WARGER, from pg. 17


• To end the day I often play classical music as students respond to a writing prompt in their music journals. My students immediately focus on the task at hand and spend those few minutes silently writing in their journal. The music sets the tone for what is being ask, to have silence and focus on their writing. In whatever context you may use the music, a reminder would be to always have a purpose, not overuse it and always be sure it is school appropriate.


As music educators we tend to spend our entire career advocating for music. Many times its effect on test scores and student achievement overshadow all other positive effects simply because of the state of education. I always remind myself that more than numbers is the affect music has on us as human beings. Sometimes we have to sit back, put the numbers and theory aside and appreciate what it is that music can give us…


MAGIC! asfjkl;qweruiopzxcvbnm,. References:


American Academy of Pediatrics. (2010). Music and Mood. Retrieved from healthychildren. org.


Haneisen, M. (2016). Music as a Tool for Calm and Mindful Kids. Baystateparent. Millbury, MA.


Weinberger, N. (1998). Understanding Music’s Emotional Power. Retrieved from musica.cnlm.uci.edu. Volume V, Issue 2.


MARTIN, from pg. 15


• Discuss the text with your students, then let them share their thought about the meaning of the words and about the choices that the composer made to set those words.


• Sing the text, a phrase at a time and experiment with the different possibilities for interpretation; even the possibilities that you might feel are “wrong”.


I’m sure that I have just scratched the surface, but hopefully, an idea or two may light a spark. Happy emoting, everyone!


22 MISSOURI SCHOOL MUSIC | Volume 71, Number 4


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