The Times, They Are a-Changing
Te world is a much different place now from what it was when I was a little guy growing up in Galesburg in 1964 when Dylan’s song made its debut. If there is one thing that is constant about the world in which we currently live, it is that things are continually changing. Since I began my career in education in the fall of 1976 so much has changed.
As I now look back, I realize I did a lot of things right in terms of the music making. Still I wonder if I could have been an even more effective educator. And so, I have reached out to the members of the Illinois ACDA Executive Board seeking out ideas and strategies that they have incorporated in their classrooms. Te remainder of this column is the result of collaboration with my IL-ACDA colleagues as they share curriculum ideas to develop critical thinking with their students.
Erin Stegall of Macomb Junior High School submitted, “I assess my students in critical thinking and problem solving by doing daily music theory lessons. We call it ‘bell work’ since they do it the minute they hit the door. Student are given various exercises on music theory, rhythm exercise, tonic solfeggio, and musical terminology. I assess them two ways by having them do pencil paper exercises and aurally by sing-offs (I assess them with a rubric).” Erin serves as the District IV Choral Representative.
Andy Jeffrey of Glenbard West High School says: “Te students have to use their knowledge of note names on the staff, their understanding of solfege scale degrees, and take a piece of given information provided by the key signature to identify an unknown piece of information, namely the key signature. Ultimately, I have the kids boil all this info down to a rhyme to help them remember. It goes like this: sharp=ti, flat=fa, major=d, minor=la. With just this info you answer the two questions, what do I know and what am I looking for.” Andy is the editor of Te Podium, the online newsletter for IL-ACDA. See our website:
il-acda.org
Ron Korbitz of Brookdale Elementary School in Naperville shared, “My 4th and 5th graders sing a passage while watching me direct. I will tell them to’ sing what I direct’. After they have followed my direction, I ask them to tell me what I directed. It may be a dynamic like forte or crescendo. It may be a fermata or staccato or legato. Te students are analyzing gesture, sound and terminology all while learning to watch the director (we hope). I also ask them why I made them sing a passage a certain way and encourage them to study the music, not just the lyrics-which is common at this level, to find the answer.” Ron is the R&S Chair for Children and Elementary Choirs.
Winter 2010 |
www.ilmea.org
Jeremy Little of Vernon Hills High School suggested some journal ideas as you approach concert time.”(1) List and explain three aspects of a great performance. Tis could be from the choir’s perspective, from the audience’s perspective, or something else altogether. For each aspect, include your rationale in one or two short sentences. During the rehearsal ask students to share one of their aspects and reasoning, discuss the concept, and write it on the board. Ten try to ‘fix’ this aspect, and critically question the class as to the progress being made. (2) After the rehearsal reflect on the aspect of performing that you feel the choir improved most today. How did we accomplish this, and why do you feel this was the case?” Jeremy is the R&S Chair for Senior High Choirs.
Beth Best of Hill Middle School in Naperville contributed, “In 6th grade general music, I teach them melodic sequences during the Baroque unit and question and answer during the Classic. We were writing Q&A’s today, using the notes of the tonic chord as our questions and the dominant chord as answers. One boy asked if it was okay to make his answer a sequence to his question because the chord notes fit, demonstrating higher level thinking” Beth is the current President Elect of IL-ACDA.
I am sure each of you reading this article have strategies that have proved successful for you and your students. Some of you reading this article are looking for ideas to help you in your quest to be an effective music educator. I encourage you to reach out to your colleagues and set up share sessions to connect with friends as well as to learn from one another.
Both IL-ACDA and ACDA has a wealth of information out there in cyberworld just at your fingertips. And like IMEA and MENC, we hold statewide, regional and national conferences that are designed for the choral music educator. ACDA will hold its national conference in Chicago this March 2011, and IL-ACDA will hold its 20th Summer ReTreat in early July. Perhaps you can join us at ISU!
Te IL-ACDA Executive Board looks forward to seeing you at the IMEA All State Conference in Peoria. We will be sponsoring two activities that we hope you will consider attending.
Te times may be a-changing, but with collaboration we can face tomorrow and beyond.
Brett Goad, President IL-ACDA
P.S. Tanks to Erin, Andy, Ron, Jeremy and Beth for sharing their ideas.
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