Life is unpredictable...unless you are a teacher. In my case, I can't be sick on Wednesdays and Thursdays because of after school programs, or on cycle days 1 and 2 because of Choir. I especially never want to be sick right before or during the concert week, and definitely not in the first week of school. But life is unpredictable. In the beginning of the year, sub plans are especially tricky. Here's an activity  that is meaningful, requires little set-up, is easy to communicate to a substitute, and is realistic for a substitute without  music skills.  Have a healthy school year, everyone!

Moving in my classroom is interwoven in everything we do. Besides building a movement vocabulary , we use movement to: learn classroom routines and procedures build a listening vocabulary in various tonalities and meters acculturate to new repertoire create and improvise explore musical concepts (tempo, dynamics, form, expression, etc.) acculturate to a variety of styles learn to cooperate and work with others This year, I am refining my movements expectations visual. Here's the new and improved version, condensed on one page. For a free poster set, visit my store here . 1. Steady Feet For many students, the absence of desks and the abundance of space in my classroom signifies a "free for all" mindset. I discovered that losing balance and tripping is one of the favorite funny things to do in 3rd and 4th grade. To pre-amp it, I added "steady feet" to the movement expectations. Instead of saying "don't fall", or, "you are

I love organizing and planning before the start of the school year. It gives me a sense of control, a feeling that happens quite infrequently once the school year begins. This year, I created a custom lesson planner and student record book. My goal is to keep track of what actually happens in the classroom. I think of each lesson plans as a rough draft. The lesson log is the final edit, which guides and inspires me when creating the next sketch.  Lesson Plans When planning, I ask myself these questions: Where are my students in terms of musical skills? What are the next sequential steps to help students develop their skills further? What is the most efficient and musical way to execute #2? I see students once every six school days. I like to plan 3 to 4 cycles ahead.  Here is a 2-page example of a lesson plan that spans over 3 cycles. 

Last January, I started a Ukulele program at my school. Ukulele was a completely new instrument for me. I had to learn everything from scratch. This blog post is primarily for teachers who are looking for a place to start.  INSTRUMENT BASICS Parts of Ukulele First, learn the proper names of the instrument parts: you'll need to teach it to your students, and refer to it in your lessons. The website www.gettuned.com has a helpful and detailed resource. I used it to familiarize myself with the instrument beyond the basics-I like to know much more than I'm teaching. My friend Jennifer Bailey has a great introductory resource with a diagram of the instrument  that I find very helpful.  Credit: Jennifer Bailey, Sing to Kids Holding the Ukulele Spend plenty of time learning how to properly hold the ukulele. Get used to walking around with it. Once you begin teaching, your comfort and ease with the instrument will greatly contribute to student success. Right hand(s

For the last four weeks, I have been immersed in all things Music Learning Theory: teaching Professional Development Learning Courses, and sharing thoughts, reflections, and ideas with music educators from all over US and around the world. This year marks my 20th year of studying MLT, and I still have many questions and wonders. While I know there is much more to uncover, here are this year's top three take-aways. 1. The Value of Acculturation We are never too advanced or too old to listen to and experience music. Regardless of our students' chronological age, we must remember to sing, chant, play, and move for our students. It is up to us as educators to make meaningful and engaging experiences for our students, weather it is elementary or secondary school chorus, band, orchestra, general music, or college level setting.  2. Making Connections: It's More Than Rote Before Note How many times have you heard or read, "we learn music in a similar way we lear

INTRODUCTION In a perfect world, music is part of young children’s lives: mothers and fathers sing to babies as they are fed, changed, bathed, and put to sleep; songs, games, and dances are an integral part of playtime; students entering elementary school can sing, chant, move, and improvise in the musical context of their culture. In reality, music is bought, downloaded, and played via electronic devices; children’s songs are performed on Barney and Sesame Street; families are glued to couches and recliners while watching “Dancing with the Stars”; students entering elementary school do not “speak” the language of music, as they lack the very foundation of audiation: listening and speaking vocabulary. Musical Age vs. Chronological Age natasha sigmund natasha sigmund The term musical age refers to students’ musical development regardless of their age. However, most resources are presented in a format according to chronological age and grade level. Teachers who work wit