Third Grade Program: You Belong Here

Third Grade Program: You Belong Here

Need ideas for a third grade program? In today's blog post, I'm writing about my program, "You Belong Here."

I created the program based on the beautifully illustrated book  by M.H. Clark and Isabelle Arsenault. about how we are all unique, and how we are all loved! 


Here is a summary of songs and dances I used for the program (and make sure to keep reading to find out about a fun 5-day musical program challenge I'm hosting in a few weeks!)

I did this program with third grade, but it could also work for second grade. I split the text up between 28 narrators. For the first part of the program, I had two narrators come up and read the text in the book from "The stars belong" to "here with you."

After those two narrators, I had students sing "Who has seen the wind," which is based off of the text by Christina Rossetti. The notation can be found in this blog post.

I taught the song to all of the third graders, but had one class arrange the song, figuring out what should go where. In this case, the third graders decided to play the gong, then the wind chimes, then sing the song, then add an alternating bourdon on instruments, then have soloists play in la pentatonic, then sing again with instruments, and then end with wind chimes and the gong. Of course, your students' arrangement might look quite different!

I had two more narrators come up, and read from "The whales" to "dunes are for." Since that part is about the ocean, I then had one class perform "Waves of Tory." Here is a version of "Waves of Tory"; since I was performing this with third grade, I had students do a simple "Peel the Orange" instead of the fancy one in this video!

Then I had two more narrators come up and read from "And the trees" to "they've made." Since this part is about birds, I had students sing "Kookaburra" with this fun accompaniment.

Then, I had four narrators come up and read from "And you belong" to "water is near." Then, we sung "Frog in the meadow," which can be found here. I had students sing twice, with a frog guiro like this one played 8 times between the first and second singing.

Two more narrators came up, and read from "And the otters" to "run blue." Since this part is about fish, we tried some special effects (inspired by this blog post by Amy Abbott), and had students perform the movement from John Feierabend's "Move it" DVD, wearing white gloves with glow bracelets beneath, in the dark. It was SO cool! Here is the video:

Two more narrators came up, and read from "And you belong" to "love the most." Then, I had students sing "Love Somebody," with one of the classes accompanying on instruments. I used the arrangement found here on TpT.

Two more narrators read from "The hares" to "night turns cold." Then, I had one class perform "One to 4" from this hand drumming book. As a class, they arranged it for body percussion and hand drums, and they loved it!

Two more narrators read from "The foxes" to "ready to run."  We had students sing "Inanay," which I've heard is about animals from the Torres Strait Islands near Australia. Here is the notation:

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Five more narrators came up and read from "The crickets" to "storms start to blow." Then, I had one class perform a line dance to "I love a rainy night" by Eddie Rabbitt. You can find the dance directions on Sanna Longden's website here (click on "CD 2 Dance Description.") I used the simplified dance she listed (since I typically teach the dance to fifth graders, who also LOVE the dance!)

Four more narrators came up and read from "Some creatures" to "Where you belong." Then, I had students sing the song "What I am," by Will.i.am, which you can see here:

This song was our school song this year, so it was often played on the announcements. It has a great message and the kids loved singing it! After some digging, I finally found an accompaniment track here. It was a bit pricey for an accompaniment track, but I couldn't find one anywhere else, so was excited I found it!

The third graders really enjoyed this performance, and I was very pleased with what they did musically, from singing, to movement, to playing instruments! Hopefully I've explained everything so that you could recreate it or adapt it for your own students.

I hope this post has been helpful for you! Have fun planning!

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End of the Year Music Teacher Checklist

End of the Year Music Teacher Checklist

It is May...which means it's already time to start thinking about the end of the year! In my district, our last day is May 25, so we have just a few weeks left. There is SO much to do at the end of the year, so in today's post, I'll lay out all of the different things I think about and check off my list for the end of the year. Make sure to keep reading until the end, since I will have a free Google Sheets checklist that you can make a copy of and edit as needed!

At my school, we receive an EOY checklist from our principal around this time of year, but as a music teacher, there are several other "must do" items that aren't on the typical classroom checklist. Here are all of the things I think about and do as I wrap up the year in my music classroom:

Organization and cleaning

I have lots of storage in my room, from bookshelves, to drawers, to an entire storage closet! So I ask myself these questions:

• Have I organized and cleaned my bookshelves, dusting, putting things back where they are supposed to go, etc.? Here is a great blog post by Tracy King about organizing your music room.
• Have I organized drawers? My desk drawer is a total mess by this time of the year! I try to clean that as well as my mallet drawer, my props drawer, my CD drawer, etc.
• Have I cleaned countertops? I love Lysol Disinfectant Wipes for this task!
• Have I organized my file cabinets? I have tons of choir music that is just sitting in my file cabinet, waiting for me to file!
• Have I cleaned my storage closet? My closet is in BAD need of some cleaning and reorganization, and I would much rather do it now than come back to a messy closet in August!
• Have I pulled any books or resources that I'd like to take home with me for planning over the summer? (Read this blog post about my planning process during the summer.)

Orff Instruments

• Have I found my missing bars? I often end up with missing bars around this time of year, so I try to locate those and either put them on the instrument, on the side of the instrument, or for glockenspiels, put them in a drawer.
• Have I vacuumed out the inside of the Orff instruments? 
• Have I fixed any bent or broken pegs? Check out these awesome blog posts for help!

Non-pitched percussion

• Have I thrown away any broken instruments? Sometimes wood starts coming off the edge of a wood block or maracas break. Have I thrown those away?
• Have I taken note of instruments I'd like to purchase for next year? For example, I'm pretty disappointed with the finger cymbals I have, so I'm making a mental note to buy more with next year's budget!

Technology

• Have I updated devices as needed?
• Have I taken any videos, photos, etc. off of the iPads? Sometimes you need to send those to yourself anyway, so you can assess, and sometimes you just need to delete material from this year.
• Have I taken note of apps I would like to purchase or download? Check out this blog post for my 10 favorite apps!
• Have I dusted and/ or cleaned technology as needed? 
• Have I shut down everything on the very last day?

Inventory

• Have I completed inventory and turned into my administrator? 
• Have I returned any borrowed resources from music teachers, borrowed books from the library, etc.?

Class decor

• Have I taken down all my decor?
• Have I taken down my bulletin boards? (And while I'm at it, am I thinking about next year's bulletin boards? Here is a blog post I wrote about bulletin boards, and another fun one by Tracy King about borders!)
• Have I thought about next year's decor? I've already decided to do a world theme in my music classroom, which I'll be blogging about as the decor comes up. In the meantime, here is a Pinterest board with some fun ideas!

Orders for next year

• Have I filled out my classroom supply order? In my district, I have to buy classroom supplies, such as staples, pencils, etc.
• Have I filled out my music room order for resources, instruments, etc.? For some great ideas about what to buy, check out this post by David Row.
• Have I written grants or requests to PTO for instruments or resources I can't buy with my regular budget? I've received Orff instruments, iPads, and a world music drum set all from writing grants, so it's very much worth it to try! Here is a blog post about writing grants.

Recorders and band instruments

• Have I handed out recorders for the summer? My fourth graders get to take them home at the end of the year, so I hand them back at the end of the year. 
• Have I made sure all band instruments were brought home with students or returned to the music store? 

Paperwork

• Have I recycled any paperwork I don't need anymore?
• Have I shredded any documentation, like health concerns, that I don't need any more (since I'll be getting new forms at the start of the school year?) Note: You'll want to wait until the very last day to do this, when you're not teaching anymore.
• Have I filed any paperwork, workshop handouts, etc., that I'll be using the following year?

Lesson plans

• Have I edited or added notes to my lesson plans, so that if I want to re-use or tweak them the following year, I remember what worked well and what didn't?
• Have I turned in this year's lesson plans to my administrator? I have to do this at my school district, but you may not have to! If you do, I find it way easier to put them on a flash drive or share them in Google Drive than to print all of them out!

Grades

• Have I graded any written work, and handed them back to students?
• Have I graded other work, such as videos, SeeSaw portfolio work, etc.?
• Have I completed grades for every grade level?
• Have I written comments for students as needed?

Whew! That is quite the list! To get this list as a Google Sheet, click here. I made it as a "view" only file, so you will need to make a copy of the document, then add it to your Google Drive to edit it.

If you have any other items to add, feel free to comment below, or simply add it to your own Google Sheet! Thanks for reading, and good luck with the end of the year!

Reflecting on your year

Reflecting on your year

I know it seems crazy to think of the school year in past tense, but with only seven weeks remaining in the school year, I'm already thinking about what worked well this year, and what I'd like to improve for next year. Reflection is, to me, such a huge part of my development as a teacher, so I like to reflect at the end of each school year (before summer, when everything seems so distant!) Here are some thoughts about my year.

Teaching:

What I loved:

I was able to streamline my data tracking and intervention processes even more this year, and was very happy with the results! I was able to use my data tracking binder to track how well students understand rhythmic and melodic concepts, and was able to provide intervention to more students. My first graders had a statistically significant increase in meeting their growth target for rhythmic dictation, and I think it's partly because of this process! For more information about data tracking and downloading the binder for free, see this blog post.

What I could do better:

I talked in this podcast about how I realized recently that a.) I don't do listening lessons as often as I should, and b.) it's partly because I'm not always using music that I LOVE. I have started tweaking and creating lessons for this year, but this is on my list of things to really delve into next year!

Organization:

What I loved:

I used these magazine racks for my concept materials this year, and they were AWESOME! Such a simple way to store materials, but so effective. I purchased these from IKEA, and just printed out a label with the concept on the side. Before I did this, I had kept everything in a file folder box, but I just have too many materials and everything was too jam packed. This was easy and very helpful!

What I could do better:

I just had too much stuff on my counter, and as a result, everything always looked too cluttered. Next year, I'm going to put more in my cabinets, especially materials I don't use all the time. It was just too much to look at and organize!

Technology:

What I loved:

I really loved using the interactive attendance sets by Pink Cat Studio (like I blogged about in this post) to keep track of which students got turns for singing games. I think this year I had the least amount of students complaining about never getting a turn, which was awesome! Such a fun and interactive use of technology! Here's the video I created showing how I used the files:

What I could do better:

I admit it, I got distracted and just forgot to use apps and programs I said I would. Like, I really wanted to use SeeSaw but then got busy and overwhelmed, and it just didn't happen. I am happy to say that after seeing my friend Andrea Halverson present about technology for TRIKE this past weekend, I did create an assessment for SeeSaw to use this week (which I'm sure I'll blog about at some point!) But next year, I want to use the app to share updates with parents...and overall, use my iPads more.

Decor:

What I loved:

I really loved my world music display, which you can download for free here (read more about helping all students feel welcome in your music room here).

I have had so many students ask about the people in the photographs, and comment on how much they love the pictures. It's a little thing, but if it can open up students to other cultures, AND make students of diverse ethnicities feel at home in the music room, it's so worth it!

What I could do better:

I feel like I do this every year...I put up these really cute bulletin boards and then forget to do much with them. Or leave up the same bulletin boards all year. I mean, I do think some kids read the bulletin boards without my prompting, but I'd rather have bulletin boards from which I can teach. So I have some reflecting to do on that for next year's bulletin boards!

What are you really happy with from this school year? What do you want to do better? Feel free to comment below! Happy teaching!
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Social Media for Music Teachers

Social Media for Music Teachers

The way that social media is used has changed tremendously over the last few years. In the past, I used social media as a way to simply catch up on the lives of friends, follow celebrities, or look at pretty pictures. Although I still do those things, I'm now using social media as a form of professional development. In this blog post, I'll detail how to use social media to learn from other music teachers, gather ideas, and even learn new songs!

Pinterest

When I first happened upon Pinterest, I found tons of pins about home decor and women's fashion, and I wasn't all that interested. But then I discovered pins about education, and specifically music education, and I was hooked!

To search for music education pins, simply start a Pinterest account, then in the search bar, type "music education," "Kodaly," "Orff," etc. for lots of great pins with great ideas! When I typed "music education" into Pinterest today, I saw these pins:

See those words along the top? These are interests, which allow you to get even more specific! When I clicked "lessons," these pins came up:

When you click a pin, it takes you to that blog post, article, etc.

To see a sample of other great pins I've discovered over the years, check out these "Favorite Pins of the Month" posts. To follow me on Pinterest, click here.

For more information about how to use Pinterest, see this post. Lindsay Jervis also has a great post about music education pinners to follow here.

Facebook

I used to only use Facebook to scan the news feed, but now I spend the majority of my time on Facebook in groups! Here are my favorite music education groups that I've joined:

Kodaly Educators group

OAKE group

AOSA group

I'm a general music teacher

I also recently started the group "Mrs. Miracle's Chat Room," in which we discuss different topics every day, like technology tips on Tuesday and stories, or picture books, on Saturday!

There are also lots of great music education pages on Facebook. If you haven't checked out mine, I often post helpful blog posts and articles, as well as inspiration and funny quotes! Other music education Facebook pages that I follow include:

Music a la Abbott

Midnight Music Technology Training

Lindsay's Kodaly-inspired Classroom

Band Directors Talk Shop.com

David Row at Make Moments Matter

Twitter

Twitter used to be a bit of a mystery to me. I just didn't get it. But after playing around with the platform a bit, I started to finally figure it out...and it can be a great way to share articles and blog posts....and with the #elmused chat every Tuesday evening at 9 pm eastern, it can be a wonderful way to gather ideas!

To follow me on Twitter, click here. For tips on getting started with Twitter, see this post. Here is a list of music educators to follow on Twitter, who frequently tweet:

@makemomentsmatt

@tracyking

@musicattrace

@msmusiced

@canmaestro

To join the #elmused chat, go to Twitter Tuesday evenings at 9 pm eastern, and search #elmused, then click "all tweets." If you're not completely comfortable with Twitter, you could just watch the chat to see how it works. If you want to join, just make sure to answer questions with A1 for the answer to the first question, A2 for the second question, etc., and add #elmused to the end of each tweet!

Instagram

Instagram is such a fun way to scroll through beautiful pictures, but recently, I've seen so many more music teachers post pictures of their classrooms, their activities, etc.!

To find pictures like this, simply search for music education hashtags, such as #kodaly, #orffposse, #iamamusicteacher, or #musiceteacherproblems. David Row at Make Moments Matter recently started the hashtag #instamusiced for instant music education tips, which are really helpful! Here is a screenshot of all the pictures that came up for the hashtag #elementarymusic:

To follow me on Instagram, click here. To find out more music education hashtags, click here for a comprehensive list by Melody Payne. And here are some Instagram accounts I love to follow:

@makemomentsmattermusiced

@thebulletinboardlady

@singtokids

@anacrusic

@pluckypianista

YouTube

YouTube can be such a great tool for the music classroom! I've been frustrated in the past, though, by the commercials on YouTube, as sometimes they are NOT appropriate for students'  eyes. I have found a great extension to help with this, though! On Chrome, install AdBlock for YouTube, and then make sure to open up YouTube with Chrome....and NO MORE ADS! So exciting!

YouTube can be a wonderful way to share performances with your students. Instead of just listening to a recording, you could have students watch a performance by searching for a piece of music on YouTube, and then finding an orchestral performance.

Looking for new folk songs? Check out Robert Amchin's YouTube channel, which is FULL of folk songs, as well as teaching strategies!

Looking for tutorials about long-range planning? Check out my channel, which has tutorials about creating year plans, song lists, and more!

One of my favorite ways to use YouTube is to research and learn folk dances. To search for new dances, you could search for something like "Italian folk dance" and see what you find. I like to use the app SoundHound to discover the titles of unknown songs, especially if they aren't listed in the video description.

Here is a post with a few YouTube videos, containing folk dances/ singing games. 

Whether you dive further into Pinterest or check out videos on YouTube, I hope this post has been helpful to you. Are there any other platforms or ideas that I didn't mention? Feel free to comment below, and have fun on social media!

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Melodic Intervention 101

Melodic Intervention 101

This past week, with my second graders, I have been doing centers to practice sol, la, mi, and do. Typically when I do centers (which you can read more about here), I choose the groups and tell students when to rotate. Last week, though, I've let the students choose which group to go to and when to switch, and I have LOVED the results. It feels so student-centered, and the students take so much ownership in their learning and their choices!

Today, I'm blogging about the set-up, the six centers, and how I provided intervention for those struggling melodically. Keep reading until the end of the post, so you can download several of the materials for free!

At the start of the lesson, after we played a singing game which included sol, la, mi, and do (I used "King's Land"), I explained each of the six centers. They were as follows:

#1: "Snow the Solfa" game by Amy Abbott

This is a great game to help students really look carefully at patterns on the staff. They choose a snowman, then choose which note/ solfa is not correct. I had this projected on my SMART board, but if you don't have a SMART board, you could have students at that center choose notes with a mouse, on your computer. (Keep reading to download this game for free!)

#2: Handbell patterns

I just bought these handbells this year, which I've loved for practicing solfa! I created patterns for this center, and students each grabbed a handball, another student held up the patterns, and they played through each pattern.  The handbells are pretty inexpensive, and are a great purchase if you don't get much money each year in your budget. (Keep reading to download the patterns for free!)

#3: QR codes with melodic patterns, with iPads

I have eight iPad minis, so I had students at this center take a sheet, open up a QR app like this one,  and then scan each QR code to hear the pattern notated. If you have access to Chromebooks instead of iPads, you could use an app like this one to have students scan and listen. (Keep reading to download these sheets for free!)

#4: Worksheets

I used a worksheet from this centers set, in which students trace the rhythms and noteheads for "Apple Tree" and then figure out which song it is. If you don't have this set, though, you can download this worksheet set by Jamie Parker for free, and have students fill out the "do" worksheet.

A note about this center: I have flexible seating in my music room, so I had the wobble stools set up at this center to make it more enticing for students to come to. And lo and behold, this center was always full, because kids could sit on wobble stools as they filled out the worksheets!

#5: Instruments for "Apple Tree"

At this center, I had barred instruments and mallets set out, as well as music stands with the stick notation for "Apple Tree." I told students that G was sol, and then they had to figure out how to play the song by using their knowledge of solfa and steps and skips! To minimize the noise in the room, I had students play in "practice mode" on the instruments, with their mallets turned over (since I have rubber mallets and it doesn't hurt the instruments.) Here is a picture of the students working:

The stick notation is in my 2nd grade centers set, but you could also write out the stick notation to another song with sol, la, mi, and do. To differentiate, if you have a student who gets it right away, you can have them figure out how to play it starting on a different note (like starting on C, for example.) If you have students are struggling, you could remove the bars they don't need (so only C, E, G, and A are up.)

#6: Flip books for do, mi, sol, and la

At this last center, students got a sheet and a flip book. Then, they worked with the flip books to write patterns by folding each flap down or lifting it up! Here is a picture of the flip books, which you can download below!

After I explained each of the centers, I did a quick review again, and then told students they could go to whichever they wanted. I played my wind chimes twice during the lesson, to remind students that if they hadn't switched yet, they should. (Disclaimer: I do have 50 minute classes, so this was very doable in that amount of time. If you have a shorter class, you might split this up over 2 lessons.)

During the centers work, I pulled students aside who had been struggling, and worked with them one-on-one. During this time, I asked them questions like, "Which solfa is the lowest we know?" "Which is the highest?" Then I sang two patterns for them: one in which the three notes were all the same (do do do) and one in which they went lower (sol mi do) and asked students to identify for each pattern whether they stayed the same, went higher, or went lower.

Then, I showed students a quarter note on the staff, even with the do clef on the second line, and asked them which note it was (do.)

Then, I showed students the pattern "do mi sol" on the staff, with the do clef in the first space, and asked them which solfa they saw.

This is a great time to clear up any misunderstandings and see where their breakdown of knowledge is! If students don't understand the function of the do clef, now's a good time to explain that!

To figure out which students were struggling, I used the game "Could it be smd?" in a previous lesson, which can be found in this set. There are other games you could use, though, such as these:

Melody Time by Linda McPherson

Where's the Firefly by Linda McPherson 

Crack the Melody by Amy Abbott

This was a really fun lesson: it gave students ownership while allowing me to work one on one with students who needed intervention! To download the free bundle which includes Amy Abbott's "Snow the Solfa" game, my QR code sheets for do, my handbell cards for sol, la, mi, and do, and my flip books for sol, la, mi, and do, sign up for my email list below (and you'll also be added to Amy Abbott's list):

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Hope you enjoy trying this out in your classroom! Let me know if you have any questions, and happy teaching!

Helping all students feel welcome, part 2

Helping all students feel welcome, part 2

In my last blog post, I discussed how there will always be students who, for one reason or another, might not feel welcome in our classrooms, but that we as music educators can ensure that students feel more welcome and accepted.

In today's post, I'm discussing more ways that students can be made to feel welcome: through songs with a message, and through children's literature.

Singing songs with a great message

If you can find a song that truly has a great message, go for it! Students will really connect to meaningful lyrics, especially students who are feeling fearful and uncertain. My friend Lessia Bonn at I am Bullyproof Music has a beautiful song called "Same Love," with a great message for these times. Here is a video of the song:

After listening to the song, you could have students discuss what the song is about, asking questions like "What does 'same love' mean?" "What does 'light up the dark' mean?" "What are the different 'whys'?" You could get into a pretty deep conversation here! Granted, this could get tricky, but I think as long as you listen to students, and show no preference for one party or one religion, students could really dig deep into the lyrics.

Click here to purchase the mp3. The kids really love her music, and the more I hear it, the more I want to listen!

Reading stories about other cultures

Cello f Mr. O

This is such a touching story. In this book, Mr. O seems like a grumpy old man in war-torn Sarajevo, but through the story, the children begin to understand Mr. O better. Every Wednesday, when the relief truck visits, Mr. O takes a chair and his cello out to the middle of the town to play his cello. This story could be paired with a cello piece like any of Bach's unaccompanied cello suites, and can teach students much about the refugees, acceptance, and the power of music.

The Harmonica

This is a heartbreaking story, about a Jewish boy in Poland, during World War II, whose parents buy him a harmonica. The harmonica offers he and the other people at the camp solace, but it also entertains the Nazis. This is certainly a complex tale, which touches upon kindness and cruelty in a very confusing time in history. This could definitely lead to a very thoughtful discussion with your upper elementary students, and could bring acceptance of other cultures to the forefront in your classroom.I hope these ideas, as well as the folk song and decor offered in the last blog post, have been helpful as you try to make all students feel welcome in your music room. Have any more suggestions? Please feel free to comment below. Happy teaching!

Helping all students feel welcome, part 1

Helping all students feel welcome, part 1

There will always be students who, for one reason or another, might not feel welcome in our classrooms, perhaps because of something happening at home, or because of some of the students in the class, or because of something we as teachers are or are not doing.

In our current world, though, there are more reasons for students to not feel welcome. Some students in our classrooms may be worrying about their families, their friends, and their futures.

Regardless of political affiliation, it is really important as educators that we make ALL students feel welcome in our classroom. As music teachers, we have the distinct advantage of bringing children together through song, of linking cultures and experiences in a way that is completely different than any other subject.

In my own teaching, I've had some interesting conversations with students about other cultures. Once, after teaching the song "Ye Toop Daram" from Afghanistan (found in this blog post), I had a student exclaim, "But the people in that country are bad!" We then talked about how conflict is a complex thing, and that it doesn't make one side bad and the other side good, that while there are some bad people living in that country, there are also lots of good people. I asked them, "Do you think students in Afghanistan enjoy playing this game?"

They said, "Yes."

"Do you enjoy playing this game?"

They said, "Yes."

Sometimes, it's simply just pointing out that we are not all so different, that can open up students' minds and hearts.

I think one of the most important things we can do now as music educators is to sing songs from many cultures, so that students understand that other cultures and countries should be celebrated. I reached out to my former Kodaly Level III teacher, Joan Litman, and asked her for input about the topic of making all students feel welcome, and teaching music from diverse populations. She is a phenomenal music educator, and is brilliant about using music of many cultures responsively and respectfully. She sent me this song, from Egypt:

Notes from Joan, about this song:

I picked this song because it very accessible and fun for little kids to do--
on the "Ooooooooooooobba!" which is their hands simulating flying doves (or pigeons) Pigeons/doves are really popular in the Middle East (racing, etc.)

A quick note about sequence. Of course, many of our international songs (most of them) do not fit into our sequence-- so, if teachers can-- I ask them to look for what they can use sequentially....
Look at the titi titi ta tas-- over and over. What a thrill!

The last sung phrase ( mrdtl,) can be sung by the teacher alone. You know, teacher makes the "sh!" motion and ask the kids to listen. Eventually of course, they'll sing along, but I would not put any energy into tuning the line. It's beyond their spot in the sequence.

Joan was also so kind to include recordings! Here is a recording of the pronunciation:

And here is a recording of a Tunisian scholar/Arab musician, Yassine Ayari, playing the tune on the 'oud, which is tuned to a Middle Eastern tonality.

Here are some pictures of pigeon houses to help give context to the song with your students.

I'm very excited about using this song in my classroom, and hope you're able to as well!

In my conversation with Joan, she brought up how validating it is for people to see others like them in photographs. She says, "Middle Easterners (like everyone) really respond to seeing their cultures represented visually. It communicates, 'You are welcome here. We want to get to know you.'"

For this reason, I decided to find photographs of musicians from all over the world for a bulletin board display, a display on your wall, etc, along with the word "Music" in many different languages. Here's what I came up with; click the picture to download the display for free! (There are eight photographs total with the display, along with the "Music" sign.)

Thank you so much to Joan for your invaluable advice and resources. She has traveled often to the Middle East and is so thoughtful about her teaching of music from other cultures. If you are going to the OAKE conference in Philadelphia in March, make sure to register for the mini-conference with Joan! She will be sharing ideas about bridging the gap of music, religion, and culture, and I know she will be amazing!

I will be writing soon with more thoughts on making all students feel welcome.  Feel free to comment below with your suggestions or thoughts. Have a wonderful day!

Three favorite folk dances

Three favorite folk dances

With the start of the new year, many of us are thinking about being more healthy and getting more exercise. As music teachers, we are very lucky that we aren't sitting behind a desk all day and can get up and dance with our students! Below are three of my all-time favorite folk dances, as well as three of my favorite folk dance resources. These dances are GREAT for getting exercise, working with a partner, understanding dance formations, keeping in time with music, and so much more!

"Highway No. 1" by the Shenanigans

This is one of my absolute favorites! You can buy the track on iTunes here, and the directions are within the song itself. Students simply listen, pretend to drive a car around the room, and make stops on Highway No. 1 (which is a highway that goes around the perimeter of Australia.) At each stop, students do motions, like "walk, walk, run, run, run," or "step, together, wiggle." Students really love this dance! I've used it at informances, at performances, and in class. The album also has a backing track which has space for students to make up their own motions! Here is a picture of my first graders from two years ago doing the dance:

I Love a Rainy Night

I found this dance in Sanna Longden's "More Folk Dance Music for Kids and Teachers," which is now posted for free on her website. The dance is done with the song of the same name by Eddie Rabbitt. The first time I did this with my 5th graders, I was floored by how much they loved it! Many of them knew the song, even though it's from 1975, and they loved singing along as they danced!

After a discussion about why we did the dance, my 5th graders decided we should try it with "Feliz Navidad." My favorite moment was when a kid yelled out, "It'll work if it's in 4/4!" (Yay for big ideas!) Although the tempo is a bit faster, it totally worked, so I had them perform it at our school-wide singalong!

'T Smidje

I learned this dance a few years back from my good friend Andrew Ellingsen. Andrew is a master at sequencing folk dances; if you ever get a chance to have him present for your district or chapter, you should! Here is a video of the dance; you can purchase the music here:

For detailed directions for the dance as well as the song's meaning, check out David Row's fabulous post here.

And now for my three favorite folk dance resources! I call "Teaching Movement and Dance" the "Folk Dance Bible." Click on it below to see it on West Music:

You can purchase the CD's for the dances separately. It's initially an expensive purchase, BUT then you have them for years to come! Totally worth it!

Chimes of Dunkirk is another excellent purchase (as well as any book in the New England Dancing Masters series). The set includes the book with directions for several dances, as well as the accompanying CD:

Sanna Longden's CD's and dances are great...and as stated above, she now has all of the directions for  her dances for free on her website! Click on "products" to purchase her CD's, and "teacher guides" to read the free directions.

Looking for more folk dance ideas? My Facebook group, Mrs. Miracle's Chat Room, discusses our folk dance favorites every Friday! For even more folk dance ideas, check out my Pinterest board below:



What are your favorite folk dances? Feel free to comment below, and happy dancing!
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