Thank you so much for posting this! I am using this video for a classroom observation assignment in one of my classes, and I really love this video. It's wonderful to watch you teach!
Could you share about how you set the expectation of them coming in quietly and safely? Do you do the same opening sequence if they are more rowdy and energetic?
Glad it's helpful! I posted for instructors to share with their music education methods classes who are unable to observe in schools due to COVID19 closures.
@@heathershouldice3294 GREAT VIDEO TAPING HEATHER AND WASOME SINGING EVEN THOUGH I CANT SING ON KEY LIKE YOU I NEED SOME PRACTICE ON IT BUT ANYWAY YOU AND YOUR KIDS DID AN AWSOME VIDEO TAPE EXAMPLE OF THIS COOL THING KEEP UP THE GOOD WORK AND HAVE A MERRY CHRISTMAS AND A HAPPY NEW YEAR. FROM DISNEYLAND LOVER.
Hi, I love your lesson! I am looking for ideas for a lesson plan for a kindergarten music lesson as a substitute teacher. What is the reason you always sing (also your instructions) is it to keep their attention or to remind them of the tonality for the root note game? or is it just for fun? Very nice activities, you gave me a lot of inspiration, thank you!
Hi! Glad the video is helpful. There are two reasons why I sing my instructions. The primary reason is to maintain the tonal context of the song and keep the music going. The second is that it is physically less taxing on the voice to stay in my singing voice than to switch back and forth between speaking and singing.
If you're curious about Gordon's Music Learning Theory (MLT), check out my podcast called "Everyday Musicality." It's available on podcast streaming apps and via my website (everydaymusicality.com/podcast/).
Hi Kara! I taught my kindergarten classes as primarily informal music guidance, which is more aligned with the Early Childhood PDLCs through GIML. It's all about how to provide a rich musical environment and let the kids implicitly learn music through play. I didn't begin formal music instruction (which is what the Elementary General PDLCs focus on) until 1st grade. I thought of it as giving them the luxury of having a whole school year to hear lots of different tonalities, meters, and styles and to start to interact with the sounds in a playful, developmentally appropriate way (without expecting them to necessarily produce "correct" musical sounds) so that their audiation is ready to go for 1st grade and then we really dig in to skills. :)
And are you able to let me know the wording of the training game? what's the 1st two sentences? I only can get "the train is rolling down the track, too too...". Thank you!
During Hop Old Mouse (12:10 - 18:51), I see you're keeping track in your grade book, are you just checking for turns or are you also assessing? if so, what sort of rubric/ thought process are you using for assessment? is that part of MLT training or what you've developed on your own? I would love to attend an MLT training, but I don't think I will be able to this year.
Hi Jacob! I tell the students I'm just keeping track of turns, but I am indeed assessing. I'm using a rating scale, that was heavily informed by my MLT training. If you email me (heathershouldice@gmail.com), I can share with you a draft of the chapter on assessing from my book that will be coming out from GIA. :) Also, I have a number of MLT-related publications available on my website, including a chapter on MLT-based assessment that Jill Reese and I co-authored : everydaymusicality.com/my-publications/
Here's the fact, most kids don't like learning, practicing or studying musical instruments. Some parents condemn kids as pathetic failures when kids don't succeed in music!
The tune is called "The Fair Young Child." The recording is from an album called "You Are My Sunshine." It is published by GIA and contains 100 short recordings of tunes played on various instruments.
I can hear the sound fine when I play it, and others have commented about what they hear in the video so they can hear it, too. Sorry, but I'm not sure what the issue is that you're encountering!
Hi! For the most part, I like this video. However, I feel as though you were being a bit harsh with how the students sit, mainly with how they were told they wouldn't be able to participate in something if they didn't sit a specific way. I know and have worked with many students who are extremely uncomfortable sitting cross-legged. I saw this again when students fell over in the train activity, as they may have had issues holding themselves up and they were using their hands to catch themselves before falling. It just broke my heart a little bit that a student could be uncomfortable or in pain because they are expected to sit/move a certain way just because everyone else can.
Thanks for making that point, Monica! I don’t recall a child ever telling me it hurt them to sit that way. If they had, I would have let them sit another way. I asked them to sit cross-legged particularly during the train activity so that all the kids could get close enough to each other to put hands on shoulders. I haven’t actually watched this video in a while, but typically when they fall over in that activity, it’s because they or someone around them is a little too excited or being a little too silly. 😊
@@heathershouldice3294 hi again! Sorry I didn’t reply. This is not my main account and I forgot I was signed into it. Yeah I assume you know your students and what they need. As someone with physical and mental disabilities, it is just something I think about a lot, as I was always very uncomfortable when being told to do specific things that hurt me either physically or emotionally. Thank you so much for your reply!
Beethoven had a hard and difficult Difficult children growing up. His father would beat , kill Assault, abuse, and hit Everything he doesn't get Get the Musical notes Right!
