Welcome to the October NewsLink!
 

Dear Collegiate Member,

This month’s feature article, “Smart Starts for a Successful School Year,” offers several ideas on what you can do to have a smooth and rewarding year. Read on to learn how to reduce classroom management challenges, build a classroom community, and communicate effectively with your students.

Happy Halloween!  

Shauna Leavitt, Student Programs Manager
 

Smart Starts for a Successful School Year

Ann Marie Musco is Assistant Professor of Music Education at Georgia State University in Atlanta. She holds degrees from Indiana University, the Hartt School of Music, and the University of Oregon. As a teacher in the San Francisco Bay Area, Dr. Musco taught band and general music grades k-12, where she enjoyed working with students of diverse backgrounds and interests.

The beginning of any school year is full of excitement, to-do lists, and perhaps stress. Music needs to be ordered, the calendar needs to be confirmed, class lists need to be checked, and more. Yet all of these tasks pale in comparison to planning those opening lessons with our students. The first few class meetings establish the tone for the entire school year. What do our students want and need during those opening days with us, and what must we do to set the stage for a positive, productive learning environment in the months to follow?

Start with Music

Students come to our classes enthused about music, so let’s be certain that our lesson begins with a musical activity! Make this a motivating activity where students can be immediately successful and involve the whole class to reduce classroom management challenges. In elementary general music, sing a familiar song or teach a body percussion ostinato to be performed along with recorded music. In ensemble classes, sing an easily taught round, play an arrangement of a familiar melody, or sight-read a work that is well within the musical capabilities of the group. Plan an efficient means of taking attendance and briefly discuss expectations for behavior that relate to the activity, but avoid extended explanations of rules and procedures until later in the class period. Opening musical activities often serve multiple purposes, such as the name game that fosters classroom community while offering the teacher an opportunity to assess musical skills. Of course, always model and praise appropriate behavior.

With my elementary general music classes, I often used the medley “School Days” by Dizzy Gillespie. Kindergartners would copy my steady-beat motions, first graders would follow a beat chart, second graders would clap teacher-led rhythms while listening, third graders would match performed rhythms with notated rhythm cards, and so on. If beginning band and string students have not yet all secured their instruments, teach the fingerings of a familiar song by ear, begin with reading-readiness activities, or move ahead to the topic of instrument care.

For more experienced ensemble classes, select three or four works that might be programmed during the upcoming year and design a listening worksheet. Include multiple-choice and short-answer questions that require students to classify the meter as duple or triple, recall symbols and expression marks to describe the music heard, and identify the voices or instruments performing the melody. In addition to the teacher gaining an idea of students’ skills and knowledge, students will hopefully be motivated to work hard in order to rise to the challenge of performing these pieces.

Build Classroom Community

In any class, a sense of classroom community helps students work together in learning. In a music class, where ensemble music making is a daily activity, a positive classroom environment is vital. Students need to feel that they are part of the group, that they are valued beyond their skills in music, and that the music room is a safe haven of learning and creativity. During the opening days of school, the teacher needs opportunities to know the students while the students need opportunities for getting to know each other and the teacher. Students won’t care how much we know until they know how much we care.

Learn student names as soon as possible, and help students learn each other’s names. Get class rosters from the office before school starts and study them. Ask for a copy of last year’s concert program to learn who plays what instruments. If there is a yearbook from the prior year, glance through the student pictures. Have primary classes wear nametags during the first lessons or arrange the music room in alphabetical order so that you know who is sitting where. Make a seating chart for ensemble classes, even if ultimately you end up changing it, so you can call students by their names from the first class. Don’t forget to study the seating chart outside of class so that you can learn all those names, and be encouraged that it is only the first year at a new school where you will have to learn so many names!

In elementary general music, games are a terrific vehicle for learning names. “Ickity Bickity Bumblebee," "Willoughby Wallaby Woo," "The Telephone Song," and "Who Stole the Cookies from the Cookie Jar?” are some name game activities. In ensemble classes, carefully chosen icebreaker activities work well. Try pairing students in two concentric circles. Partners will shake hands hello while chanting “Happy day, happy day, it’s gonna be a happy day,” and then tell each other their names and answer a question such as, “What is your favorite movie?” Change partners as the circles move in opposite directions for eight counts and then shake hands again, make introductions, and answer a new question. Now move the circle only seven counts and repeat the activity. Reduce the number of counts each time until the circle moves only one count.

If you ask students to complete a form with contact information, instrument serial number, and so on, consider asking one or two getting-to-know you questions that demonstrate that you value each student as an individual learner and contributor in the classroom: “What is your fondest musical memory?” “What are your nonmusical interests or hobbies?” “How do you like to study at home?” It is amazing what we can learn about our students simply by asking them to share.

Assess Skills and Knowledge

In addition to getting to know students’ interests, it’s important to learn their musical and academic strengths and weaknesses to tailor instruction appropriately. Assessment may be formal or informal, utilizing a combination of individual, small group, and whole-class measurements. A quick glance at your class during movement activities will give you some idea of beat competency, and students are typically not shy about volunteering to clap rhythms. Choirs already trained in solfege can sing simple warm-ups via hand signs, and experienced instrumental ensembles can sight-read. However, remember that students may not have played their instruments in a few months and may be out of practice. Keep range demands modest and plan ample rest time so as not to overtire student embouchures. Breathing exercises, singing, and clapping can facilitate this goal while keeping students engaged. Melodic echoes offer the teacher an opportunity for aural-visual assessment of individuals and small groups of students. Design a short worksheet or game that will help students review important musical concepts while also giving you an idea of retained knowledge. With the exception of students who have been placed in an inappropriate music class, it is important for students to feel they can be successful in your class, so plan a variety of tasks to both confirm and challenge skills and knowledge.

Communicate Expectations

Students want to know what is expected of them, what special plans you have for the year, and how they can be successful. During the first days of school and beyond, offer suggestions for study and effective at-home practice. It is also important to explain, rehearse, and reinforce appropriate classroom behavior including respect, rehearsal etiquette, and constructive criticism. Students need to learn procedures for getting out instruments, turning in written work, and being excused to the rest room. Develop routines for taking attendance, as well as beginning and ending the class. Use rules to remind students of the most important guidelines in your room. At best, rules are stated positively and succinctly, are few in number, and relate to priority classroom management objectives. Involving a class in deciding class rules is often a good idea; when students understand the reasons behind your decisions or have had input in classroom resolutions, they are more likely to work together to create a positive learning atmosphere. In secondary classes, a program handbook will aid in communicating expectations to both students and parents, and a signed statement of understanding can encourage families to discuss the rules and commitment needed for ensemble participation. During the class period following the presentation of the handbook, try giving students a fill-in the blank worksheet where they are asked to show you that they remember, or can locate, information in the handbook: “How many points will I earn for turning in my practice sheet each week?” “What should I do if I am sick the day of a concert?” “When are All-State applications due?”

The first weeks of school are also the time when students will learn your tolerance for noise. If you intend “no talking while another is speaking” or “silence when the conductor is on the podium,” be certain you begin this learning process on the first day of class. Musical performances begin from silence. Without silence, it’s like beginning to paint on a canvas that is already partially decorated. I like to remind students that listening is the most important skill in music and that the letters of the word “listen” also spell “silent.”

Closing Thoughts

Music is why we’re here, and our most important tasks include selecting excellent music, sequencing activities for student learning, and organizing a well-rounded curriculum. Beyond this, we need to cultivate a sense of classroom community, adapt instruction to the abilities and interests of the students, and uphold high expectations for behavior and achievement to provide students with an optimal learning environment. I hope this article has served as a reminder of several important details for the first lessons of the school year. Best wishes!

Chapter Corner

Arizona held their annual “Fall Kickoff” this past September in Flagstaff at Northern Arizona University with 54 students in attendance. This event consisted of several beneficial workshops for future music educators, covering a broad spectrum of topics that any musician would benefit from. Past National Collegiate Chair, Jill Sullivan commented, “The 2008 'Fall Kickoff' was certainly a huge success! I was very impressed with the NAU students who organized such an educational day.”

Submit your chapter news to Shaunal@menc.org.

We want to hear from you this year! Tell us about your chapter activity, accomplishment, musical performance, or recruitment technique.

Member Benefit Spotlight

MENC Online Job Center

The Online Job Center provides current listings of open positions for all specialties and levels in music education. All graduating MENC Collegiate members seeking jobs can also list personal information and qualifications at no charge. This service is offered year round. Visit the Career Center.

Conn-Selmer Institute

Now is the time to reserve your spot for the 2009 Conn-Selmer Institute. The 2008 Institute sold out early, so do not delay!  Conn-Selmer Institute is America's music education, industry-leading outreach program!

The four-day series of engaging seminars will take place June 7-10, 2009 on the beautiful campus of Notre Dame University in South Bend, Indiana.

This year, 2009, marks the eleventh annual Conn-Selmer Institute and offers you support as a music teacher and further prepares you as a college music education major. Topics presented in our multi-track program are on the leading edge of today’s music education demands and a real jump-start to your success!

You and a friend can register for the complete Conn-Selmer Institute, which includes four days of workshops, seminars organized to provide a greater appreciation of the opportunities for you as a music educator, a Notre Dame residence hall room (double occupancy), incredible complimentary meals, participation in a Conn-Selmer instrument factory tour…AND NEW for 2009..an invitation to participate in the Conn-Selmer Institute Reading Clinic Band!

• Sign up by December 2nd and bring a friend for $199! (for the first 100 registered)
• Single Registration $149 per person
   

For complete information about the Conn-Selmer Institute, and program registration, visit www.csinstitute.org.

See you at Notre Dame!

Current News & Announcements
 

Member Offer: October Member Special

During the month of October only, members can purchase the Musical Inspiration Poster Set at 50% off. The set of four colorful 22” x 17” posters are not for sale at MENC resource shops at this price. Call 1-800-828-0229 or visit MENC Member Special to order. Item number 5069R priced at $12.00 per set.
 

Students and Teachers Can Rally for Music Education in June 2009

Music teachers across the nation are invited to bring their groups to Washington, DC, June 18-21, 2009, as part of National Music Education Week. Events include a rally at the Department of Education in support of music education, the annual National Anthem Project event and sing-along (this year at the Lincoln Memorial), and a special concert by the Air Force Band and Singing Sergeants featuring selected students performing with the headliners. Each group has the opportunity to perform in concert as part of the Abraham Lincoln Bicentennial, and all groups will take part in the opening ceremony of the Drum Corps International season at Annapolis Stadium, home of the U.S. Naval Academy. You don’t want to miss this exciting weekend of events! For more information, visit American Musical Salute.

 

BMI Composition Contest

The John Lennon Scholarship is awarded to young composers between the ages of 15 and 24. MENC Collegiate members are especially encouraged to apply through their chapter each year. This scholarship is awarded to the best original composition for vocal-instrumental performance with the broadest popular appeal. Chapter advisors will receive materials, information, and direction from MENC in late October with composition entries due back to the advisors by December 1, 2008. Visit the BMI Web page to download all needed forms in order to apply.

 

Special Needs Education Resource Now Available

An Attitude and Approach for Teaching Music to Special Learners, Second Edition
By Elise S. Sobol

This book is an excellent resource for music teachers working with special needs students. Highlights include:

• Instructional strategies tailored to various disabilities
• Classroom materials on accompanying CD
• Sample lesson plan
• An explanation list of categories of disabilities
• An extensive list of literature for inspiring students and teaching music
   

Sobol’s focus is on how teachers can effectively educate students about the foundations of music while also building student confidence. Learn more and purchase the book at www.rowmaneducation.com. MENC members: use the discount code MENC25 to get a 25% discount.
 
 

Question of the Month

Each month, MENC asks its members for their input on current issues and trends in music education. This month’s question is, “What parts of the MENC Web site are most helpful to you?"  Visit http://www.menc.org/connect/poll to share your thoughts.
 

Ask the Mentors

Got music education questions? MENC’s mentors have the answers!

Each month from September to May, the “Ask the Mentors” forum features a different mentor for band, orchestra, jazz, chorus, and general music. In addition, the orchestra forum features a guitar mentor and a mariachi mentor each month. The mentors are veteran teachers who provide advice in response to your teaching questions. Visit www.menc.org/forums to post questions and read responses, and to see the new, upgraded forums now available.
 

Meet the October Mentors

Band—Daniel Kopcha
General Music—Eileen Benedict
Chorus—Susan Young
Orchestra—Joyce Prichard
Mariachi—Katherine "Kitty" Lopez
Jazz—Dean Sorenson
Guitar—Shelley Brobst

Visit here to read about their experiences and accomplishments.

October 9, 2008, © MENC: The National Association for Music Education