3-5, Elementary Music, K-2, Lessons

Calming Down Activities for Music Class

As music teachers, we spend a great deal of time trying to get kids; energy up—it requires energy to sing, dance, use scarves and parachutes, etc. We do tons of movement activities and games that teach but also are a lot of fun. And then we send the little people back to their teachers without calming down…

Halfway through the year, I realized I was sending these kids back wired. I thought that getting the wiggles out by dancing was enough, but it isn’t. Kids do not yet know when or how to calm themselves down—they need help calming down.

Since then, I have done a much better job at calming kids down. I find that they act better in line, and hopefully beyond that.

So here are a few super easy end of class calming down activities to help your kids.

I also sometimes use them throughout class if they are particularly wild that day.

These are not anything monumental, but they work. They are all no prep and can be used for any amount of time.

Calming Down Activities for the Music Room. Some ideas for musical ways to get students to wind down before sending them out again. Becca's Music Room.



SQUILT

This is a great concept. You can check out the website here. SQUILT stands for super quiet uninterrupted listening time. The basic premise is that students learn how to listen to music.

And that’s it.

Just listen.

Now, we all know that students cannot just sit and listen. They need something to do. There are lots of different ways to do SQUILT (I love these worksheets for when we do this as a large part of class).

My favorite way is to have students close their eyes and “put the music in their bodies”. I tell them they can move their head, hands, or bodies, but they cannot get up and they have to close their eyes. They actually get really into it. It’s awesome. I have seen a huge difference in the kids’ ability to move to the music and describe it since I started incorporating this.

Another way is to have them show you movements. With my older kids, I will play a song and have them close their eyes and show me the hand signs for the letters of the form. You could have students put their hands up for high parts and down for low parts. Have them pretend to play an instrument they hear. There are all sorts of super easy movements that can keep kids engaged.

Bonus: You can use this as assessment!

Also read: Lesson Ideas: Creative Movement with Scarves

 

Videos

Now, videos are always a great way to end a lesson and calm children down. You can find videos of everything on YouTube.

One easy thing to do is to show an orchestra playing a song that you learned. So if you did a movement routine like this Bizet scarf routine, you could show people playing the music. This helps kids get a feel for the song.

You could do a video that has to do with the country a song is from, or a composer.

For time fillers or for fun, I like to use some of Disney’s Silly Symphonies. They are cartoons set to classical music and they are hilarious—and have classical music! I always ask the students to notice how the music and the cartoons line up.

Calming Down Activities for the Music Room. Some ideas for musical ways to get students to wind down before sending them out again. Becca's Music Room.



Books

Books are a great way to get students to calm down. You can find a book that goes along with any of your songs or concepts.

There are also a ton of great music books. Berlioz the Bear, I Know a Shy Fellow who Swollowed a Cello, and Orchestranimals are some of my favorites! You can click on the pictures below to see more about them on Amazon.

Sing Alongs

Thre are a few ways to do sing alongs.

First, you can teach a song (or do a song they learned a while ago) and sing it while you play a background instrument (I really want this ukulele!). Second graders especially love songs that build on themselves—we have done There was an Old Lady who Swollowed a Fly and the Irish song Rattlin’ Bog (they thought this was wonderful!) and they were all about it.

You can also teach a song and put up a YouTube video with the lyrics on the screen.

And…. You can also use Disney sing along songs. I reserve these for right before a break or when I am trying to reward my students. I just play Disney songs on YouTube and they go for it.

Also read: Free K-2 Music Lesson: Animal Form



Deep Breaths

This is a super quick and easy calming activity. if I run out of time for a calming activity, I will at least do this.

I have students move their arms up and breathe through their nose, and then out and breathe through their mouth.

I have actually had kids request this.

Dum Dum Dah Dah

This is a really fun song that I often use when we are in line waiting for a teacher. You can check it out on YouTube. Essentially you sing dum dum dah dah and do an action, and the student copy you. It’s like music Simon Says.



Also read: Tips for Incorporating Social Studies in the Elementary Music Class

So those are some of my favorite calming activities. What do you do to calm students down? Let us know in the comments!

Happy teaching!



Calming Down Activities for the Music Room. Some ideas for musical ways to get students to wind down before sending them out again. Becca's Music Room.



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Elementary Music, K-2, Lessons

Free K-2 Music Lesson: End of School Luau!

Now of course, you can use this lesson at any point of the year, but I am going to use it on the last week of school (and will update with any extra information I come up with then). This luau will include singing, dancing, and of course, limbo. Although we are doing music standards (we sing music, we move to music, we connect music with history and culture), this lesson will be mostly fun.

Because it’s the last week of school. It’s supposed to be fun.

You will notice I pick activities strategically—we do an active warm up first, followed by a calming activity, then some fun, and finally a calming activity at the end. I try to structure all lesson like this, if possible.

This lesson will include a little bit of social studies. You can find some more social studies tips here.

And without further adu.. here is the end of school luau!

Free K-2 Music Lesson: End of School Luau! What better way to celebrate summer than with a Hawaiian themed party? This lesson includes singing, dancing, geography, and a lot of fun. Becca's Music Room.



End of School Luau!

Materials:

Focus:

I can sing and dance to Hawaiian music.



Procedures:

  • When students come in, give them a lei to wear for the day (I take them back for the next class, but you can let them have them if they keep them). Tell them we are having a luau and ask if anyone knows where they have luaus.
  • Tell them luaus are from Hawaii. Hawaii is a state in the US, but it is far away (pull up a map that shows Hawaii).
  • Baby Shark song! If you don’t know this one, it is awesome. You can check it out here.
  • Pick a movement for the chorus, verses, and instrumental parts of the song Hawaiian Rollercoaster Ride. Have students follow you in their movements. You can also have students pick, but I picked ours so that they went with the song. I used this strictly to have kids get some wiggles out so I wasn’t concerned about them learning very much in this part of the lesson.
  • Watch the video of the Lilo and Stich movie that has this scene. This one is the sing along version.

Free K-2 Music Lesson: End of School Luau! What better way to celebrate summer than with a Hawaiian themed party? This lesson includes singing, dancing, geography, and a lot of fun. Becca's Music Room.



  • Then, pick two students who are doing a good job to come up and hold the limbo stick. Have them walk in a circle (I use the perimeter of the carpet) and limbo under the stick. Tell them that if they hit the stick, they are out.
  • Alternate version: If you prefer, you can have them go through a different way each time. So one time they could crawl like a crab. They can walk like a dog, they can lean forward or backward, whatever you pick. You can pick a different one each time they go through.
  • Limbo! Play some beachy 50s music while they do this.
  • To help them calm down, show them some pictures of Hawaii. You can just google “Hawaii” and then show them the google images results. This helps them understand that it is an actual place, not just something in Lilo and Stitch.
  • Teach them the song “Aloha Oe” by rote or by solfege (whatever you prefer). You can see the ukulele/guitar/piano tabs to play with it here. Once they have at least kind of learned the song (I’m only doing the chorus), sing it with them and play an instrument (or sing with a video). It doesn’t have to be perfect, it just has to be fun!



And there’s our luau! It incorporates movements, games, singing, and social studies!

You could use this with older students as well—without even tweaking much.

Also read: Blue Skies Music Lesson

Another good thing about this lesson is that it has a very very easy backup plan—if the students are too out of control for the fun, then they can just watch Lilo and Stitch! (and make sure you write that into your lesson plans!) You can find more backup plans here.

What would you include in a last week of school luau? Let me know in the comments!

Happy Teaching!



Free K-2 Music Lesson: End of School Luau! What better way to celebrate summer than with a Hawaiian themed party? This lesson includes singing, dancing, geography, and a lot of fun. Becca's Music Room.


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Elementary Music, Management

Going Back to Teaching After a Really Rough Day

And I mean like a really rough day. Really, really rough day.

This is my first year teaching. And man, it has been a year. I don’t want to go into too much detail, because I intend for this to be uplifting, but I have been yelled at, cussed out, ignored, hit, and downright disrespected. I have some children that for the life of me NEVER sit down. I mean, spend the whole hour walking around my room touching my instruments. (Although I found out yesterday that they do it in everyone’s rooms, not just mine.)

We are not quite finished (still 22 days left), but we are getting down to the wire. Teachers are ready for summer (at least I am!). Students are ready for summer. And with that, comes some crazy.

And depending on your school, it might be a lot of crazy.

It might have already been pretty crazy, but now it is getting even worse.

Some days just drain all the energy out of you.

Then the next day, you are expected to go back to school.

How do you go to school the day after you were cussed out by a 10 year old? How do you approach that? How do you give your kids your best teaching self when you don’t feel like yourself?

I definitely do not claim to have all of the answers (and any input in the comments would be appreciated!), but here are some things that I (personally) have found help me out when it is the day (or the afternoon) after something really ridiculous happens.

Going back to Teaching after a Really Rough Day. Some tips for what to do the day after something bad happened, or when you feel defeated. What do you do? Becca's Music Room

Get Some Rest

This starts the night before (AKA the really really rough day). You need to destress. Whether that means taking a bath, reading a book, or just laying on the couch eating Taco Bell, do it. I know that this may be hard depending on if you have stuff to do or kids at home, but try your best. Put the kids in front of Moana and go use that hour and a half to take care of yourself.

I find that painting is a really great stress reliever. I paint a lot (so much so that I am about to open an Etsy shop), and it really helps keep my mind at ease. It is really great to take some time to just calm down and make something creative. (If you’re new to this, try abstract art. Anything goes!)

You can find more destressing activities in this post.



Take Some Time for You

This is more for the morning. In the morning, don’t just roll out of bed and throw some clothes on. Take a few minutes to enjoy yourself before going to school. That could mean reading your Bible, sitting on Pinterest, doing yoga, etc. It may just mean that you drink your coffee really slowly in the silence.

This will help get your mind right before you go to school. If you can take care of yourself, then you can take care of the children.

You can read more about morning routines in this post.

 

Pick Something Easy

Now, I know that most schools are sticklers for your lesson plans. But if it better to pick something easier on you than struggle all day. See if there is anything in your lesson plans that can be extended, shortened, or altered.

For example, I had a rough day a few weeks ago. It was a Wednesday. For the next two days, I was basically drained. My older students were learning a song and then getting on the keyboards. I shortened the song part (they still learned it, I just went a little faster) and put the extra time into their keyboard time (I always do half lesson and half playing for fun). I didn’t have to change my lesson plans, I just made it a little bit easier on myself.

If you feel like you just cannot do whatever your lesson plans say, then go ahead and reprint them just in case of an observation. And make sure what you replace it with is still going with the same standards.

For really easy lessons, I like this game or this movie.

You can read about backup plans in the music room here.

Going back to Teaching after a Really Rough Day. Some tips for what to do the day after something bad happened, or when you feel defeated. What do you do? Becca's Music Room



Remember….

Always remember that if a kid totally freaks outs, it is a rough day for them too. And they are still reeling from it too. What is traumatic for us is traumatic for them.

If a kid is having a rough enough day that they are screaming or they are walking out of the classroom or banging on instruments or whatever, then they are going to be upset as well. And although you may not ever want to see them again, you have to. So, make sure there is a consequence and then let it go.

It’s hard. I know. But you have to let it go.

That doesn’t mean there’s no consequence. That doesn’t mean you don’t learn from it. But it means that you do not continually punish them for something that they have already paid the price for.

 

So those are my tips for going back to school after a really hard day. Have you ever had these feelings? How do you deal with them? Let us know in the comments. And don’t forget to subscribe!

Happy teaching!



Going back to Teaching after a Really Rough Day. Some tips for what to do the day after something bad happened, or when you feel defeated. What do you do? Becca's Music Room


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Elementary Music, K-2, Lessons

Free K-2 Music Lesson: A Train Jazz Lesson

All month, I have been sharing Jazz resources with you (since April is Jazz month!). I shared ideas for incorporating jazz and a jazz lesson on the song Blue Skies (which includes scarves!). This week I have another jazz lesson on the song A Train.

Now, if it is not April, do not panic. Jazz is great to teach all year long, and can be used to incorporate many different aspects of music—pitch, steady beat, instruments, mood, etc.

This lesson has some steady beat, but the bulk or it is actually making up lyrics for a writing connection. Because as we all know, incorporating academics is very important. I did this lesson with K-2, but you can definitely tier it up and use it with older students. Free K-2 Music Lesson: A Train Jazz Lesson. This lesson uses the Ella Fitzgerald and has a writing component! Becca's Music Room

A Train Jazz Lesson

Focus: I can keep a steady beat while listening to Jazz. I can make up my own lyrics based on the song A Train. Materials:

Free K-2 Music Lesson: A Train Jazz Lesson. This lesson uses the Ella Fitzgerald and has a writing component! Becca's Music Room Procedure:

  • I started this lesson with a review of the song Blue Skies from the week before (which you can read in this lesson). Students kept the steady beat, moved their hands up and down with the contour of the melody on the chorus, and pretended to play each instrument during the solos.
  • Tell them: We’re going to listen to another jazz song. This one is a little bit different, because at the beginning, they use instruments to sound like something that is not an instrument. If you think you have figured it out, give me a quiet thumbs up.
  • Have students close their eyes and listen to the beginning. I always have them close their eyes because than they are not concerned with their neighbors. Be prepared, some of them will start laughing, because it is funny.
  • Ask: What did that sound like? (Keep letting them guess until they guess train) It sounds like a train! They use a drum to sound like the tracks, and a trumpet to sound like the whistle. What do you think the song will be about? Let’s see where we are going on the train…
  • Allow students to listen to the rest of the song, and determine where the train is taking them (to Harlem).

  • Tell them: This song is like a map. It is giving people directions to Harlem. Harlem is a place in New York where people would gather and write songs, write stories, make paintings, and do other artsy things.
  • You can do the next part as a class or individually (or in small groups!). Have students come up with three directions to get to Harlem—the sillier the better! I put things on the board like “Go over….” And let them fill in the blanks. With some classes, I had three people pick and we wrote them on the board as class lyrics. Some classes have better writing skills, so they got to make up their own.
  • Have students write their three directions and then “That’s how we get to Harlem!” on the bottom.
  • Have students illustrate their map. Make sure they show all of the directions.
Free K-2 Music Lesson: A Train Jazz Lesson. This lesson uses the Ella Fitzgerald and has a writing component! Becca's Music Room
Here is an example of one of my kids’ map!
  • Put on some Jazz music while you finish up!
  • Have students share their maps with their classmates.

  PS– Here is a really great video of Duke Ellington’s band playing the song!

And there you have it! This was a hit (even though I made them write) with all of my classes. And for those who cannot handle pencils and clipboards (yes, I have those classes and if you need some help with them you can read here), we came up with lyrics and then we just danced in our seats to the music.

What is your favorite jazz song or lesson? Let us know in the comments!

Happy Teaching!

 

Free K-2 Music Lesson: A Train Jazz Lesson. This lesson uses the Ella Fitzgerald and has a writing component! Becca's Music Room

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Elementary Music, Lessons

Tips for Incorporating Social Studies in the Elementary Music Class

As music teachers, most of us try to incorporate different subjects into our classroom. Some of us may even have administrators that ask us to do this. I would do this regardless, but my administrators have expressed that they would like to see this as well. In school, social studies was one of my favorite subjects. I have always loved history and different cultures.

Even before I became a teacher, I knew that I would want to incorporate as much social studies as possible into the curriculum.

Throughout this year, I would say I have done ok with that. I definitely haven’t added it in as much as I would like, but I have used it some. I admit, I have been concerned with the new teacher I-want-to-teach-everything-everyday issue. I keep thinking I want them to sing every day and move every day and read every day and play music every day and incorporate other academics…. And that is a lot of stuff. I am trying, and hopefully I will be able to add more next year.

Anyway, here are some super easy tips on ways to incorporate social studies (history, geography, and different cultures) into your classroom. Most of them are little things you can add into most lessons without very much effort.

Check out a music-science lesson here and a math lesson here!

Incorporating Social Studies in the elementary music room. Some practical ways to use social studies with the lessons you are already doing in your classes! Becca's Music Room.



Keep a Map

This is something I installed at the beginning of the year and I love it. All year, I add songs to our map to show where everything is from. And every time we learn a new song, I show the kids where we live and where the song is from on the map. I also allow them to ask a few questions, because maps make kids super curious. (“What’s that big purple one? It’s huge!” “Why is England so small?”)

I have caught kids staring at it while getting into line, because it is a cool thing. I color code it so that each grade has a different color.

I printed mine off of the internet, but I couldn’t get the quality very good. I am planning to buy this one off of Amazon.

Incorporating Social Studies in the elementary music room. Some practical ways to use social studies with the lessons you are already doing in your classes! Becca's Music Room.
This map is up all year. I add names of songs as we learn them.



Use Music from Different Countries

Most of us do this without thinking, but think about it. Especially with older kids, tell them where the song is from or what kind of music it is. Add in one or two fun facts about the country or the culture.

It doesn’t have to be long, just one or two little things.

Even if you don’t go with different countries, you can show them different styles of music too. I have a really fun music styles bingo that you can do once they have learned about it. Find it here.

Incorporating Social Studies in the elementary music room. Some practical ways to use social studies with the lessons you are already doing in your classes! Becca's Music Room.
Bubble map about things we learned about Ireland during our St. Patrick’s Day lesson.



Embrace the Holidays

Black History Month. St. Patrick’s Day. Mardi Gras. Hanukkah. Christmas. Hispanic Heritage Month.

All of these provide easy opportunity for teaching about different cultures. Pick some lessons that go along with what holiday is coming up. Explore traditions in different countries.

 

Use different instruments

I observed a teacher this year that had an instrument of the day. Each one provided an opportunity to talk about different cultures. When I was there, she was showing the claves, so they talked about where they come from and what the claves are like. Then students who did a good job throughout the lesson were able to play them for a minutes or two.

This is a really great calming down activity, and if you are reinforcing the song or dance from the lesson, it is even better.

I just got some castanets like these!

Incorporating Social Studies in the elementary music room. Some practical ways to use social studies with the lessons you are already doing in your classes! Becca's Music Room.



Composer of the Month

This is a little more on the history side—composer of the month. This is something I have not tried but I have seen other teachers doing. Each month they pick a composer, and then use some of the composers’ music in the lessons. That doesn’t mean that that is all you do, put a portion of it. You can take some time to talk about the time period and the composers’ life—again, they do not need a big long lecture, just some quick facts.

Try to pick people you were going to pick anyway. You can use their music for movement routines (like this one) or for listening activities (like this one). For younger kids, it is a good idea to have a calm down activity so that they are not totally crazy when you release them into the hallway. I have found that just having them close their eyes and “move to the music” is a really great way to accomplish this.

Incorporating Social Studies in the elementary music room. Some practical ways to use social studies with the lessons you are already doing in your classes! Becca's Music Room.
Example of a chart on a country.



Show the country

This is my favorite thing to do. Whenever we talk about a different country, I show them where it is on the map, and then I google it and show them photos. It requires no set up at all. For St. Patrick’s Day, I typed in “Ireland” and showed them pictures of the landscape, the flag, the map, etc. Then we look at the pictures and talk about them. It’s super quick, and they will be amazed by it.

I find this is good because it makes it come to life. You can say that we are learning about a country called Ireland, but it may as well be Narnia if they cannot at least see pictures of it. Once they see pictures of the country and maybe the people, it becomes a real place to them.

 

So those are a few of my favorite ways to incorporate social studies in the classroom! I did not include any sort of country study or videos or books, but all of those are also great ways to include social studies in the classroom.

How do you incorporate social studies? How do you incorporate other academics? Let us know in the comments! And don’t forget to subscribe!



Incorporating Social Studies in the elementary music room. Some practical ways to use social studies with the lessons you are already doing in your classes! Becca's Music Room.



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3-5, Elementary Music, K-2, Lessons

Free Music Lesson: Blue Skies Jazz Lesson

As you may know (or you read in my post about Jazz lessons here), April is Jazz month! I actually just finished a unit on jazz (yes, my planning should have been better), but this allows me to share some of my jazz lessons with you. This one is one of my favorites from the year, based on the song Blue Skies. I used this with kindergarten, 1st, and 2nd grade. This lesson uses the song Blue Skies to incorporate singing, movement, instruments, and improvisation. And yes, I used scarves. Because if you cannot tell from this post or this post… or this post…. I LOVE scarves. They are fun, they integrate movements, and you can use them as incentives. What could be better? Now, this was actually two lessons for my students, but I will put it all here and you can make it one or two (or three if you want). Free Music Lesson: Blue Skies Jazz Lesson. Jazz lesson including singing, dancing, improvising, scarves, and instruments! Becca's Music Room.

Blue Skies Jazz Lesson

Focus: I can sing, move, and improvise to jazz music. Materials: You can click on these affiliated links to see them in Amazon.

Procedure:

  • Tell the students that we are going to learn a new style of music, called jazz music. Jazz music started in the United States when people from different cultures mixed their music together.
  • Listen to Blue Skies. You can do steady beat motions (snapping to the back beat is great for this), or have students close their eyes and “move how the music sounds” (I talk more in detail about this in this post).
  • Ask the students: If we have Blue Skies, what do you think that means? Are we happy or sad?
  • Teach them the chorus for Blue Skies by rote. While doing this, have the students move their hands up when your voices go up and down when it goes down.
  • Practice the chorus with the recording.
  • Listen to the song again, this time doing steady beat motions (patting shoulders, marching in place, swaying, etc.) until the chorus. At the chorus, stop and move hands up and down to trace the melody (my students like to pretend they are holding a paintbrush and we are painting the melody).
  • Do this activity again, but use scarves this time—because scarves make everything better!

Free Music Lesson: Blue Skies Jazz Lesson. Jazz lesson including singing, dancing, improvising, scarves, and instruments! Becca's Music Room.

  • Have students get a handheld percussion item, like tambourines (we just got these from Donor’s Choose and they are awesome!).
  • Have students keep the beat on their instrument on the verses and move their “paintbrush” up and down on the chorus. You could also have them move their tambourines up and down for a fun effect.
  • About halfway through, stop the music and talk about improvisation. Tell them this is something that happens in jazz a lot, where we make up our own music. Does this mean we are just as loud as possible? No. This means we try to think about what will sound cool and do that.
  • Play the song and allow students to improvise to the song. Walk around the room and listen and encourage those who do not need a little extra support.
  • Closing: Ask students what words they would use to describe the song. Was it fast or slow? Was it loud or soft? Legato or staccato? What kind of instruments do you hear? See what they come up with.

So that is my Blue Skies jazz lesson! I broke it into two by stopping after the scarves on the first day. On the second day, we reviewed the chorus, danced to the song, and then added in the instruments. The kids loved it. So much so, that I may try it with some of my older students too. I am playing around with a parachute routine for it… So make sure you subscribe so you don’t miss anything! You can also click here to view a lot of lesson ideas on my Pinterest page.

Happy Jazz month!

Free Music Lesson: Blue Skies Jazz Lesson. Jazz lesson including singing, dancing, improvising, scarves, and instruments! Becca's Music Room.

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3-5, Elementary Music, K-2, Lessons

Music Lesson Ideas: Jazz

If you cannot tell from other posts, I love to teach students about different kinds of music. I think that music teachers have a unique job in that we can show the students the similarities and differences between different cultures. Music is a great way to integrate different cultures. I spent some time teaching my students about jazz this year, and am sharing some of those lessons—along with some other ideas—with you.

If you want to incorporate different kinds of music, jazz is a good starting place. It is different enough from what most students listen to that it is new, but close enough to popular music that they don’t think it is totally weird.

Here are just a few ideas for how to incorporate jazz music into your music class!

PS—These are great for Black History Month, but you should know that April is Jazz month! And of course, you can just do it anytime.

And if you want to incorporate other styles, here are some ideas for opera!

Music Lesson Ideas: Jazz. Free music lessons to help teach jazz in elementary music. Great for Black History Month or Jazz month. Becca's Music Room.



Backbeat

Jazz is all about the back beat. Practice keeping the steady backbeat first by using movements, then with instruments. I found that tambourines provide a similar sound to the cymbal on the drum set.

By the way– I just got these tambourines in my classroom (from Donor’s Choose!). They are super cute– they are the ones in the pictures above.

Improvising

There are a few ways to do this.

With younger students, I used the song “Blue Skies”. They kept the backbeat with the tambourines. About half way through, we talked about improvising, and I allowed them to try it. We talked about trying to make it sound cool instead of just making tons of noise.

With older students, you could start there, and then go further. On xylophones, you can do question and answer improvising—you improvise for eight beats with the music, then they improvise for 8 beats. Don’t forget to make the xylophones pentatonic.

You can also practice scatting! Have students listen to a song that has scatting in it. Talk about what scatting is. Decide on a syllable and note, and have students come up with their own rhythms. (For example, you can have students use the syllable “do” on middle C. This way they only have to come up with the rhythms.) Once they have that down, you can open it up to different syllables. (Don’t forget to model for them.)

Also read: Free K-2 Music Lesson: Five Little Monkeys (with Math and Reading!)



Instrument study

Jazz songs are great for instruments, because the instruments often take turns improvising! Talk about the types of instruments that you hear in jazz music, and show them pictures (if you can bring some in, even better!). Show them how to play the instruments.

While listening to the music, have the students pretend to play each of the instruments they hear.

Bonus: for an assessment, you could have students hold up cards that say what each of the instruments are.

 

Scarf movements with melody

I did this with the Blue Skies song too. Teach the students the chorus, and have them move their scarves up when the melody does up and down when the melody goes down.

For the verses, you can have them follow you with movements or make up their own!

Read more above listening lessons with scarves here and get YOUR scarves here!

 

Music Lesson Ideas: Jazz. Free music lessons to help teach jazz in elementary music. Great for Black History Month or Jazz month. Becca's Music Room.



A Train

This song is about directions to get to Harlem. Have the students listen to the song, and tell what directions are said (take the A train). Have students come up with their own directions on how to get to Harlem, and draw a map that shows it. The more ridiculous, the more fun! My favorite one said that we had to go over the Great Wall of China.

 

What a Wonderful World

Talk to students about Louis Armstrong, and how he was a really important jazz composer. Tell them a little bit about his life. Have them listen to the song What a Wonderful World. Have students make up actions for the song—you could have one group make up actions for the first verse, another group for the second, so on and so forth.

Ask students what you think a wonderful world would look like. Have them draw a picture and write a few sentences about their own wonderful world.

Also read: Phrases for Classroom Management in the Music Room

Books about Jazz

Books are always a really great way to teach about music– and include reading lessons as well.

Miles the Crocodile is a really cute book about jazz. Here are two books about jazz you can read to the kids. Click on the pictures to see them.

So there are some ideas for Jazz music! How do you incorporate jazz music? And how what styles of music do you like to incorporate?

Happy Teaching!



Music Lesson Ideas: Jazz. Free music lessons to help teach jazz in elementary music. Great for Black History Month or Jazz month. Becca's Music Room.



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Elementary Music, Management

Routines You Need in the Music Room

All teachers know that classroom management is essential for learning. This is very true in the music room—without classroom management, how can you play instruments or do dances? An essential part of classroom management are routines. Routines keep things orderly. And if students do them enough, they will be so second nature that you do not even have to help (or at least that is the end goal—we may get there one day!).

Honestly, even though it is March, not all of my classes are to the autopilot stage yet. There are a lot of factors that go into that fact, but honestly, I think a lot of it is that some classes just don’t care. I think this because I have a lot of classes that can do all of the routines we will talk about without any help.

So what kind of routines do you need? This will be different for every class and every school. you have to think about things that students do often in your classroom. These would the very basics:

  • Entering the room
  • Exiting the room
  • Getting supplies
  • Bathroom/water/tissue/etc
  • Movement in the classroom

Now, you may have more routines than this. You may have centers movement, turning in work, dealing with instruments, etc. These would be the very basics of routines in the music room.

Again, these will all be different depending on your classroom. We all have different classrooms with different students and different set ups. We all have different “crazy tolerances”. (AKA how much we are willing to let students wiggle or sit strangely, etc.) All of these things affect how you do your routines.

I am going to let you know my routines, as well as ways that I have seen other teachers do it. If you have anything to add, please leave it in the comments!

And don’t forget to subscribe!

Also read: Phrases for Classroom Management in the Music Room

Routines You Need in the Music Room. You need each of these routines to ensure a smooth music class! Becca's Music Room



Routine #1: Entering the Room

I will admit, this is one that my students and I have not totally figured out yet. Now, my kids have assigned seats (and if yours don’t, fix it quick!), so they come inside and sit on their assigned dots. They know (and I tell them every single day) that if they come in quietly and quickly, they will get a class point (you can read more about that here).

For people who do not have assigned seats, I have seen other teachers that brought the line inside and made a circle, keeping the same order. They held hands just to make sure it looked good and then they sat down.

I have also seen where they sat in assigned seats, but the teacher had music playing that they were listening to immediately. This is something that I have not done, but am going to try. I’ll let you know how it goes!



Routine #2: Exiting the Room

Again, depending on how you have students set up, this will change. My students have assigned “dots” that they sit on. We skip some rows so that they have space, so I have students on green dots, purple dots, red dots, and “brown dots” (carpet squares). To line up, I have the green dots stand and walk towards the door. Then the purple dots stand and walk away from the door so that they can go down the green row. Red and brown follow. This has worked very well for me.

Line order? You may ask. I always tell them we will get in Mrs. Davis’ line order first. Then I count down from ten to give them time to get into their line order.

Note: Some classes have had problems getting into their line order, so I just say that their teacher can do it in the hallway if they want to.

Also read: Keys to Classroom Management in the Music Room

Routines You Need in the Music Room. You need each of these routines to ensure a smooth music class! Becca's Music Room

Routine #3: Getting Supplies

This one is so important! Especially if you have a lot of supplies to get in a day. Try to make it as streamlined as possible.

For example, if we are coloring, then I put the paper, clipboards, and crayons right next to each other. This way it is easier to get all of the things.

I do this by rows as well. I tell them I am looking for a row sitting criss cross applesauce and quiet to pick. Once I pick a row, they stand up, stay in the same order and come up front. Then the walk around to the other side and go down their row. This way, no one walks through the carpet (AKA less likely to step on a hand). They should all still be in the order the sit in when they get back.

If you have tables or have students in groups, you could have students pass out the supplies. You could have them pass the supplies down the line until they get to the end. But there must be a system.

And if you do have that sort of system, I would definitely get these organizers.

Use the same system for picking up the supplies as well.



Routine #4: Bathroom/Water/Tissue/Etc

That is very vague, I know.

This routine is for all of the extra stuff. Are you going to let the students go to the bathroom during class? Do you have a sign out sheet? Do they ask you? Can they just get up and get tissue?

In my class, I like to minimize movement as much as possible. I do not like students walking around if I don’t know where they are going, so I require students to raise their hand to ask for these things. Even tissue. Especially because a lot of them like to go to blow their nose or go to the bathroom when they are bored. And they like to intentionally walk past people to talk to them. Yes, that’s a thing.

I only do bathroom as an emergency, and I tell them if they go they will not get a ticket (PBIS—same as a Dojo Point) because we are not supposed to go during music. This deters most of the kids who are just trying to play.

With blowing noses, I will let them but only one at a time so they don’t talk. Again, they have to raise their hands.

And I don’t do water unless someone seems like they are dying.

Note: if we have a really active day, like dancing or parachute, then I will usually play a video at the end and let them get water one at a time.

A lot of people use hand signs so that the teacher knows without calling on someone what they want. I do not. If you do, let me know how it works.

Another idea that I like but have not tried is having students write their name and destination on a dry erase board stuck to the door like this.

Also read: Free 3-5 Music Lesson: Extra Beat, Take a Seat

 

Routine #5: Movement in the Classroom

This is also a vague name for a routine. Essentially, what will students do the rest of the time? Like if you have to move from one activity to the next.

Again, this totally depends on your activities and what is going on.

A big on is centers.

If you are moving from one center to the next, what do you do?

I indicate the end of centers by playing a rhythm and having them clap it to me. (This requires them to put down anything in their hands.) Then I say “1, 2, 3, 4 put everything down, get off the floor AND FREEZE!” Students clean up their stations and stand. I always make them point to the next station to make sure they know where they are going. Then I say, “5, 6, 7, 8, hurry don’t be late.” And they go to the next station.

This took a few times of doing it before students really got this down, but now it is like second nature.

Also, I did not make that up. I got it from my mentor during student teaching and I have no clue where she got it from.

For pretty much any other movement, I call students by row. And I always tell them I am looking for the row that is sitting the nicest.



So those are the main routines for the music room! Of course, there are quite a few other routines that are not as major. Again, everything is going to depend on your students, your lessons, and your room. And of course, your “crazy tolerance”. (I totally made that term up, by the way.)

Subscribe and check out my Pinterest page for more classroom management and music lesson ideas!

What are your favorite routines in the music room? Feel free to share your routines in the comments!

Happy teaching!



Routines You Need in the Music Room. You need each of these routines to ensure a smooth music class! Becca's Music Room



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Elementary Music, K-2, Lessons

Free K-2 Music Lesson: Five Little Monkeys (with math and reading!)

As a music teacher, I try to encourage academics in music as much as possible. That does not mean that I sacrifice musical integrity or that we just read textbooks all day, but it does mean that I try to fit in math, science, social studies, and reading wherever possible. This lesson, with Five Little Monkeys, incorporates math and reading perfectly!

I am pretty sure I got part of this lesson I got from another website, but I cannot find it anywhere. I had already planned on using this rhyme, and the high/low fit perfectly. And if you can know what website the high and low part came from, please let me know so I can link it!

You can also do this without the book, although without the book, there is no reading aspect to it. You can read extension ideas at the bottom of the post.

You can read about my 3-5 Boomwhacker and Science lesson here.

And don’t forget to subscribe for more ideas!  

Free K-2 Music Lesson: Five Little Monkeys (with math and reading!) Really fun lesson for younger music students to teach high and low and steady beat. Also includes reading and subtraction/counting. Becca's Music Room.

Five Little Monkeys

Focus: I can differentiate between high and low. Materials:

  Procedure:

  • Start by gathering the students together and reading the book Five Little Monkeys. Most of my students knew the book already, so just be aware that may happen. Have students hold up five fingers at the beginning and lose one each time. After every monkey ask (So five take away one is what?).
  • PS: At least in Georgia, Kindergarten phrases it as “take away”. During 1st grade, they learn subtraction, but depending on what time of the year this is done, you may still need to say “take away” instead of “subtract”.
  • Tell them that we will read it again, but this time a little bit silly. We are going to use our high voice and our low voice. So we will read the first part normal, but when we get to “Mama called the doctor and the doctor said” we use our high voice, and when we do “No more monkeys jumping on the bed”, we use our low voice. Demonstrate this for the students.
  • After demonstrating the first time, allow students to join with you if they have figured out the words. They can also do some simple actions (Hold up the number of fingers for the monkeys, pretend to bob their head on bumped their head, and then put hands up for the high part, and down for the low part.).
  • Go through the rhyme again, but this time, after each monkey, have a few students write on the board (or have everyone write on their own board) the subtraction problem. So the first time it will be 5-1=4. Pick different students each time so that everyone gets a turn. Be prepared to fix some of the problems, even though it feels like they ought to be able to do it themselves.
  • Performance time: Have two students come up to the front. Everyone in class will do the first part of Five Little Monkeys. One student will have a solo in their high voice on “Mama called the doctor and the doctor said.” And one student will have a solo in their low voice on “No more monkeys jumping on the bed.”
  • Continue until time runs out or everyone has had a chance.

Also read: Free 3-5 Music Lesson: Extra Beat, Take a Seat

Free K-2 Music Lesson: Five Little Monkeys (with math and reading!) Really fun lesson for younger music students to teach high and low and steady beat. Also includes reading and subtraction/counting. Becca's Music Room.

Extensions:

  • Students could play rhythms or keep a steady beat on instruments.
  • Students could act out the scene, starting with five “monkeys”, a mom, and a doctor.
  • Students could write down each of the math problems and then draw pictures to accompany each one.

My students (even my second graders) really enjoyed this lesson—even more than I anticipated! They were asking for weeks if they could do the Five Little Monkeys rhyme. From a teaching standpoint, it is great. Students keep the steady beat, move with actions, differentiate between high and low, and use reading and math skills. Talk about a win for everyone!

Don’t forget to subscribe for more content, or check out this Pinterest board for more teaching music ideas.

Click the picture below to check out the book!

What is your favorite book to use with you students? How do you incorporate academics into your classroom? Let us know in the comments!

Happy teaching!

 

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Elementary Music, Management

Keys to Classroom Management in the Music Room

Classroom management is essential to learning. No learning can happen if a class is loud, crazy, or not in their seats. Trust me. There are quite a few “keys” to classroom management—today I am going to focus on the three top keys to classroom management.

For the record, I am definitely not an expert. I have learned a lot in the short time that I have been teaching, and I am trying to share that with other people. Hopefully this can be helpful!

If you are looking for more specific strategies, you can read this post about specific classroom management systems.

Keys to Classroom Management. Becca's Music Room. Basics to having an orderly classroom when teaching elementary music... or any subject!



Key #1: Clear Expectations

I cannot stress this enough.

One of the most important keys to classroom management is having clear expectations.

Because if students don’t know what is expected, how can they do what you want?

This is hard for music teachers in particular, because we see so many different classes. I have been in that situation where you swear you told a class something, but you didn’t. Somehow, you told the other 29 classes, but not this one.

The other difficulty is that we only see the students for a short amount of time. Sometimes, they just plain do not remember.

Having said that, make sure you go over procedures at the beginning of the year AND as it comes up.

Every time.

Every. Time.

Until it is perfect.



For example, every time every one of my classes gets in line, we talk about how. I always say: We are going to get in line. I am looking for people who are quiet. I am looking for people with their hands in their pockets or folded. We need to do a good job so that we can…. (get a class point, earn a sticker (I use these— super cheap and the kids can pick their color), whatever the management system is, insert here).

And as soon as the first students get in line I start with: I see only person with their hands in their pockets. Thank you so-and-so for being quiet.

It gets tedious, but it is necessary. If I forget, I regret it.

The same thing with getting supplies. We talk about how to pick up the supplies, we talk about what is appropriate to do with them, we talk about what to do with them when we sit down.

The more specific you can be, the better.

Say we are picking up scarves (if you haven’t figured out from this lesson and this lesson, I LOVE scarves!) for an activity. This is word for word what I will say: When I see a row that is quiet and criss-cross applesauce, I will call them to come up front and get a scarf. Remember, we do not walk through the people, we go around. When you get to your seat, put the scarf on the floor and hands on your shoulders. If my hands are on my shoulders, am I touching my scarf? Should I hit people with my scarf? Throw it up in the air? Should I put it in my mouth? No. If you do those things, you will lose your scarf.

It seems like a lot of talking, but it is very helpful.

And trust me, the one time you forget to say that we are not putting our scarves in our mouth, someone will do it.

Also read: Free Music Lesson: Bizet Scarf Routine



Key #2: Reinforcement

You would think that students could remember things like “Don’t throw your marker in the air” for five minutes.

They can’t.

Or at least, most of mine don’t. Maybe you do not have these problems and the keys only apply to me. But I doubt it.

As soon as we start to do something, I point out the behaviors I like. When we get the supplies, like I was saying, I immediately go into: Oh good. I see one person with their scarf on the floor thank you for putting your hands on your shoulders. Thank you for not touching the scarf until we are ready.

It sometimes feels ridiculous, because it is constant. But it is helpful.

And yes, it even works on fifth graders.

Sometimes I just look around the room and start counting how many people are doing XYZ. Or I will point to everyone sitting the right way and say “Good”. And that is all it takes for a lot of classes.

What about the ones that it doesn’t work with?

Add something tangible. Stickers or music tickets or points or something. Once I added my class points (I talk about it here), students had something concrete to work for. They know that if they do what they are supposed to, the class can get a point. And they need that if their class is going to win the party at the end of the year.

And with some classes, I add something extra. If you get so many points, they can do freeze dance or a song they like or Disney sing along or something of that nature that gives them a more immediate reward.

Also read: Really Specific Classroom Management Systems for the Music Room

Keys to Classroom Management. Becca's Music Room. Basics to having an orderly classroom when teaching elementary music... or any subject!



Key #3: Consistent Follow Through

This is the biggie. It is the most important of the keys.

If you say you will do something, you HAVE TO DO IT.

Every. Time.

So if I said you would lose your scarf if you are throwing it in the air, I have to follow through.

If you say you will call mom, you have to call mom.

If you say they can earn freeze dance, you have to let them do it.

This is the biggest of the keys, because it shows that you mean what you say.

I do this with instruments all of the time. I use Mrs. King’s phrase (check out the awesome post she did on classroom management here!) of “If you play before I say, I will take your instrument away.” And you know what? Every single time, someone plays their instrument. And then they go sit out. At the beginning of the year, they would look at me like I stole their puppy. I heard a lot of, “Give me one more chance!” But I would reply, “I mean what I say. I said it would happen, now it is happening.”

Side note—I let them earn it back, because students not working is not helpful to anyone. Most of them are very careful.

And sometimes, you just need that one person to lose it for everyone to get the picture.

Now that it is almost March, they believe me when I say it. That doesn’t mean they do it perfectly, but it means they do it less. And they no longer look at me like I am sealing their puppy.

Also read: Lessons form my First Semester Teaching Elementary Music

These are the very basics of classroom management—keys that must be in place for everything else! You can read about Specific Classroom Management Strategies here. And when everything fails, you can read How to Destress After a Crazy Day of Teaching (I’m not going to lie, right now it’s been a long two weeks!).



Let us know your keys to classroom management in the comments! And don’t forget to subscribe for more ideas!

Happy Teaching!

Keys to Classroom Management. Becca's Music Room. Basics to having an orderly classroom when teaching elementary music... or any subject!



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