or two) or the students performing. This isn't such a bad start, but we should strive for more.
Communities should be involved. People love kids! They may not love the 'noises' that come out of a middle school band, but the general public will often times support our kids, if they know about it. So why stop at sending a letter home to the parents of our performers, stating the time their student is to show up, what they're going to hear, and that family and friends are welcome to attend? Why not have fliers posted around the school, and sent to every student (not just performers)? Or how about take it a step above that, posting fliers at local community centers, the other schools in the districts, at local stores and restaurants, or even try and get an announcement made on local radio and news stations?
Also I'm curious to see if schools use social media networks like Facebook. I'm not sure how 'promoting' social media networks would go over in a school system, but it's a thought to take up with your administrators. You can put up events on facebook, have members of the community (parents, faculty, local businesses, etc) 'friend' or 'like' the programs page, and only have the music director have access to the school page. I'm sure there's probably a lot of grey area to using social media to promote your school, but it's worth looking into and addressing with your administrators.
Gaining and audience is key. If no one knows or appreciates all the wonderful things going on in your music program, then why would they fund it? Why would your students be able to gain access to more instruments, private lessons, more funding, technology, Building an audience also helps to ensure your job stability, if the community has a chance to see all the wonderful things your music program has to offer. Most importantly, it gives students a chance to see the possibilities, and entice them to join the band, choir, orchestra, jazz band, blues band, whatever your school has to offer to them!
Friday, May 10, 2013
Parents and Funds and Administration... Oh My!!
Parents, funds and administration, they are a blessing and a curse. Parents can help alleviate stress and assist, they can also be overly controlling and opinionated. Funding is great! If you can get it, and it doesn't come with loads of paper work that wipes out dozens of trees. Administration, if they are supportive and work as team, for the best interest of the students, can make a world of difference. But if they hide behind a desk, demand what is unfeasible and are not supportive, then you might want to look for another job.
Parents! They can help the marching band carry their instruments at parades. Parents can organize and run fundraisers, communicate to other parents, make fliers, show support at meetings to aid the music program and be a great help to music educators. They can organize fundraisers (like bake sales, selling Smencils, plant sales, car washes, you name it) and help make the success of the music program a community effort. For one person (you as the music teacher), to not only teach your general classes, but band, chorus, orchestra, jazz, private lessons, do parades, concerts, fundraisers, attend every meeting known, gather information, contacting parents on concerns not directly related to the students grades or issues in school, can be overwhelming. It is simply not attainable to stretch yourself that thin.
Downfall to parents? They can be overwhelming, opinionated, control addicts who try to overtake your entire music program, making you you not only look bad, but it reflects poorly on you, and is incredibly frustrating. Parents should not be expected to 'do it all' and if they feel as though they're entitled to in fact, 'do it all', then perhaps it is time for them to step down.
Funding can be a nightmare, it seems as though there's never enough funding. Funding and budgeting changes from year to year, so how do you help gain control of it in your favor? You can start by showing your chops as an educator, which will show through your students. You start by showing what you can do with what you have, gain the faith of the 'big guys' in charge, then you'll have more pull. Another way is by attending meetings, and not just sitting angrily in the back, sipping on a coffee complaining. Bring in studies and research backing why you need 'x' amount of funding, why, and how you will utilize that funding optimally. Another way to gain funding, write grants. It's my experience that the more grants you write, the more you increase the probability of receiving those grants (and the better you get at writing them).
Administration, the educational Gods who either reign terror or open up the portal to educational bliss! Hopefully your administrators are the latter of the two! Administrators should have the backs of their passionate, competent, and engaging educators, but also be honest when those educators are 'in the wrong' about something, of course in a productive manner. Some administrators aren't so pleasant. Some can view their administrator as being on a 'power trip', 'haven't taught in years and do not remember what it's like', 'don't care' etc. etc. Try to keep in mind that it isn't easy running an entire school, or district. Sometimes managing a single classroom is a task in and of itself, imagine an entire school. We as specialists deal with the majority of the schools students, not just a single class, so we can relate to our administrators on some level. Have patience with them, support them, have their back, and do what you can on your end. If you work with, and support your administrators you greatly increase the likelihood that they will return the favor.
Parents! They can help the marching band carry their instruments at parades. Parents can organize and run fundraisers, communicate to other parents, make fliers, show support at meetings to aid the music program and be a great help to music educators. They can organize fundraisers (like bake sales, selling Smencils, plant sales, car washes, you name it) and help make the success of the music program a community effort. For one person (you as the music teacher), to not only teach your general classes, but band, chorus, orchestra, jazz, private lessons, do parades, concerts, fundraisers, attend every meeting known, gather information, contacting parents on concerns not directly related to the students grades or issues in school, can be overwhelming. It is simply not attainable to stretch yourself that thin.
Downfall to parents? They can be overwhelming, opinionated, control addicts who try to overtake your entire music program, making you you not only look bad, but it reflects poorly on you, and is incredibly frustrating. Parents should not be expected to 'do it all' and if they feel as though they're entitled to in fact, 'do it all', then perhaps it is time for them to step down.
Funding can be a nightmare, it seems as though there's never enough funding. Funding and budgeting changes from year to year, so how do you help gain control of it in your favor? You can start by showing your chops as an educator, which will show through your students. You start by showing what you can do with what you have, gain the faith of the 'big guys' in charge, then you'll have more pull. Another way is by attending meetings, and not just sitting angrily in the back, sipping on a coffee complaining. Bring in studies and research backing why you need 'x' amount of funding, why, and how you will utilize that funding optimally. Another way to gain funding, write grants. It's my experience that the more grants you write, the more you increase the probability of receiving those grants (and the better you get at writing them).
Administration, the educational Gods who either reign terror or open up the portal to educational bliss! Hopefully your administrators are the latter of the two! Administrators should have the backs of their passionate, competent, and engaging educators, but also be honest when those educators are 'in the wrong' about something, of course in a productive manner. Some administrators aren't so pleasant. Some can view their administrator as being on a 'power trip', 'haven't taught in years and do not remember what it's like', 'don't care' etc. etc. Try to keep in mind that it isn't easy running an entire school, or district. Sometimes managing a single classroom is a task in and of itself, imagine an entire school. We as specialists deal with the majority of the schools students, not just a single class, so we can relate to our administrators on some level. Have patience with them, support them, have their back, and do what you can on your end. If you work with, and support your administrators you greatly increase the likelihood that they will return the favor.
Technology in a Music Classroom
We think of technology and some things come to mind. Ipods, IPhones, IPads, expensive, constantly changing and upgrading, confusing, distracting, educational, stimulating, mind-dulling, video games, apps, facebook, and the list goes on indefinitely. Technology in the classroom, like anything, can be beneficial if controlled, supervised, and offered only when appropriate.
My high school was fortunate enough to have multiple keyboards, which resulted in a keyboard class. Students had to bring in their own headphones, so we could practice without distracting others. Most classes are not as fortunate to 1. have the space for all those keyboards and 2. have the money for them. I mean, how do you get an administrator to make room in the budget for all those keyboards for one class?
This is where the use of technology can swing the conversation around to benefit the music educator (as well as the students). IPads are one of many technological tools that educators use. In regards to a music classroom IPads can offer a plethora of possibilities. IPads have more applications than you can think of, some of which are electronic keyboards, tuners, metronomes, interval recognition exercises, composition apps, guitar fret boards, and beyond. If music classrooms can gain access to these tools, then they'll gain in various regards. One of which being the amount of space that will be saved. Try having a safe place to store keyboards, guitars, music stands, along with all the other instruments. Some students have access to physical instruments at home, but most do not. Maybe a guitar here and there, or a poorly out of tune piano at grandmas, most students will only get the opportunity to create and play music in the classroom.
As an educator it may be difficulty to stay ahead of the technology, since it's ever changing. Our students are growing up in a tech savvy world, and it's been the ability to navigate through technology seems to have been inbred-ed in them. Personally I feel I have a decent amount of skills that assist me in this 'tech-y' world we live in, but I'm behind a bit myself. My heart is still stuck in those days of chalkboards (not white boards), and real instruments that don't sound like a midi-symphony of button-smashing. This is my downfall, not my students. The other day I used a smart board for the first time, and it was really interesting. It offers a new way to teach students that can be stimulating in all the right ways, informative, engaging, and can help to provide differentiated instruction (if like anything else, it is used right and not as a 'baby-sitting' tool, like T.V can be).
Problems to technology in the classroom are pretty basic, technology is expensive! A lot of apps for some of these technologies are $0.99 or $1.00, but they add up quick. Try fighting for a smart board in your school, but you're just the specialist. It could be an uphill battle if you don't come to those meetings prepared with your knowledge of the technology, the benefits it can offer to the education of your students, and how you would ensure it would happen. Even then, you can't squeeze blood from a stone, most school aren't at this level of technology... yet. That day is coming though.
Some say there's a simple solution. BYOD! )(Bring your own device). We're always rep remanding students for using their smart phones in class, or playing with their IPads, Kindles, etc. Why not have the students use their own devices, it only makes sense, since the students are comfortable with them and do not need to learn the technology, plus the school would save money. Eeeerrrr! It sounds all good, unless you've met a student. In an ideal world students would do as instructed, not get distracted by games and social media websites, and actually follow the instructors direction. But we all know there will be the student listening to Keisha on their headphones, or playing Fruit Ninja, or going on Face Time, making fun of how dumb the teacher is for not noticing that they're goofing off, or how cool it is that they get to play games. Then you have the student who's parents who 1. can't afford the fancy technology or 2. are the winning parents who stuck to "why does an 13 year old need an IPod 5?"
Some school districts that have more money in their budget are probably further along in jumping on the technology train, but I do believe that many schools are still a few years behind. I mean it took the University of Bridgeport how long to leave the Blackboard program? Technology is pricey, and normally when you talk money with an administrator, it's an uphill battle. The key is to know your facts about the benefits of technology, work with what you have at that moment, don't dwell or complain that 'you could do your job better if....', because an administrator is going to retaliate with 'do your job'. There are no if's about it. In the years to come, some classes may be strictly on-line, or strictly in a classroom or a combination of the two. How cool would it be to let your band/chorus go on a webcam and witness peers in another school district (even overseas) rehearsing? Students could compare and contrast, it could reinforce what their teacher is teaching them, it would open up a world of possibilities.
My high school was fortunate enough to have multiple keyboards, which resulted in a keyboard class. Students had to bring in their own headphones, so we could practice without distracting others. Most classes are not as fortunate to 1. have the space for all those keyboards and 2. have the money for them. I mean, how do you get an administrator to make room in the budget for all those keyboards for one class?
This is where the use of technology can swing the conversation around to benefit the music educator (as well as the students). IPads are one of many technological tools that educators use. In regards to a music classroom IPads can offer a plethora of possibilities. IPads have more applications than you can think of, some of which are electronic keyboards, tuners, metronomes, interval recognition exercises, composition apps, guitar fret boards, and beyond. If music classrooms can gain access to these tools, then they'll gain in various regards. One of which being the amount of space that will be saved. Try having a safe place to store keyboards, guitars, music stands, along with all the other instruments. Some students have access to physical instruments at home, but most do not. Maybe a guitar here and there, or a poorly out of tune piano at grandmas, most students will only get the opportunity to create and play music in the classroom.
As an educator it may be difficulty to stay ahead of the technology, since it's ever changing. Our students are growing up in a tech savvy world, and it's been the ability to navigate through technology seems to have been inbred-ed in them. Personally I feel I have a decent amount of skills that assist me in this 'tech-y' world we live in, but I'm behind a bit myself. My heart is still stuck in those days of chalkboards (not white boards), and real instruments that don't sound like a midi-symphony of button-smashing. This is my downfall, not my students. The other day I used a smart board for the first time, and it was really interesting. It offers a new way to teach students that can be stimulating in all the right ways, informative, engaging, and can help to provide differentiated instruction (if like anything else, it is used right and not as a 'baby-sitting' tool, like T.V can be).
Problems to technology in the classroom are pretty basic, technology is expensive! A lot of apps for some of these technologies are $0.99 or $1.00, but they add up quick. Try fighting for a smart board in your school, but you're just the specialist. It could be an uphill battle if you don't come to those meetings prepared with your knowledge of the technology, the benefits it can offer to the education of your students, and how you would ensure it would happen. Even then, you can't squeeze blood from a stone, most school aren't at this level of technology... yet. That day is coming though.
Some say there's a simple solution. BYOD! )(Bring your own device). We're always rep remanding students for using their smart phones in class, or playing with their IPads, Kindles, etc. Why not have the students use their own devices, it only makes sense, since the students are comfortable with them and do not need to learn the technology, plus the school would save money. Eeeerrrr! It sounds all good, unless you've met a student. In an ideal world students would do as instructed, not get distracted by games and social media websites, and actually follow the instructors direction. But we all know there will be the student listening to Keisha on their headphones, or playing Fruit Ninja, or going on Face Time, making fun of how dumb the teacher is for not noticing that they're goofing off, or how cool it is that they get to play games. Then you have the student who's parents who 1. can't afford the fancy technology or 2. are the winning parents who stuck to "why does an 13 year old need an IPod 5?"
Some school districts that have more money in their budget are probably further along in jumping on the technology train, but I do believe that many schools are still a few years behind. I mean it took the University of Bridgeport how long to leave the Blackboard program? Technology is pricey, and normally when you talk money with an administrator, it's an uphill battle. The key is to know your facts about the benefits of technology, work with what you have at that moment, don't dwell or complain that 'you could do your job better if....', because an administrator is going to retaliate with 'do your job'. There are no if's about it. In the years to come, some classes may be strictly on-line, or strictly in a classroom or a combination of the two. How cool would it be to let your band/chorus go on a webcam and witness peers in another school district (even overseas) rehearsing? Students could compare and contrast, it could reinforce what their teacher is teaching them, it would open up a world of possibilities.
Thursday, May 9, 2013
Revised lesson
I originally did a mock lesson that was based around the song "Hey, Harmonica Man" performed by Stevie Wonder. The mock lesson was 10 minutes long (I however went past that) and even I lost sight of what my objective was. So in lieu of that, I made some revisions to the mock lesson.
One of the 'students' (real class student, but was also my fake 8th grader) asked me "What's the monkey watusi?" which was referenced in the song. I responded with a textbook answer of "The watusi was a popular dance in the late 1960's. It was second most popular, the twist was the most popular." What a simple, concise response. It was also the response you would get from typing 'watusi' into google.com (which I had done prior to the lesson).
Then it dawned on me! Instead of briefly mention the watusi, why not teach the watusi? Absurd right? (That was sarcasm). So that was the basis of my revised lesson. The lesson was under the impression that we had already analyzed "Hey, Harmonica Man", it was now the following lesson, and we were about to learn, the watusi!!
Here's where I went wrong. My objective was simple; students will learn how to dance the watusi. Assessment is based on visually seeing the students dancing the watusi. My 'students' were great sports about it and seemed to enjoy it! Where did I go wrong? Once more, I strayed away and tried to give too much information at once by playing various versions of the song "The Wah-Watusi", performed by three different groups. In a full length class this would be appropriate, but was too much for a 10 minute mock lesson.
Where else did I go wrong? I didn't teach the dance moves that well! I used youtube clips (Watusi dance ) to show how the dance went, after briefly describing the dance. I should've broke it down without the music in the background so that they could learn the steps, and accurately gain the muscle memory. My dance teacher would've been disappointed in me if she had been there! I did not do a good enough job of first breaking down the dance steps. Step to the right on beats 1 and 2, to the left on 3 and 4, etc etc. It's nearly impossible to teach a dance through text, I failed them by not leading by example and showing the moves up front, breaking it down step by step, and giving them the counts so they had a point of reference, and could further internalize the pulse. It was only because I was in a room full of college students and fellow professionals, that they were able to follow along so well and dance the watusi! Which was a credit to them, not my teaching capabilities.
What did I do right? Well personally I'm proud that I used the SmartBoard with little to no problems. nI tend to shy away from technical advances in the classroom setting, but I saw the benefits it brought to the class. I definitely am over that now, I intend on incorporating technology when appropriate in my future classes.
What else can I reflect positively on? They were all smiling! Some were a little confused, but they bounced along, and jumped in when they got the moves down. It was an enjoyable moment that got the students out of their seats, interacting with one another in a productive manner, and was a learning moment. In the context of a full class, I believe teaching the watusi will add deeper meaning to the students knowledge of 1960's dance music. This paired with history and society's views and stand points at this time, will make for a more holistic classroom environment.
One of the 'students' (real class student, but was also my fake 8th grader) asked me "What's the monkey watusi?" which was referenced in the song. I responded with a textbook answer of "The watusi was a popular dance in the late 1960's. It was second most popular, the twist was the most popular." What a simple, concise response. It was also the response you would get from typing 'watusi' into google.com (which I had done prior to the lesson).
Then it dawned on me! Instead of briefly mention the watusi, why not teach the watusi? Absurd right? (That was sarcasm). So that was the basis of my revised lesson. The lesson was under the impression that we had already analyzed "Hey, Harmonica Man", it was now the following lesson, and we were about to learn, the watusi!!
Here's where I went wrong. My objective was simple; students will learn how to dance the watusi. Assessment is based on visually seeing the students dancing the watusi. My 'students' were great sports about it and seemed to enjoy it! Where did I go wrong? Once more, I strayed away and tried to give too much information at once by playing various versions of the song "The Wah-Watusi", performed by three different groups. In a full length class this would be appropriate, but was too much for a 10 minute mock lesson.
Where else did I go wrong? I didn't teach the dance moves that well! I used youtube clips (Watusi dance ) to show how the dance went, after briefly describing the dance. I should've broke it down without the music in the background so that they could learn the steps, and accurately gain the muscle memory. My dance teacher would've been disappointed in me if she had been there! I did not do a good enough job of first breaking down the dance steps. Step to the right on beats 1 and 2, to the left on 3 and 4, etc etc. It's nearly impossible to teach a dance through text, I failed them by not leading by example and showing the moves up front, breaking it down step by step, and giving them the counts so they had a point of reference, and could further internalize the pulse. It was only because I was in a room full of college students and fellow professionals, that they were able to follow along so well and dance the watusi! Which was a credit to them, not my teaching capabilities.
What did I do right? Well personally I'm proud that I used the SmartBoard with little to no problems. nI tend to shy away from technical advances in the classroom setting, but I saw the benefits it brought to the class. I definitely am over that now, I intend on incorporating technology when appropriate in my future classes.
What else can I reflect positively on? They were all smiling! Some were a little confused, but they bounced along, and jumped in when they got the moves down. It was an enjoyable moment that got the students out of their seats, interacting with one another in a productive manner, and was a learning moment. In the context of a full class, I believe teaching the watusi will add deeper meaning to the students knowledge of 1960's dance music. This paired with history and society's views and stand points at this time, will make for a more holistic classroom environment.
Sunday, May 5, 2013
"Thunder Soul"
Thunder Soul : Documentary on Conrad O. Johnson and the Kashmere Stage Band from Houston, Tx.
This documentary starts off by bringing back the Kashmere High School Stage Band, nearly 30 years after last performing together; for a benefit show that contained 25-30 of it's original members. At a time when most stage bands were playing Jazz, Conrad (Prof) had his students playing a lot of Funk pieces. In fact, Prof (their high school band director) wrote over 50 tunes and arrangements for his band to play. This school and community were predominantly black, and Prof was a positive, African-American, male role model for many of his students. Prof saved many of his students by teaching them how to be musicians. He taught them community, respect, pride, as well as the technical musical skills and disciplines that clearly followed them through life. Prof believed that if he could get his students to see that they could play and sound like good, quality musicians, that they would prosper; and they did.
Conrad was a musician first, but he fell in love with a woman named Bertie, and they soon after started a family. Conrad decided to be a family man, stay at home and help raise his family rather than be a traveling musician. He became a high school band director instead, where he earned the nickname, "Prof". Prof's family was also family to his students. He was married 52 years to his wife, "Momma Bertie" as his students referred to her. About 10 years before the making of this film, Bertie passed away.
Prof got his band from just being able to play the music, to being able to perform the music, he made them into a stage band. Prof got his students to play funk at a time when most bands were playing jazz. He listened to his students and found their strengths and personal styles were in the 'funk' realm; and because of his skills as a musician (and composer), Prof was able to write arrangements and pieces for his students that both challenged them and drew them in.
The Kashmere Stage Band traveled to different cities and towns, as well as to Europe. They also were able to record their own albums (which were predominantly popular to people who were middle-aged and white). These students and the school did not have a lot of funding to go on all these trips to perform and compete, so they got the community involved. The students rallied together, brought pride and tradition to their community, and were able to collect necessary funds for these competitions. When the Kashmere Stage Band was able to go to the Reno Jazz Festival to compete (largely in part to the community support), they had an opportunity to be on the radio and on television, and also not only recorded, but released their music.
It wasn't until the Kashmere High School had a new principal hired; one who did not fully comprehend all the positives and educating Prof had given to his students over the years. Without the backing of Prof's administration, and their push for him to retire, along with the funding they had lost, Prof opted to retire. The administration had also disrespected Prof not just to him, but in front of his student population, which is never acceptable in any situation. Arts should never be cut from spending, or thought little of. Athletics are important, but there's a certain age when the individuals body is no longer able to perform at the necessary level. Prof was in his 80'd and still playing that saxophone with such a natural grace, as if it were effortless. His students also proved that music carries with them, so long as they had the opportunity to build the necessary foundation. Some of those former students of his hadn't touched their instrument since leaving High School, but they were able to get the ball rolling again with some hard work and practice.
Prof's former student, Craig Baldwin ran the benefit show. He carried on Prof's legacy and emotion, in part to show Prof that all his years of hard work really stuck with his students, that what he did was for them and they would always be eternally grateful to him. Prof saved many of his students by giving them a place where they belonged, where they were a part of something great. He opened doors for his students and showed them what they were capable of, so long as they were willing to work for it. These individuals developed musicianship, technical musical skills, theory, composing, improvisation, they moved, felt the beats, sung, hit all the music standards and then some.
Another reason that this benefit show was put into place was to show the current Kashmere Stage Band what they could accomplish if they put their minds to it. It also showed them the legacy they should strive to live up to. When the final performance was done, it was so uplifting to see the current students literally jump out of their seats, flabbergasted at the show put on before their eyes. You knew some of those students ( before the show) just thought it was a bunch of 'old people' trying to relive their youth. But by the end of that performance, every member of that audience was in awe. Prof had tears in his eyes, you could tell he felt nothing but pride and gratitude. Prof was a true educator, up until his last breath. Prof had what it took to be an educator, and the lives of his students and the community were forever changed for the better because of his existence.
This documentary starts off by bringing back the Kashmere High School Stage Band, nearly 30 years after last performing together; for a benefit show that contained 25-30 of it's original members. At a time when most stage bands were playing Jazz, Conrad (Prof) had his students playing a lot of Funk pieces. In fact, Prof (their high school band director) wrote over 50 tunes and arrangements for his band to play. This school and community were predominantly black, and Prof was a positive, African-American, male role model for many of his students. Prof saved many of his students by teaching them how to be musicians. He taught them community, respect, pride, as well as the technical musical skills and disciplines that clearly followed them through life. Prof believed that if he could get his students to see that they could play and sound like good, quality musicians, that they would prosper; and they did.
Conrad was a musician first, but he fell in love with a woman named Bertie, and they soon after started a family. Conrad decided to be a family man, stay at home and help raise his family rather than be a traveling musician. He became a high school band director instead, where he earned the nickname, "Prof". Prof's family was also family to his students. He was married 52 years to his wife, "Momma Bertie" as his students referred to her. About 10 years before the making of this film, Bertie passed away.
Prof got his band from just being able to play the music, to being able to perform the music, he made them into a stage band. Prof got his students to play funk at a time when most bands were playing jazz. He listened to his students and found their strengths and personal styles were in the 'funk' realm; and because of his skills as a musician (and composer), Prof was able to write arrangements and pieces for his students that both challenged them and drew them in.
The Kashmere Stage Band traveled to different cities and towns, as well as to Europe. They also were able to record their own albums (which were predominantly popular to people who were middle-aged and white). These students and the school did not have a lot of funding to go on all these trips to perform and compete, so they got the community involved. The students rallied together, brought pride and tradition to their community, and were able to collect necessary funds for these competitions. When the Kashmere Stage Band was able to go to the Reno Jazz Festival to compete (largely in part to the community support), they had an opportunity to be on the radio and on television, and also not only recorded, but released their music.
It wasn't until the Kashmere High School had a new principal hired; one who did not fully comprehend all the positives and educating Prof had given to his students over the years. Without the backing of Prof's administration, and their push for him to retire, along with the funding they had lost, Prof opted to retire. The administration had also disrespected Prof not just to him, but in front of his student population, which is never acceptable in any situation. Arts should never be cut from spending, or thought little of. Athletics are important, but there's a certain age when the individuals body is no longer able to perform at the necessary level. Prof was in his 80'd and still playing that saxophone with such a natural grace, as if it were effortless. His students also proved that music carries with them, so long as they had the opportunity to build the necessary foundation. Some of those former students of his hadn't touched their instrument since leaving High School, but they were able to get the ball rolling again with some hard work and practice.
Prof's former student, Craig Baldwin ran the benefit show. He carried on Prof's legacy and emotion, in part to show Prof that all his years of hard work really stuck with his students, that what he did was for them and they would always be eternally grateful to him. Prof saved many of his students by giving them a place where they belonged, where they were a part of something great. He opened doors for his students and showed them what they were capable of, so long as they were willing to work for it. These individuals developed musicianship, technical musical skills, theory, composing, improvisation, they moved, felt the beats, sung, hit all the music standards and then some.
Another reason that this benefit show was put into place was to show the current Kashmere Stage Band what they could accomplish if they put their minds to it. It also showed them the legacy they should strive to live up to. When the final performance was done, it was so uplifting to see the current students literally jump out of their seats, flabbergasted at the show put on before their eyes. You knew some of those students ( before the show) just thought it was a bunch of 'old people' trying to relive their youth. But by the end of that performance, every member of that audience was in awe. Prof had tears in his eyes, you could tell he felt nothing but pride and gratitude. Prof was a true educator, up until his last breath. Prof had what it took to be an educator, and the lives of his students and the community were forever changed for the better because of his existence.
Saturday, May 4, 2013
"Creating Musical Flexibility Through the Ensemble" by Brandt Schneider
I read this article and all I thought about was the Elementary school that I currently intern at. It just so happens to be the district that Brandt talks about in his article. He mentions in his article that he started with the 6th grade band because they were the youngest band members (now the band starts in 4th grade, chorus starts in 3rd). I see the progress the district has made since Brandt's impact on them. The last 2 years the music teacher in the Elementary schools (there are 2 in this district), started the 3rd grade on recorders, which is wonderful. They even have a thing called "Recorder Belts" in which students test for different color belts (which are pieces of string, that hang off the bottom of the recorder). So cute! One of my students asked why my recorder and their teacher's recorder are black (the students are off-white), I said because we reached our black belts in recorder. The kids love it, and the learn a lot. More so then that, it helps to recruit band members since they're a year away from being able to join the school band.
Some teachers in this district have been there for years and they do like to talk about other teachers (whether it's positive or negative feedback). In particular they have spoken to me about their views on Brandt's predecessor. Who was a 'very nice older man', 'worked there for many years', 'was boring', and 'the kids never did anything except read books and listen to old tapes'. Teachers have said that the teachers who came since the man who was there before Brandt, got the kids to sing, to dance, to improvise, compose and have since learned skill sets to help build a proper foundation for future musicians (if they so choose). It's nice to hear how much the program has changed and grown for the better.
Brandt touches upon four essential things he focused on to build this music program: musical discipline, technique, theory and composition. I personally am a music theory junkie, I truly am quite a dork when it comes to theory. I understand that this is not the norm for most musicians. A lot of teachers I've come across do not look forward to teaching music theory, because they (and the students) find it boring. I'm an exception, but it's also how you 'sell it' to your students. Brandt uses these four things (musical discipline, technique, theory and composition) repetitively in his band rehearsals, making it fun for his students. I did roman numeral analysis almost daily in my high school music theory classes, and I loved it because I'm a dork. Did it help me musically though? Yes and no. If I wasn't a music dork though I probably would've dropped the class or failed, maybe squinted my eyes while looking at my teacher, pretending to smush his head in between my index finger and thumb. Brandt has his students play in through different keys, develop their own melody lines, switch off parts, and things are constantly changing. It's not the same ol'drone key scales and fingerings, he shows his students that they can play musically, switch genres and styles, and develop their skill sets. Students may grope about it in the beginning, if it's something new. It's a lot easier to say "put your fingers on these keys, press here, blow the reed softer, etc. etc. Anyone can memorize how to play a song on any instrument, that's not hard. It is semi-mindless though and does not truly teach in a way that is most effective and productive.
This article helps to open the educators keys, to help get them to think of different ways to educate. We're all so accustomed to how we learned to be in a band or a chorus. I refuse to put my students through hours of mundane roman numeral analysis, playing the same scales just because the book we're playing out of only uses those scales. It won't do my students justice, and they deserve more than that.
Some teachers in this district have been there for years and they do like to talk about other teachers (whether it's positive or negative feedback). In particular they have spoken to me about their views on Brandt's predecessor. Who was a 'very nice older man', 'worked there for many years', 'was boring', and 'the kids never did anything except read books and listen to old tapes'. Teachers have said that the teachers who came since the man who was there before Brandt, got the kids to sing, to dance, to improvise, compose and have since learned skill sets to help build a proper foundation for future musicians (if they so choose). It's nice to hear how much the program has changed and grown for the better.
Brandt touches upon four essential things he focused on to build this music program: musical discipline, technique, theory and composition. I personally am a music theory junkie, I truly am quite a dork when it comes to theory. I understand that this is not the norm for most musicians. A lot of teachers I've come across do not look forward to teaching music theory, because they (and the students) find it boring. I'm an exception, but it's also how you 'sell it' to your students. Brandt uses these four things (musical discipline, technique, theory and composition) repetitively in his band rehearsals, making it fun for his students. I did roman numeral analysis almost daily in my high school music theory classes, and I loved it because I'm a dork. Did it help me musically though? Yes and no. If I wasn't a music dork though I probably would've dropped the class or failed, maybe squinted my eyes while looking at my teacher, pretending to smush his head in between my index finger and thumb. Brandt has his students play in through different keys, develop their own melody lines, switch off parts, and things are constantly changing. It's not the same ol'drone key scales and fingerings, he shows his students that they can play musically, switch genres and styles, and develop their skill sets. Students may grope about it in the beginning, if it's something new. It's a lot easier to say "put your fingers on these keys, press here, blow the reed softer, etc. etc. Anyone can memorize how to play a song on any instrument, that's not hard. It is semi-mindless though and does not truly teach in a way that is most effective and productive.
This article helps to open the educators keys, to help get them to think of different ways to educate. We're all so accustomed to how we learned to be in a band or a chorus. I refuse to put my students through hours of mundane roman numeral analysis, playing the same scales just because the book we're playing out of only uses those scales. It won't do my students justice, and they deserve more than that.
Tuesday, April 23, 2013
How I bombed my mock lesson.
I was given 10 minutes to do a mock lesson plan of the song "Hey, Harmonica Man" performed by Stevie Wonder. I had my mock class listen to the recording, discuss instrumentation, dynamics, the lyrics, gave some background on Stevie, asked to have the compare and contract this piece to other pieces that we 'analyzed' in this hypothetical class. Where did I go wrong? Well not only did I exceed the time frame allotted, but I tried to jam all this information down my 'students' throats all at once. Seems I should've taken the 'less is more' approach, amongst a few other things.
I was excited about getting to analyze this song! It's so fun and lively, full of character and I thought it would really be a nice piece to add to a students' repertoire. So I wonder how I was able to suck all the fun out of it in this lesson? Well I took the textbook approach, discussing basic music facts, and facts about Stevie (his birthday and basic life story). I was fortunate to have a group of graduate students as my mock high school students, they were so kind. I'm certain I would've either been eaten alive by real high school students, or just had them drooling and disengaged for most of the lesson. I will not ever pry away from the textbook knowledge that is so vital, not for anything. However, I will add in other factors that are both engaging and educational.
I didn't exactly give myself butterflies when I researched Stevie's life, to give that basic background knowledge on him. I did however get butterflies by listening to and analyzing this song (I'm a bit of a music geek though, I don't think that is a quality all my future music students would have though). So what would engage them? Part of the lyrics mentions the 'monkey watusi'. What in the world is that? A little research later, I found out that it was the second most popular dance in the early 1960's in America (second to the twist). Do the wah-watusi!! Why not dance in class? It can be turned into a unit about the 1960's in America, or act as a solo lesson. Teach the "Hey, Harmonica Man" piece, teach the dance associated with this song. Maybe add another lesson to study the most popular dance song of that time, "The Twist". Back to the watusi, it is a dance used in any basic duple meter song. So I could use any song that fits the criteria from that time frame to dance to, maybe something with a simple melody line and memorable lyrics? It would get the students not only up and dancing, but singing as well.
For the purpose of a mock 10 minutes lesson, I would go in with the notion that we had already learned some textbook facts, and now are going on to learn the dance moves associated with the era of that piece. It would also be good for the teacher too, I don't want to spend a class standing in front of a computer droning through a powerpoint presentation, or writing everything on the board, or consistently reverting to 'teacher talk, student listen' to get information across. Even sitting behind a piano is less informal then being with the group of students. A more hands on approach would give the students an opportunity for them to have some direct impact on their learning, they'd resort to working in co-operative groups with their peers to perfect their dancing, it would give camaraderie for them to sing amongst their peers, while dancing and probably feeling slight foolish (especially if their teacher is joining along). This is clearly a more engaging part of the assignment, not to mention it will allow for a quick student assessment. The dance calls for particular moves on the one beat, another on the second beat, and another on the third. The students would have to keep a beat, recognize where the beats fall and keep time. Of course the best part of all is it's fun, and nothing can compare to that.
I was excited about getting to analyze this song! It's so fun and lively, full of character and I thought it would really be a nice piece to add to a students' repertoire. So I wonder how I was able to suck all the fun out of it in this lesson? Well I took the textbook approach, discussing basic music facts, and facts about Stevie (his birthday and basic life story). I was fortunate to have a group of graduate students as my mock high school students, they were so kind. I'm certain I would've either been eaten alive by real high school students, or just had them drooling and disengaged for most of the lesson. I will not ever pry away from the textbook knowledge that is so vital, not for anything. However, I will add in other factors that are both engaging and educational.
I didn't exactly give myself butterflies when I researched Stevie's life, to give that basic background knowledge on him. I did however get butterflies by listening to and analyzing this song (I'm a bit of a music geek though, I don't think that is a quality all my future music students would have though). So what would engage them? Part of the lyrics mentions the 'monkey watusi'. What in the world is that? A little research later, I found out that it was the second most popular dance in the early 1960's in America (second to the twist). Do the wah-watusi!! Why not dance in class? It can be turned into a unit about the 1960's in America, or act as a solo lesson. Teach the "Hey, Harmonica Man" piece, teach the dance associated with this song. Maybe add another lesson to study the most popular dance song of that time, "The Twist". Back to the watusi, it is a dance used in any basic duple meter song. So I could use any song that fits the criteria from that time frame to dance to, maybe something with a simple melody line and memorable lyrics? It would get the students not only up and dancing, but singing as well.
For the purpose of a mock 10 minutes lesson, I would go in with the notion that we had already learned some textbook facts, and now are going on to learn the dance moves associated with the era of that piece. It would also be good for the teacher too, I don't want to spend a class standing in front of a computer droning through a powerpoint presentation, or writing everything on the board, or consistently reverting to 'teacher talk, student listen' to get information across. Even sitting behind a piano is less informal then being with the group of students. A more hands on approach would give the students an opportunity for them to have some direct impact on their learning, they'd resort to working in co-operative groups with their peers to perfect their dancing, it would give camaraderie for them to sing amongst their peers, while dancing and probably feeling slight foolish (especially if their teacher is joining along). This is clearly a more engaging part of the assignment, not to mention it will allow for a quick student assessment. The dance calls for particular moves on the one beat, another on the second beat, and another on the third. The students would have to keep a beat, recognize where the beats fall and keep time. Of course the best part of all is it's fun, and nothing can compare to that.
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