Consider Using Shapes, Part 2

Many of the small percussion instruments we use form basic shapes:  circles, triangles, rectangles and, possibly, squares.  There are a few with odd shapes like the vibraslap, ratchet or those guiros shaped like various creatures (frogs, fish, crickets, etc.).  Every time I bring out instruments the students get excited, but I like to throw them a curve ball by saying, "We won't be playing the instruments today.  Instead, we will be playing with the instruments" and proceed to show them how the different shapes of the instruments can be used to make a picture:

After my demonstration, the students are eager to give it a try.  I could separate them into groups and have them all go for it, but due to the limited number of instruments in my classroom, I prefer to take a different path.  I choose a small group of students (3 or so) to go to a corner of the room to then create their own work of instrument art while the rest of the class is playing a singing game or something.  I like to set a range of how many instruments they may use for their artwork (between 5 and 12) and let my iPhone random number generator make the decision for each group.  The group work aspect encourages cooperation skills and setting a limit encourages problem solving skills.  Questions students inevitably face along the way are:  what will we make?  Which instruments will we use?  Who decides?  When the artists are finished creating, we sing the song above and have a gallery walk for all students to see what was created.  Here are some examples of my students' work:

 

       Caterpillar:  drums and trinagle beaters

                                       Ribbon and Bow:  triangles and wooden mallets

 

                                                                                                                   Snail: 
                                                                                    jingle bells, triangle,
                                                                                    drum, tick tock block

                                            
                                     Bicycle:  drums, wood blocks, jingle bells, triangle

 

                   Playing the Drum: 

drums, triangle, wood blocks, sand blocks,
           tick tock block, castanet

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Consider Using Shapes, Part 1

For a while now, I have been incorporating shapes into my music classes - shape rhythms, shape notations, student artwork using shapes they either draw or form with classroom instruments.  There are many possibilities:

Here, students chose two basic shapes to draw on a 1/4 sheet of paper, then worked in groups to arrange them.

The orientation of the papers opened up many possibilities......

......and begged the question, "Where is the beginning?"

In this activity, students used the shapes to notate rhythm patterns.  Square = ta (rest); Circle = ta ta; Triangle = ta-ti ta; Rectangle = ta ta-ti.  Once numerous permutations of the shape rhythms were explored, students were given classroom instruments to play their patterns: triangles play, well obviously, triangles.  Drums played the circles.  Wood blocks played the rectangles and sand blocks played the squares.

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The Beauty of the Unexpected

A few years ago, I was teaching a class of 1st graders. It was time for my annual tradition of using the book Alexander and the Terrible, Horrible, No Good, Very Bad Day as a comprehensive experience with singing, xylophone playing, story and movement. In the story, the title character keeps saying that he's going to Australia. I latched onto this recurring statement as an opportunity to use a song about Australia for movement. After all, 1st graders can't sit still at xylophones for too long and this was a perfect way to get them up and moving before the next section of the story. By the time this particular class came for music, I had been teaching this unit for several years and, as much fun as it was, I had become rather routine. My process was very practiced. I knew what pitfalls to expect and which mistakes to correct before they happened. But if Orff has taught me anything, it has taught me that the best moments are those that are unplanned.

So, off we went to Australia. The students stood up and began pretending to drive their little cars around to the music and then I noticed a student who was sort of, um, stuck. She wasn't hurt. No one had bumped into her. She was just walking in place in front of one of the stacks of chairs in the back of the classroom. At the soonest possible moment, I walked over to her and asked if she was okay. Her reply: "I'm parked." I smiled, keeping a little laugh to myself, and continued on with the lesson. The recording stopped, we went back to the xylophones and the story continued. The next time we went off to Australia, the same girl was joined in the "parking lot" by a boy next to her at another stack of chairs. My smile broadened but then I noticed something that sent me over the edge. Another girl was doing all of the movements, but instead of walking on her feet like everyone else, she was walking on her knees. Again, I had to find out the impulse behind her actions. When asked, she replied, "I have a flat tire."

These students are now in fourth grade and, I have to tell you, they are still a treat to teach. They love to sing, are generally kind to each other, and truly enjoy learning and creating. Whoever placed fourth grade after the often frustrating fifth graders in the schedule created the perfect remedy to keep me going near the end of a long teaching day.

 

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Welcome to Musical Memories and Lessons Learned!

As you might know, I am a music teacher.  As you might also know, I consider myself an Orff specialist.  What you might not know is what exactly that means.  And, sorry, but unless you've really experienced Orff Schulwerk, it is difficult to really explain.

I could give you a standardized overview of what Orff Schulwerk is: Orff Schulwerk is an approach to teaching music to children based on the work of composer Carl Orff along with Gunild Keetman and other artisits (dancers and musicians) at the Guntherschule from the middle half of the 20th century. While working with children, Orff discovered that they learn best through play. Using singing, rhythmic speech, specially designed percussion instruments (reminiscent of Gamelan and African xylophones), drama, creative movement and, really, whatever media catches a child's fancy, they learn the elements of music and how to apply them to create their own musical work. In the United States, there are three formal levels of Orff Schulwerk training. Teachers who complete all three levels are considered "Orff Certified." There are also many post-Level III courses, special courses, a national conference every year, international trainings, etc. etc. And, by the way, I've completed three levels, several master courses, presented at three national conferences and been published a few times in the Orff Echo.  Yay me!

But what does this any of this mean? Well, that's what I hope to explain via this blog. I'll be posting anecdotes from my own teaching, teacher friends or just from my own experiences as a musician. Occasionally, I'll share an idea that you might try in your own classroom. I'll try to keep it brief because I do tend to ramble. Thanks for visiting and taking the time to get to know me!

 

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