Tagged: Beginning Band, Hour-long
nafmeadmin.
nafmeadminI’m seeking any wisdom that could be had on the following thought. I’ve got a 6th grade beginning band that meets an hour every day. While it is a blessing to have them for that long, the class seems to begin to unravel about 35-40 minutes into the class. It almost seems like the 55 minutes we are together is really too much for them to handle.
I’m thinking I need to break things up somehow. Get their attention to switch around some, but I’m not sure how to do that at a time when all they can play are 1-line songs still. I’m not sure if they are at a point where they’re ready for sheet music yet, so I feel stuck in this place.
Any thoughts?
nafmeadminCouple ideas from my general music brain:
Do you have a projector? YouTube videos! Some can be just for fun (but still music related) but there are tons of great video of ensembles.
Set aside 15 minutes a day to study the different ensembles or instruments a little more indepth.
SQUILT! Super Quiet Un-Interupted Listening Time. Go through your listening library and have them take the instruments out of their hands, close their eyes and listen! You can make that a time to learn about timbre, distinguishing meter, genres… Sometimes SQUILT is only listening, other times include listening maps, pictures, video, or narration.
Sight reading for sure. EASY EASY grade 1/2 pieces or short 8 measure chorales. Focus on a specific task: dynamics, blend, rhythm, tone quality…
Just Dance!! I dont know if this one is feasible in your space, but sometimes they need to get the wiggles out! Even as adults, we need breaks from sitting too long! YouTube Just Dance and you’ll get TONS of easy videos to get them moving.
You definitely have a gift seeing them everyday for an hour! And its great that you realize it is unrealistic to think they can focus for that long. My advice is to mix up the schedule and throw new things in there so its not monotonous. You also want to make sure that they don’t get bored of the music or they will lose all drive to practice at home. Build their love for ensemble and instruments beyond playing but also listening and studying. You are one of the few band teachers who will really be able to TEACH in rehearsal! Most of us are fighting for every second of time to rehearse and would kill for a few more rehearsals.
Christopher M. Johnson, Professor of Music Education and Music Therapy, is currently the Chair of the Music Education and Music Therapy Department and Director of the Music Research Institute at the University of Kansas. Johnson earned his Ph.D. from the Florida State University.
Since his arrival at The University of Kansas, Johnson has taught courses in Instrumental Conducting, Teaching Instrumental Music, Managing Behaviors in the Music Environment, Psychology and Acoustics of Music, and Research Methods in Music Education and Music Therapy. Johnson served two terms as the editor of the International Journal of Music Education: Research, the research publication of the International Society for Music Education. He is currently serving his second term on the National Association for Music Educations Executive Committee of the Society for Research in Music Education. He also served on the editorial board of the Journal of Research in Music Education, and one earlier term as the Chair for the MENC Executive Committee of the Society for Research in Music Education. Johnson also served as the Chair for the Research Commission of the International Society for Music Education.
Johnson’s research interests include applied research in music education, and basic research in all aspects of the psychology of music. He has published articles in many journals including the Journal of Research in Music Education, the International Journal of Music Education, the Journal of Music Therapy, Journal of Band Research, Contributions to Music Education, and the Bulletin of the Council for Research in Music Education, among others. Johnson has also been an active member and contributor to the Research Seminar of the International Society for Music Education and World Alliance for Arts Education.
Johnson received a university teaching award – the Ned N. Fleming Award for Excellence in Teaching and received the recognition for Graduate Teaching Achievement from the Center for Teaching Excellence. Johnson was also awarded a lecturing & research award as a J. William Fulbright Scholar and recently received the Ella Scoble Opperman Citation for Distinguished Achievement from the Florida State University College of Music.
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