IL Music Education Conference Day 4 Notes

8:30-9:30

Managing Extreme Behaviors in Elementary Music Classrooms-Christine Lapke

Base things on a PBIS model.

Just because you teach something doesn't mean learning is taking place.

Conditions provided by teachers and subsequent student actions:

1. Expectations and Procedures: 

Get real: Follow directions first time given-sets students with ADHD up for failure

Calming or finding our focus:

Beyond transitions, might need a quiet place, a place to walk, something to squeeze

Motion Breaks

Teach them how to cope: wheel of choices, coping wheel, darn-it doll

Procedures-to set them up for success!

How to enter and leave the room:

How to move to instruments:

When to move to instruments: Only when they're going to play

What to do with mallets? Ready position 1, ready position 2

Sing while distributing papers.

Moving to music in our Safe Place.

Keep them busy or they will keep themselves busy.

Staying on the correct page in the book: Project the book, Smart book, Big books

Seating charts

Seating comfort (Maslow): Sometimes the floor is not comfortable for all children

Opening and closing songs: "Jambo"-hello in many languages, these songs are like giving a hug when they walk in the room.

How do we teach expectations?

Have them practice the expectations in isolation.

Ask students why the expectation is important.

Ask  students to develop expectations/procedures.

2. How to Establish these Expectations

Teacher Reaction: Make eye contact, use physical signal, state the expected behavior, tell the student to stop, cue with marking a notecard that they are holding

Tangible Recognition: For the desired behavior or cessation of inappropriate, Often a behavior chart for Tier 2 or 3 (specific for that student, goals), Eat lunch with them, Spend time with them at recess, Personal care items, Remembe the causes of EDB

Direct Cost: Time alone, Draw or write about a better choice, Lose a turn, "I will hold your mallets", Group Contingency (Positive peer pressure, Natural supports), Home contingency (iTunes card, parents buy apps), 

Easy behavior tracker app, Social story

Maslow-When you follow these expectations....Focus on the reward of music!

Do not follow the expectations....Focus on the loss of music!

3. Teacher-Student Relationships

Making eye contact

Establish clear learning goals

App: Silent Light-Classroom Timer and Decibel Meter by Glen Storey

Provide flexible learning goals

Taking a personal interest in students:

Before and after class/school

Music journal or note card-what do they like

Say hello to each student

Greet them at the door

Feedback is better than Praise: Instead of "You're such a good musician" say "You sound great because...."

4. Mental Set

Stay Calm and Rationally Objective

Keep your sense of humor

Laugh

Reward yourself

Sometimes you need help, and sometimes the non-disruptive students need help coping with a classmate.

App: You Can Handle Them All

9:45-10:45

Intentional Movement in the Movement Classroom-Lillie Feierabend

Discussion of neuronal fiber growth from birth through early childhood

Fingerplay: One on one, then small group, then large group

Gross Motor: Do the same thing

Three Little Words: 

Developmental: 

Kinesthetic

Proprioseptive

11:00-12:00

The Road to Improvisation-Brian Burnett

All interactive-handout given

1:00-2:00

Props, Toys, Games & Strategies for Developing Confident Elementary Age Singers

Vocal Exploration: Beach ball, Tennis ball (cut hole and draw face), rubberband (to show embouchure), mirror (to look at self), Sing-a-ma-jig (toy's mouth shows embouchure), Hoberman Sphere

WarmUps learned

Assessments ideas discussed

Research about the childs' developing voice discussed

Student self-singing evaluation and Post-concert evaluation

Tricck-performing frog (only responds when you ask in a singing voice), Sirens, Stories with repeated vocal sounds, slide whistle (imitate with voice), Flying Pig (vocal explorations), whistling tubes

2:15-3:15

Authentic Assessment-Brian Burnett

Handout on Orff website

Five Reasons to Assess: Report progress to others, Feedback to the students, Homogeneous grouping, Evaluate instructional program, Extinguish unwanted behaviors

Assessment, not Measurement

Rubric Structure: List the criteria for a piece of work, or "what counts." Establish the graduations from "Excellent" to "Poor" with between 4-6 items of quality.

4-Yes

3-Yes, but...

2-No, but...

1-No

Music Skill Criteria:

Vocal Skill-Pitch, Pattern-objective, Keyality-tonal center, Tone/Diction

Rhythm Skill-Steady beat, Pattern-objective, Phasing: rush/drag, Hand/body position

Citizenship (these address state standards): Cooperation/Leadership, Cultures, Historic Context

Literacy (reported 3+): Form/Symbols, Notation: Rhythm/Pitch, Improvisation

Shenanigans CD (Australia)

IL Music Education Association Conference Day 3

8:30-9:30

What's Going on in That Classroom?: The Wonderful and Varied Possibilities of Student-Centered Ensembles 

https://docs.google.com/document/d/1XpktILQCEKx27fbYfchC6FGmYhl-4t1NwA_7pRB-sC4/mobilebasic?pli=1

How do "we" as a class do this? Not "I" as a teacher.

9:45-10:45

Creative Movement for All

A completely interactive session giving ideas for incorporating movement, art, and music.

11:00-12:00

Cooperative Music Learning: Fostering Independence 

Billie Jean by The Bottle Boys, an example of collaboration 

The 4Cs: Critical thinking/Problem Solving, Creativity, Communication, Collaboration 

PIES-Positive Interdependence Individual Accountability 

1:15-2:15

Applying Multiple Intelligence Theory in the Music Classroom: The Math Connection 

Handout on the ILMEA website 

Do More from An Enemy Called Average 

Athenian Model of Education:

Body-Physical Education 

Spirit-Singing, Dancing 

Mind-Mathematics 

Howard Gardner's Frames of Mind:

Verbal-Linguistic, Logical-Mathematical, Visual-Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist

Every child that comes to our door is a portfolio of these intelligences, not one particular one. 

Learning about music does not strengthen Musical Intelligence but does use music to strengthen other intelligences. Doing music does strengthen music intelligence. 

Instructional Strategies:

Explicit, meaningful, intentional, worthwhile 

Johnny Had One Friend: Addition, Estimation 

Patterns: Musical Forms, Literacy 

Algebra and Functions: Mary, Over in the Meadow, Mulberry, Chop Chop

Qualitative Changed: Minka, Riding in a Buggy 

Numerical and Proportional Reasoning: Number songs (this old man, 5 little ...., hickory dock pry dock, over in the meadow), operations (wheevily wheat, muffin man, wishy washy, rig a jig jig)

Ratios/percents/proportions 

Spatial relationships (Bluebird, squirrel)

Sequence Events (Tailor and the Mouse, Clementine, Mouse, Cousin Peter)

Positional Language (Creative movement, Jack in the box, In and out the Window)

2:30-3:30

Differentiate Instruction Using Movement 

Handout on the ILMEA website 

Use gross motor on body to help with fine motor on recorder. Remember to hold if the fingers don't come up on the recorder! 

One side, other side, both sides, alternate

In 2nd grade have students practice moving fingers (left hand especially) to prepare for playing recorders 

Flutaphones for self-contained students who have major difficulty finding/covering holes 

3:45-4:45

Applying Multiple Intelligence Theory in the Music Classroom: The Linguistic Connection  

Learning styles, Personality styles, Gardner's frames of mind

Language on walls:

Assignment on board, instrument names on tubs, etc; Objectives on wall, Composer names/pictures, word wall (different types)

Early Literacy Instructional Goals 

Book: Mama Don't Allow 

Sense of Story and Sequence: She'll Be Coming Round the Mountain, The Fox, Hush Little Baby 

Phonemic Awareness/Phonics: Oh, A-Hunting We Will Go-Catch a little bear and.... (kids make a book and the book goes home from the classroom). 

Every Friday send home a letter encouraging kids to sing, or put it on website. 

Background knowledge/Vocabulary: London Bridge is Falling Down (architect, wood and clay, iron and steel)

Basic Spelling Patterns (Kindergarten): Wake Up You Lazy Bones 

Comprehension Strategies: Prediction, Teach them not to be afraid to give answers...they are not wrong; Infer, Question, Determine Importance, Summarize/Synthesize

5:00-6:00

Collaborative Integration of the National Core Arts Standards into the Elementary Music Curriculum 

IL Music Education Conference Day 1 & 2 Notes

January 28, 2015

8:00

Air National Guard Concert Band

What an outstanding performance put on by this band out of Peoria! I especially enjoyed their patriotic music and wish I could share this live experience with my students. You can check out this group at ANG Band of the Midwest on Facebook!

January 29, 2015

9:00-10:00

The PERA Law and Measuring Student Growth 

Growth defined: the change in performance between two points in time, must occur along the same continuum for learning 

Why is growth fair? Takes into account measures beyond control of the school, no penalty for where the student entry point is for achievement, focuses less on "bubble" students

Current measures of success: Schoolwide vs. in music

Assessment means any instrument that measures a student's acquisition of specific knowledge and skills. Assessments used in the evaluation of teachers, principals, and assistant principals shall be aligned to one or more instructional areas articulated in the Illinois Learning Standards...

Assessment Types:

Type I: No existing ones for music

Type II (Team): We need to develop district-wide performance rubrics to adapt for each area. Also, possibly in other areas (rhythm, melody, etc)

Type III (Individual): Sight-reading, playing/singing, rhythm dication, etc., must align to curriculum 

10:15-11:45

Opening General Session and Keynote: Milt Allen

We need to look at what we have, not at what we don't have.

We are dealing with people. Let's learn to deal with them.

Kids: Brain development-tons of brain synapses, have developed primary and secondary emotions

12-13 year olds and up: Develop taste, puberty, oxytocin (hug drug), dopamine levels are high, frontalization, more conscious control over thoughts and actions, great experiences hugely impact them, all areas of the brain light up when they perform or even just think about music 

Let's consider that the next Mozart is sitting in our class!

Parents: Our biggest advocates and decision makers 

Boomers: reward with recognition and status 

Generation X: chance to be involved (Latchkey Gen)

Millennialist: Personal and public chance to develop 

Generation AO: 24 hour of access "breadth not depth"

Look for more at Milt Allen website!

Looking at us: Why did we choose this profession in the first place? Finding that passion will help light up that Mozart in our classroom. 

Start showing that music is relevant, rather than important. Don't fight for excellence, fight for artistry. Do what you can, where you are, with selfless teaching. 

12:30-1:30

Non-Traditional Composing in the General Music Classroom 

MART: Music-Art Fusion

     Contour line Project

     Kandinsky Soundscapes 

Found Sound or Inspired Composition 

     Nature songs

     PBL-Problem-Based Learning 

Composing with Iconic Notation

     Open composing

     Playing with notation 

Aleatoric Composing 

     Rolling the dice 

How do I assess these projects?

     Can they respond?

     Rubrics, discussion, debate, performance critique

1:45-2:45

Active and Creative Classrooms: An Introduction to the Orff Classroom 

All of the following activities have Danielson domains noted throughout the lessons:

What fun to be in Peoria!

Chicka-Boom (I already use this book, and this is a great musical activity to accompany it)

Gray (recorders)

Movement Inspired by shapes

Music classrooms have to have activity, creativity, and community.

Allow students choices.

3:00-4:00

Common Core in the General Music Classroom 

Extras handouts will be on the ILMEA website

Listening log: Adjective list

Music tells a story: Use music without lyrics, use 4 sheets of paper, paper slide video

Video: Sand Art, Ukraine's Got Talent- Sets the stage to tell a story through the music and art.

Resources: Powtoon, wideo.com, animoto, discovery Ed, safeshare.com (use to show a YouTube video without ads)

What songs? Nickle Creek, Broadway Overtures, less known movie music

The Best Beatle: Comparative Organizer 

Stations in the Music Classroom

1. Think about noise

2. Anchor yourself strategically 

3. Only have one high-maintenance center

4. Think about how students are grouped 

5. Give you and your students enough time 

Ideas: 

Solfege fun

Rhythm cards

Compare/contrast: Must be focused!

     Description (hook), Comparison, Conclusion, (Are the items more alike or different? What is the Biggest difference/similarity?), Application 

4:15-5:15

iPads in Music Education: The Latest Trends, Apps, Accessories, and Strategies 

For Chromebook: Noteflight or NeoScores

Ipad latest and best: iPad Air 2, do not buy less than 64GB

If interested in mini, get last years model 64GB 

If you have ipad 1-3, soon 4 it is almost time to upgrade, due to 64-bit notice that came out 2 weeks ago.

Mirroring-See Tony Vincent's "10 Ways to Mirror an iPad"

iOS 8' most exciting change? MIDI over bluetooth LE

Best accessories: Airturn foot pedal, Apple TV, VGA dongle, thegigeasy iPad mounts, styluses (Evernote boxwave capactive stylus, Magnus stylus with microfiber)

New: Jamstik, mi. 1 wireless MIDI dongle (connect iPad to keyboard), c24 keyboard case, bluetooth styluses 

Apps:

Forscore (pitch, tuner, audio recorder), 

Notion

Notability or Noteshelf (notetaking)

PDF expert $10 get signatures, etc. within PDFs

NotateMe with PhotoScore ($70)

NotateMeNow (for one-line compositions is free)

Attendance2

Flubaroo, Socrative, Kahoot (like a game show)

Showbie (performance assessments)

Keynote (Warmups and announcements)

Incorporate writing (AVID, WICOR, Google forms, Showbie)

Accompanist (Norton)

Remind (communication)

Videos (Titan video player)

     

Mrs. Hanson at Conference: January 29-31

After school on January 28, Mrs. Hanson and Mrs. Schubert (Carruthers) will be heading to Peoria for the annual state music educator's conference. During this time Mrs. Pugh will be teaching in the music room. The following lessons will be taught:

Kindergarten:

• White Day (Thursday)-Watch a nursery rhyme DVD, followed by the extra recess at the end of specials.
• Blue Day (Friday/Half Day)-Have Farkle McBride read to them, reinforcing the instruments/families previously learned about, followed by one or two movement activities from Go Noodle.

1st and 2nd Grade:

• Watch part of the original Fantasia DVD, along with a couple brain breaks at the end of class

3rd Grade

• Unit 1 of The Firebird by Stravinsky

4th and 5th Grade

• Unit 1 of Appalachian Spring by Copland

During the conference Mrs. Hanson will post updates about sessions she is attending!