orchestra
Creating an Inclusive Music Environment Cynthia Kiepert, WMEA State Chair, Orchestra
Composition in Orchestra Class I love Wisconsin especially in Octo- ber… the reason? It is the month that has the Wisconsin State Music Conference in Madison, which
involves connecting with fellow educa- tors/friends while we are engaged and inspired by the wonderful sessions and music presentations. An evening highlight is the WSMA State Honors Music Project concerts featuring our talented young musicians from our school ensembles, a very proud moment for all. I have been writing and including composition in several of the articles because I have a passion for the elementary students to experience the “creating” aspect of music at an early age.
October is the month that I begin “Hal- loween” compositions in the elementary orchestra classes – mostly sixth grade students, some fifth graders. Most of the large group classes for orchestra are at the end of the day until 3:35 p.m., yet I find myself walking out of school smiling with
a bounce in my step because of the creativ- ity of the students. The students’ faces are concentrating, getting their ideas down on the staff paper, then working with each other, creating… what can be better than seeing the “wheels turning” as a composi- tion is being created by the students?
What are your composing experiences you received in school orchestra or in your pre- service years? Did you receive composi- tion training while in college to prepare for teaching? How much time do you feel you can give to composition in the orchestra class? Is a music performance schedule keeping you from including composition projects in the orchestra class? Shortened instructional time? Funding to support technology for composition? How about pedagogical materials easily accessible for the orchestra teacher?
The initial composition project doesn’t have to be long especially when in the elementary or middle school where they may still be just learning to play their instruments; they may only know the D, A and G strings. I can share that I do not have them do standard notation for the first composition, unless they want to include it. We talk about feelings, stories, form- ing sounds that sound “spooky” and how
to incorporate a short melody in between sounds. The students can work in small ensembles or alone or I am their ensemble partner. The whole process takes three classes approximately 30 minutes for each session – they practice, present it to the class and talk about their composi- tions to all of the students in the class. I record the final presentation and invite the principal to hear their compositions where she asks questions of each student as in a reflection of the activity. The questioning helps to define their understanding of the composition project. It is amazing the questions students ask during the com- position progression and the product of their solutions. The students are reaching towards a higher level of understanding, analyzing and connecting with the music and each other.
Practicing Inclusion While Studying Bach to Rock It is not a “one-size-fits-all” approach, rather “how all students can fit” with an individually designed inclusive orchestra classroom. Why? Mostly all students love music and find it personally satisfying to learn and achieve at their own pace. One of our challenges as educators is to reach the needs of every student in an orchestral ensemble setting. We want to provide meaningful learning experiences for stu- dents that will encourage, excite and lead them into achieving understanding of our world around us. Music educators have these strategies that will allow for pro- gressive achievement in students’ musical knowledge and skills.
Does your school have a Tri-M chapter?
Join the only national honor society for student musicians in grades 6–12. Start a chapter today in
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Tri-M@nafme.org • 1-800-336-3768 30
Some ideas or strategies to help with inclusion experiences may include the following:
• Creating a physical environment that sets up for success for all stu- dents.
• Individual lessons with the teacher, who may record the parts for the
January 2018
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