Thursday, August 31, 2017

Updated: The Adventures of Mozart the Marvelous Mouth Magician: Singing in the Head Voice

First posted on August 10, recopied with a few updates:

In Missouri, one of our music objectives is teaching first graders about singing in head voice. As we know, this is important for vocal health, to save the throat and to encourage children to sing in their natural ranges. We use sirens, scarves, and other tricks.

I am always looking for new ways to utilize my ever-growing collection of puppets in new ways. This year (2016), I had a brainstorm. Two years ago, I used a Merlin cap as part of the sixth grade program. I will admit, I'm lazy. My costumes are housed in our school basement in a corner of the STEM closet. Somehow, the Merlin hat didn't make it to the box, and I really didn't want to go downstairs to put it away. So, the hat ended up on my boy Folkmanis puppet we had named Wolfie (for Mozart, from the movie Amadeus).  This year, I looked at the hat, and Wolfie, in a whole new light. The hat remained, and I renamed Wolfie to the much more dignified name of Mozart the Marvelous Mouth Magician, complete with I.D. card (well, the picture has to be taken care of first. He has a temporary one). I decided that Mozart would make a great tool to teach first graders about head voice and proper singing. The video below shows Mozart's first introduction to the first grade:


My heart almost broke when one little voice in first grade (when I talked about how Mozart was afraid someone would make fun of him) said "We would NEVER do that." Lesson in head voice AND lesson in character education! These kids were too precious. And the Merlin hat? Terrific visual in head voice! Since the superstrain of lice hasn't disappeared, the kids can't share the real Merlin hat, but we will be making our own for their next music classes so they have their own magic hat for head voice. Hopefully I will be sharing those activities as well.

UPDATE, August, 2017: The original post came out in 2016. I revisited Mozart recently, and the first graders still love it. They wondered why he always sat there last year when they were in kindergarten without participating, and now they know. The tie-in with being bullied and teased seemed to resonate with some of my students. They are very excited to make their own magic hats. I've refined the craft since I posted about this in 2016, so that's coming up soon! They especially loved it when Mozart "whispered" the idea about the kids having their own hats in my ear. Awww, the innocent hearts of first graders makes me hopeful for the future. 

So, we're going to keep on the continuing adventures of Mozart the Marvelous Mouth Magician. Stay tuned!


***Disclaimer: I will be developing activities with Mozart for future workshops and possibly other ventures. If you should choose to share this idea, I would greatly appreciate receiving credit. Thanks!

Sunday, August 27, 2017

They Can All Sing-The Primary Years and Head Voice



One of the trickiest things to get kids to sing in the primary years is getting some of them in that head voice. Whether it's because they imitate the adults in their lives who might sing in a chest voice, or just may not want to sing, encouraging that feel can often be frustrating. But there are tricks to getting these kids to get within their proper range and making it fun.

John Feierabend is probably the king of the early and primary childhood voice. That was his focus of study. If you have never been to one of his workshops, it needs to be on your teacher bucket list. His props and ideas for singing (such as the hummingbird conversation idea my students love) and his resources are full of great ideas. Most likely, you had been taught to teach songs by rote, a chunk at a time (whole-part-whole). In Feireabend's opinion, this doesn't work. It reinforces the beginning too much, and you lose them at the end. Instead, he advocates introducing the song and the games right away. Incorporate the song into other activities or as an introduction. Just sing it. For short songs, I like to sing the song and tell the students, "When you know the song, follow me and sing along". As students learn the song, they get up and follow me in a circle around the room. Students who linger? I just tell them, "You've got this! Do you want a friend to help?" A friend can walk with them and sing along.

Puppets, props, and pretty little things are great tools to capture the attention and get kids to vocalize and aim for that head voice. In kindergarten and beginning first grade, I just want them to get up there. We're not too worried about pitch (although I do introduce solfege in first grade.) Here are some examples of items I've collected over the years or created that encourage sounds that get them out of the chest:


  • Yodeling goat puppet. I bought this guy at our Books Are Fun stand one year at school. (In fact, my daughter was so enthralled, she wanted to borrow it for her university band's Sound of Music Feature.

    This is an exercise in listening. The goat "sings" The Lonely Goatherd. But my students are to NOT sing the regular words, but only echo the yodeling. Here's an example from class today:

This was a second grade class. And they were captivated. The goat is so much fun, the tough guys don't realize they're singing in head voice.

  • Sing-a-Ma-Jigs These toys apparently come in a variety of styles and it appears some have become collectors' items since I first purchased one about 10 years ago! When you squeeze the tummy, the toy "sings" a particular song (although you have to squeeze for each pitch). Squeeze its hand, and it sings individual pitches for matching. Squeeze its hand again, and you get vocalese exercises, which is what I used here with kindergarten.
                                                                    


Another great little toy--a versatile one--is a Hoberman sphere. Kids are fascinated by this expandable toy. I've used this for dynamics, movement cues, and for getting into the head voice, as this video shows (with first grade):



Finally, I love telling little stories in class to get the students listening and participating. I developed a little Dino Dance story, using visuals, to get my students to not only read, but to note the visual cues that indicate whether their pitch should go higher or lower. Here is a sample from class:


Vocal exploration stories are fun, short, sweet, and are actually something you can incorporate with your students later as they begin to write. They can write their own vocal exploration stories. You can find the Dino Vocal Exploration Packet on Teachers Pay Teachers. 

Share your vocal exploration ideas here for the chance to win a $10 TPT gift certificate! Contest ends September 1.

Next time: A revisit to Mozart, the Marvelous Mouth Magician. I introduced him last year, and it's time to see what's going on with him this year.


Monday, August 21, 2017

They Can All Sing....Part One: Intermediate-Ages 4-6



True confession time: as a former band director and one who really only sang in church choir and the bare minimum to get vocal certification, I was (and often still am) a nervous singer, especially solo in front of other adults. More on that later.....

As a teacher, though, I've found my voice and courage to sing in front of my students. I honestly believe, because of my background, I have an understanding of how my older intermediate students feel about singing. As much as I encourage them to sing, I know, for various reasons, many are nervous or refuse to. It can be as simple as that dastardly voice change (which happens younger and younger....but that's for another blog), parents who didn't sing to them, social pressure that singing isn't "cool" (baloney!), or just plain shyness. As I tell my kids, I understand why they feel that way. The voice is the instrument that is at true extension of oneself. Make fun of that instrument...make fun of that person. You can't disconnect yourself from your voice.

So, in a class where we strive to make our kids feel safe, have fun, and be relaxed, how can we encourage reluctant singers to participate? I'm going to be running an ongoing serious of helping students find their voices, discourage bullying, and dealing with various voice issues. Today, I'm focusing on a group that I have found challenging in the past, but actually enjoy helping find their voices now: that intermediate age of grades 4-6.

First of all, I LOVE showing them YouTube videos of vocal folds. The boys get a kick out of it, the girls get grossed out, but they need to learn what is in there and why they should take care of it. I don't think they have any idea. For the longest time, I thought of vocal chords and long, tendon-like things in the throat. How can you care for an instrument if you don't know how it works? Here's an example of a video I like to show.

Another thing I discovered besides the fact that preteens like to get grossed out: they are pretty competitive and silly. They'll buy into something if it involves competition and a unique way method of presentation. So, over the years, I've developed some rather unconventional ways to get most reluctant singers and participants to become engaged, at least more than they had.

For quite a few years, I have used a Vocal Football bulletin board system, very similar to the Recorder Karate system. I set up a bulletin board much like this:



Each student in grades 4-6 has a little paper "football jersey". I keep them in envelopes by class. As individual students sing various warm-ups or solfege patterns, they pin their "shirt" on advancing yard lines, aiming for a goal. Once they hit the goal, they are eligible for the Superbowl of Vocal Football. Those patterns are even more difficult. If they achieve that, they get a bonus, such as free seating or a prize, a certificate, and their name posted outside my room. This year, I needed that bulletin board for something else, so I am developing the same activity in Smartnotebook, where each class can have a file. I actually have a Vocal Football packet on Teachers Pay Teachers, which you can get here.

Another neat activity that turned out to be loads of fun (even if it was a mess) was a yarn game. Some of you might know the discussion activity involving yarn or string that is meant to encourage people to participate in discussions. One person contributes to the discussion, tosses a ball of yarn to someone else, and holds on to part of it. This continues, until the class ends up with a rather cool design. I decided to try this last year, but with solfege singing with my older kids. We sang a diatonic scale with solfege. One student started on pitch (and the class worked with that person if they weren't quite on). Once leader sang the pitch, the class echoed it until everyone was in tune, and the leader tossed the yarn, holding on to one part. The next person sang the next solfege pitch, and we continued. With my bigger classes of 28, we did have to go through the scale more than once, but it was a blast, as you can see here!:

Fourth grade class enjoys singing solfege with their yarn patterns

My last idea for today was inspired by a video by Bobby McFerrin. Bobby was demonstrating the beauty of the pentatonic scale in this video, and immediately, signals started going off in my head. I used large dots corresponding with the Boomwhacker colors and developed a Solfege Shuffle. I even use this with second grade. I started off as the conductor, using simple so-la-mi patterns (green, purple, and yellow spots). As I tapped each spot, the students sang the corresponding syllable. It helped my second graders understand that going to the left meant singing lower and going to the right meant singing higher, a nice segue for instruments later. For my older kids, as they sang various intervals in tune, I gradually started adding more dots until I had a full diatonic scale. When I was brave enough, I encouraged various students to be the conductor. I noted that the reluctant singers were not so reluctant to be conductor. Not only that, but when others were the leader, those "reluctant" singers were no longer quite so reluctant.




Student getting ready to do the Solfege Shuffle.




I love this game a lot! It's fun for me, and a quick assessment to see who was trying to do their best and who was having difficulty matching. You can find a version of the Solfege Shuffle on my TPT page here

Finally, once I encouraged students to focus through the use of audiation, singing improved remarkably. Our kids have trouble focusing, and that includes true listening. Kids don't stop to listen. By adding accompaniment as the last thing, modeling, and using student models, my students, slowly but surely, are matching better. One trick with audiation I use it to sing a pattern of a song we are learning and make them sing it in their heads before singing it back without me. When they are forced to stop and the room is quiet, pitch match is not only improved, but the ability to sing in harmony gets better because the phrase becomes innate. Stopping for silence before singing might seem like a time waster, but like stopping to review rules, in the end, it saves endless frustration and wasted rehearsal time. And the kids feel better!

Please feel free to share ideas of how you encourage your intermediate kids how to sing and participant. I love the idea shares. Next time....working with primary head voice.

Hey, there's a sale at TPT on August 21. Check it out!

Thursday, August 10, 2017

Beginning of the Year: Open House



My principal was sweating it. A fourth grade colleague was sweating it. The library media specialist was sweating it. I decided to change my room vastly this year, and they were worried that Ms. Pack Rat wouldn't be ready for Open House. Well, I did my cool "I got this thing" down. Deep inside, I wasn't so sure. I'm going flexible seating. I received new stands for my Orff instruments. I obtained a desktop from the library for a computer station. And stuff, even as of yesterday, was OUT.

But I persevered, and I made it! And, my Open House was successful.

I love Open House. I love the excitement of the "instrument petting zoo". I love seeing older kids come back and reminisce and give hugs. I love how excited the parents are, making coming back as familiar friends. I did a few things different with my Open House this year.

Here is what my room looked like for Open House:



Since my instruments are out on stands this year, I'm trying something new to hopefully decrease the "tap" on instruments as students are passing by. First, I plan to put floor tape in front of them, as a barrier. Kids understand that line, even those who are pretty rambunctious. After all, sometimes kids who have sensory issues or difficulty keeping still will sit in a designated square. They know they can wiggle as long as they don't cross the line.

So for Open House, I had tickets left over from when we distributed tickets as part of our PBIS system. When parents brought in youngsters, I asked them if they wanted to play an instrument. I said the price of a ticket was to either tell me the right way to play an instrument gently or for newbies, listen to me describe it. Worked like a charm! So this year, I plan on ideas to incorporate that. (But that's for another blog).

I also ran a Power Point that included images and videos of what we did last year, highlighting the fact that my training is Orff and Kod├íly, and what those approaches mean. I also included a Q code leading to the school music Facebook page.

This year, I am using Bloomz as my electronic messaging service. I used another one last year, but wasn't satisfied with the limited characters and that fact that some people were receiving messages sporadically. My sixth grade teaching friend recommended Bloomz, so I had my letters ready for parents to pick up. Seriously, parents are more and more willing to receive things electronically if they have the option and the ability than paper. Something to think about!

This is where I could also promote my two afterschool programs: Music Explorers and Musica Primaeva and pass out information letters. Wonderful because that can allow me to get started as quickly as possible with rehearsals.

Best part? Seeing everyone. Seeing the excitement. You know? I think I'm ready.

If you would like to see my Power Point, please let me know, and I will share the Google link for it.

This wasn't going to be my next blog post, but you know, after seeing people like this little girl pictured below, I just had to post!


Next blog post is coming in a few days, after I calm down from the whirlwind of getting ready for Day One, which is Tuesday. The next blog post? Dealing with reluctant singers, part one. And guess what? The bonus is a video discussing how to deal with the situation when the reluctant singer is......you. Yup. Been there, done that!

Wednesday, August 2, 2017

Ideas for August: Solar Eclipse

Musical Ideas for the Solar Eclipse


My area of the world is getting very excited. Hotels and motels have been booked for months. We are right in the path of the solar eclipse, headed this way on Monday, August 21. My district has ordered glasses for everyone, and has some great plans in store for us. Since my school starts on August 15, that gives me a few days to include some music activities that can correlate with the topic. I love doing that, if I plan ahead! This year, since the first big event happens right after school starts, I have had time to think about what I want to do.

When I'm starting with my kindergarten class, I will still be working with students who can't remember their carpet square, who will want to get up and move and touch instruments, and all those wonderful things kindergartners do. In my room, kindergarten students are not quite ready to head into locomotor movement. Not just yet. So, we work on non-locomotor stuff, getting our bubble gum out and making our bubble, and learning self-space. I also want to assess on singing voices, noting who might have had a nice singing background, with finger plays and songs with hand motions, and who hasn't.

I decided to write a little tune to go with the solar eclipse and create some hand movements for it. This gives me the opportunity to reinforce what the classroom teachers is already presenting in the classroom, work on hand movements, creating movement in our rug square, and assessing who uses singing voices and who doesn't. I call it My Solar Eclipse Song. Here's a little sneak peak of how it goes:


After the eclipse is over, then what? The words can be easily changed to fit any solar system topic the teacher might want to cover.
Use this song in first grade for movement. Divide your students into groups of three. Rock-paper-scissors to see which child is the moon and which child is the earth, and do the same for the sun. The moon goes around the earth, which rotates around the sun. (And, as we know, little children like to rotate anyway!) On the first three lines, the moon does its rotation and the earth its rotation. When they sing, "And for a bit", the moon makes sure it is in between the earth and sun (review of the phrase "in between") and holds his/her arms up to "hide" the sun". On "That's the eclipse", repeat the same actions, with the same hiding movement on "And for a bit".

Students can also learn to sing "Sally Go Round the Sun", which includes a verse about the moon. This is a great opportunity to again make connections with orbits and how each heavenly body moves around the other. The Holy Names Kodaly database is a wonderful source for little folk tunes and play parties such as these. The song goes like this:
Sally go 'round the sun,
Sally go 'round the moon, 
Sally go 'round the sunshine
Every afternoon, Boom! Boom!



With your second and third graders (and mature first graders, since this IS the beginning of a new school year), you can add the actions (and introduce the "big word" concentric circles):

Form two concentric circles that move in opposite directions. On "Boom, Boom", each child turns to face the person right next to them in the other circle and stamp their feet.                                 .

This makes a great activity to get your students moving at the beginning of the school year. A different version of the song can be found here. And here. And here.  Do you notice a quick music objective that can be met by this simple little folk ditty? Same and different! Select two or three versions of this song (depending on your time and other objectives) and ask students to identify what is same and what is different. In the curricula or standards of many schools, piano and forte is also introduced in second grade. Perform these songs in these two dynamic levels. Add any creative expression learned or to be introduced for these grades.

Speaking of movement, anything involving the solar system or space lends itself well to creative movement. If the thought of movement scares you, it shouldn't, especially when you have a set of action words to help your students thing about movement.

So, let's start with these words: mirroring, shadowing, contrary motion, levels, and positive/negative space. Mirroring is simple enough. One student is the "human", and the other the reflection. Students face each other, with the reflection moving the exact same way as the "human" (same side as opposed to left/right. We do this all the time!)Shadowing is very similar, except the "follower" is behind the "leader". In contrary motion, the students in each pair, of course, use opposite moves (i.e., one has hands up and one has hands down). 

Positive/negative space movement is fun. Basically, each student in the pair fills in the "empty" space used by a pose of his/her partner. For instance, one student can hold his/her arms in a circle. The other student reaches in with arms, making a "chain" by utilizing the space the first student didn't. (This type of movement is a great cross-curricular connection with positive/negative space in art, by the way).

Begin by showing one of these two videos on the solar eclipse to your students:
1. PBS
2. YouTube: From BBC One

Students should use musical terms to describe the movement of these heavenly bodies with their shoulder partners. Do they move slowly? (Moon and sun). Quickly? Slowly?

Next, present the above movement terms to your students and demonstrate. Provide other parameters you might want for movement, keeping in mind you want to allow freedom for creation. Just determine the boundaries necessary for class management for each class.

You can use one of the following selections from my Spotify list for the students to improvise their movement creation. Anytime I'm seeking a thematic movement work, I just type in the term, and it's amazing what pops up. That's why Spotify is wonderful. It's a terrific way to discover new music for listening and movement. Here is the link to my Dr. Stafford's playlist. Some of the selections differ stylistically. If you have time, you can play two of the selections that contrast and use it as a listening journal, or, as we older music teachers used to call it "SQUILT" (Super Quiet Uninterrupted Listening Time).

Finally, I do have another activity on TPT for older kids. It's a solar eclipse body percussion activity. In this activity, speech about the eclipse leads to body percussion. You can perform this activity as is in an ABA form, or offer time in a creative session in small groups so students can brainstorm other words that describe an eclipse, to create a class rondo. Each group will be the C, D, etc. sections of the rondo, returning to the A section. You can expand this activity even more by transferring the body percussion to regular percussion, even pitched. If you choose to use pitch, make sure you set a pentatonic scale and allow students to just improvise their melodies.

I have to be honest: I am excited for the eclipse. Yes, we'll probably have to pull a few kids off the ceiling. Yes, we'll have to fight a few kids to keep their glasses on. Yes, my town will have tons of traffic with outside visitors. But what a MARVELOUS way for kids to see science for real; an event they will not see again in their lifetimes unless they become eclipse chasers.

Do you have any ideas or plans you are using for the eclipse? Feel free to share in the comments!

Image from http://www.nasa.gov