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. 

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...

Picnic day, field day, special programs, assemblies, trips...the end of the year is a busy and exciting time. After teaching for 20 years, you'd think I have it all figured out, but to be honest, the end of the year always catches me off guard. It takes a few days to adjust to the realization that there will be no consistency from one day to the next. In reflecting upon the last two decades as a general music teacher, I present to you my personal end-of-the-year survival guide. Maintaining expectations Do your students forget how to act in class, raise their hands, or use indoor voices? If only there was a vaccine for end-of-the-year amnesia! Now more than ever I find it is crucial to be consistent with classroom expectations, and to continue to hold my students to the same standards I have been all year. Some days, I'll spend part of the lesson helping my students practice our classroom routines like we did in September. It may take 1 minute, or half of the cl...

Songs without words are a wonderful opportunity to focus solely on music and movement. This week, we are musiking with the song "Bouncing Ball" from "Growing Up With Music" songbook, and experimenting with form, movement, resting tone ostinato, and rhythm. Originally, I composed this song for an early childhood setting, and often used a stretchy band to enhance it. With upper elementary students, I begin by singing to them, and exploring the song's phrasing throrough locomotor and stationary movement. There are many creative ways to modify this activity. Below are just a few examples. PHRASE 1 STRETCHY BAND: Seated in a circle, gently bounce stretchy band to macrobeats. MOVEMENT: Swing arms to macrobeats. Bend knees as you swing. PHRASE 2 STRETCHY BAND: Move the stretchy band in curvy pathways in front of you. Use indirect, bound flow. Avoid moving to the beat. MOVEMENT: Give a smooth ride to an imaginary object in the palm of your h...