elementary general music Future’s So Bright,
I Gotta Wear Blue Light Glasses Corinne Galligan, WMEA State Chair, Elementary General Music
Elementary music is typically a joy- ous daily experi- ence thanks to the way music moves us and the age range of the students. For most students, we are their first guides on the path toward
becoming tuneful, beatful and artful citi- zens. Though the amount of planning, the sheer number of students we teach, and need to forever be updating our lessons and materials is a lot of work, most of us agree that we hold a coveted position in the educational journey of our students. This year’s challenges are plentiful, but there are bright moments in each day. Of course, the amount and presentation of “tuneful, beatful and artful” is extremely varied this year, as are our learning set- tings. Despite all of the adjustments, it is still a day brightener to see our young learners and make music with them, and music class is still the brightest spot of many of our students’ days.
Music teachers’ flexibility and creativity have long been upheld as unofficial stan- dards, but these traits have become em- phasized even more since March 2020. We went from solving problems like, “How do we plan the music and logistics for a 300-student concert?” to “How can we teach meaningful music concepts when we can’t sing/are teaching through a screen/ are only allowed to post nonrequired asynchronous lessons?” It is commend- able that we are sharing the joy of music with children daily. Most of the time this is so much harder than it was in February 2020, whether due to tech issues, a lack of instruments in our students’ hands, spotty internet access, or quite literally rewriting our entire curriculum.
Yet with the struggles come joys I would not have anticipated a year ago. Perhaps
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most striking to me are the types of con- nections I’m forming with my students and their families. I never thought I would “meet” as many of my students’ pets as I have, or have kids use my own pets’ names as they refer to their antics throughout the day. Some classes have had student-requested end-of-class “kitty parties” where kids literally bring their cats on screen and we just ooo and ahh over them. I have gotten to see students making music with siblings, parents, grandparents and babysitters, and it warms my heart every time. The grandpa who sits in on every kindergarten lesson? He’s my new favorite student caregiver! Seeing my former students (now in middle school and high school) be good sports as they echo younger siblings’ imaginary slide whistle sounds? I’ve teared up from both the sweetness and the hilarity. At a time when so many are disconnected due to being at home for safety, these new con- nections are even more valuable. Those learners who always needed the human connection of music class may especially need it now. It may also be more accessible to them as they have cats, dogs, stuffies and siblings to help bridge the physical distance between us all.
I don’t know about you, but student cre- ativity and critical thinking have taken off. It is not in the ways my students normally show their creativity when we can make music together in my music classrooms, but I have seen students experiment- ing with singing, “found” instruments, improvising and composing. We forge connections through sung and spoken attendance questions, sharing everything from favorite colors and favorite ice cream flavors, to what is the best part of being “you” and what makes you feel “shiny” as a human. Beyond these connections, kids are so creative in how they interpret questions and melodicize their answers. As we delve into topics of musical cul- tures and genres, my students are asking
truly insightful questions and are hungry for more information, even pulling out a second device to do some quick research when they want to know more. They are growing in leaps and bounds as humans and musicians, even if it is not in the way they do in a normal academic year.
This year has also given me chances to try new things that I would never have tried before. Not all of the technology I have implemented out of necessity will make it into my lessons in the long term, but some of it certainly will, and in other cases, some combination of my former beloved lessons and the new remote ver- sion will become my standard. Like you, I am exhausted and ever seeking to find a work-life balance, but I try to take heart knowing that much of what I am doing now can be transferred to future learning and lessons.
This year is anything but normal. It is stressful and taxing in completely new ways, but I hope as a profession we see the ways students’ lives are still deeply enriched by their music education and the new ways in which we can form meaning- ful connections with students and families while making improvements to our own teaching practices. What you do matters to your students, their families and the community. You matter too, friends. Until next time, please take care of yourselves.
Let’s connect! What is a success story that you have had this year? Come to the Wis- consin General Music Teachers Network on Facebook and share your ideas or your challenges.
Corinne Galligan teaches elementary general music in the Pulaski Community School District and also serves on the board of the Association of Wisconsin Area Kodály Educators. Email:
cmgalligan@pulaskischools.org or Social Media: @cmgalligan.
January 2021
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