Elementary Music, K-2, Lessons

Free K-1 Music Lesson: It’s Raining and Que Llueva

Do you want to know something? I love Hispanic heritage month. I love all things multi-cultural, and Hispanic Heritage month gives me the perfect excuse to do a lot of Spanish songs, Spanish dances, etc. My students are not Hispanic, and I am enjoying being able to expose them to different things through music. For my Kindergarteners, that has been through the song Que Llueva.

Now, my kindergarten and 1st graders have actually had the least amount of Hispanic Heritage month fun out of all of my grades. That is because they do a program called Musical Explorers, where they learn about six different styles of music a year. After I teach those, and we work on our normal beat and singing voice, we are out of time. So this is actually the only Spanish song that they were getting this year.

But it will probably be ok.

This lesson features singing (mostly sol-la-mi with one low do. You could change that if you want, but since melody was not my focus, I did not worry about it.), soundscapes, beat v. rhythm, and—of course—the rain stick. If you have one.

I have a Teachers Pay Teachers resource (right here!) for this lesson. It has the melody, rhythm, words in Spanish and English, and rhythm cards. Everything in the resource is in both stick notation and regular notation. You can definitely do the lesson without it, but it does enhance the lesson.

You can also check out the YouTube video (right here!) that explains everything here and give pronounciations! Don’t forget to subscribe while you are over there.

You can tell, I really liked this lesson.

Anyway.

Here it is.

Also read: Ideas for Hispanic Heritage Month

Free K-1 Music Lesson: Que Llueva and It's Raining. A lesson for ta and titi featuring a song in both spanish and english. Because of the two languages, it is perfect for cinco de mayo, hispanic heritage month, or schools with lots of ELL or ESL students. Perfect for your elementary music class. Becca's Music Room

It’s Raining and Que Llueva

  • Teach the students the song It’s Raining by rote. Have them keep the steady beat while they are learning to sing it. It’s the same song as Que Llueva, just with English words.
  • After they have learned it, have them play the rhythm of the words while they sing it. My students are not looking or reading the rhythm yet (and won’t for this song, because single eighth notes? I don’t think so), just playing as they sing the song.
  • Talk about how the beat is the same, but the rhythm changes.
  • Sing the song again, but with sound effects. You can have a student play a rain stick (get one here!) or an ocean drum.

Lesson Extension: Make a sound scape

You could also have students make a soundscape. To make rain, you could start by using “sh” sounds. Then tap two fingers together. Then tap your legs. You could even have them stomp. Then bring it back down to get quieter and quieter. Bonus points if you use a thunder clap like this one.

Also read: Free K-2 Music Lesson: Sempre Libera Scarf Routine

  • Teach students the Spanish words. (I like to tell them we are singing it without telling them abut the language change, and then start singing in Spanish because they get so confused. It’s quite funny. That’s really mean, isn’t it? Oh well.)
  • Once they have learned it in Spanish and English, then you can work on the creative extension.
  • If they don’t know about ta and titi, take a moment to introduce that aspect of rhythm. For my students, this was the first time they had heard of it. We didn’t even say ta and titi. I just said that rhythm has long sounds and short sounds. We did some echos of “long short short long short short” and other versions of that. My first graders already know about rhythm, so they did the example rhythms in the Que Llueva TPT product.
  • Then we said that rain was our long sound (or ta) and llueva was our short sound (titi). Like I said, this was a Kindergarten and 1st grade lesson, so my first graders already knew about rhythm.
  • I arranged the “rain” and “llueva” cards on the board (it helps if you have heartbeats or something to show the beat. I used chairs to represent the beat, and put the words over the chairs.)
  • After I arranged them, I would read the words and students would echo back to me. After a few tries, I had students come up and do a rhythm on the board that we would all say.
  • Then you can break into groups and have them create their own rain-llueva compositions.

Also read: Free K-2 Music Lesson: Rhythm

Free K-1 Music Lesson: Que Llueva and It's Raining. A lesson for ta and titi featuring a song in both spanish and english. Because of the two languages, it is perfect for cinco de mayo, hispanic heritage month, or schools with lots of ELL or ESL students. Perfect for your elementary music class. Becca's Music Room

Lesson extensions:

  • If student are already notating, you can have them write their compositions down.
  • Have students come up with their own rain soundscape in groups.
  • Sing Que Llueva and read a student composition as a B section.
  • Sing Que Llueva and have students improvise with rain and llueva as a B section.
  • Sing other rain songs like “It’s Raining, It’s Pouring”.
  • Have students draw pictures of rain storms.

So there’s my lesson! Full disclosure, this took about three lessons in my room. Not necessarily because it was too much for one, but because it sinks into them better when you pull something out a few days in a row than if you do it all in one day.

You can do it however you’d like, of course.

Check out the YouTube version of this lesson (so you can hear the pronounciation!) and the Teachers Pay Teachers resource for it!

What is your favorite Hispanic heritage month song for Kindergarten and first grade? Let us know in the comments!

Happy Teaching!

Becca

 

Free K-1 Music Lesson: Que Llueva and It's Raining. A lesson for ta and titi featuring a song in both spanish and english. Because of the two languages, it is perfect for cinco de mayo, hispanic heritage month, or schools with lots of ELL or ESL students. Perfect for your elementary music class. Becca's Music Room

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

Ideas for Hispanic Heritage Month

Hispanic Heritage month is one of my favorite things to teach. Many people have schools with large groups of Hispanic students. I do not. But it is still fun.

If you do not usually do music lessons from different cultures, this Hispanic music is one of the easiest ones to start with. A lot of kids know some Spanish words or have seen Dora the Explorer, so they are used to some Spanish.

And it is super fun.

I do a lot of music from different cultures. And Spanish songs are some of my favorites.

How do you celebrate Hispanic heritage month?

Also read: Incorporating Social Studies in the Elementary Music Class

Ideas for Hispanic Heritage Month in elementary music. Whether you have hispanic students or not, learning spanish songs and dances is so much fun! Here are some of my favorite elementary music lessons for Spanish songs, spanish dances, and rhythm practice. Becca's Music Room.



 

Dancing

There are tons of Hispanic folk dances. Last year we learned the Mexican hat dance (well a variation of it), and it was super fun.

This year, my 2nd and 3rd graders are going to learn Los Machetes. I found it on Pinterest, and here is the link to the YouTube video so you can try it too. And as I was looking for a video of it, I found this one which just happens to be of my college music professor teaching this to his elementary music class. I am not sure how that happened, but it did.

The salsa is always a good one—and actually pretty easy to learn.

 

Songs

There are a ton of Spanish folk songs. You can sing them in English or Spanish (but it’s so much more fun in Spanish!). Here are some songs that my students are learning this year, or learned in the past:

  • Al Citron: This was super fun. Here is a link to a video of the game. I used old tin cans instead of rocks. I found this from Pinterest. (try with grades 3-4)
  • Los Pollitos: This is a super fun song for younger students about chickens. It is fun and it can lead to very interesting discussions (like how Mexican chickens say pio). I learned this song from the podcast Make Moments Matter, which is fabulous, by the way. (Here is a link to a red hen puppet, if you are into that.) And here is a link to the words.
  • Que Llueva: This is basically a Spanish version of “It’s Raining”. That is actually how I am going to teach this to my K and 1—they will learn “It’s Raining”, then we will learn “Que Llueva”. And I will be pulling out the rain sticks! Here is a link to my TPT version of this song that has the solfege, rhythm, Spanish, and English words, and rhythm cards.
  • Vamos a la Mar: I found this song on this website. I am going to do the lesson pretty close to how she wrote it. The only difference is that I wanted larger rhythm cards so that we can do the composition activity together before they do it alone. Because I wanted them larger, I actually created my own rhythm cards (some of the rhythms are different than hers, because I did them independently of those) which you can check out on my Teachers Pay Teacher page here.
  • Las Mananitas: I love this song. I actually sang an arrangement of this in college choir, and I loooove it. So when I found it in one of my textbooks at school, I knew we had to do it. Some people use this as a birthday song, so we are going to learn it and do an informal compare and contrast with our birthday song. Here is a link to a mariachi band singing it.
Ideas for Hispanic Heritage Month in elementary music. Whether you have hispanic students or not, learning spanish songs and dances is so much fun! Here are some of my favorite elementary music lessons for Spanish songs, spanish dances, and rhythm practice. Becca's Music Room.
What the Spanish rhythm cards look like when you don’t have a colored printer… My kids did not seem to care!



Instruments

You can play instruments with the songs or with the dances, or with something totally different. Of course, you can use Orff instruments or ukuleles or whatever you have in your classroom, but try using some Hispanic instruments like these:

  • Maracas: always a good one. We all have maracas.
  • Castanets: I just got a few of these (the cheap plastic ones) and I love them! We used them a few weeks ago and the kids loved them too. A lot of them said they liked them even better than the drums. Here are plastic kid ones and here are some wooden ones.
  • Claves: Claves are super cool. If you only have one or two sets (like I do), you could totally cheat and have most of the students use rhythm sticks, and just let one person use the real claves. They can switch out.
  • Cajones: So I do not have these, but they are on my wish list, because they are so cool.
  • Guiros: Instruments shaped like fish? Yes please!

 

Videos

I like to include some videos so that students can see more of the Hispanic culture. I can’t bring in professional mariachi bands in their costumes to my classroom (if you can, then go for it!). But there are YouTube videos about with professional mariachi bands in their costumes!

Here are some videos that are fun to show the students.

I would also suggest showing the students some pictures of Mexico, Costa Rica, Spain, Venezuela, etc. You can just google (ahead of time so you know what will pop up!) “pictures of Mexico”. It really helps when the students can see these places, so they know they are actual places. Without the pictures, you may as well be talking about Middle Earth for all they know.

And please, please talk about places other than Mexico. I love Mexico– I used to live there– but let the students know that hispanic heritage means everywhere that speaks Spanish, not just Mexico.



Ideas for Hispanic Heritage Month in elementary music. Whether you have hispanic students or not, learning spanish songs and dances is so much fun! Here are some of my favorite elementary music lessons for Spanish songs, spanish dances, and rhythm practice. Becca's Music Room.

And of course, you can use my Ocean Animals Rhythm Cards in Spanish and English to practice rhythms, composition, and for centers or my Que Llueva lesson to practice beat v rhythm!

And I have a YouTube channel now! Check it out here!

How do you celebrate Hispanic heritage month? Do you use songs and dances from other countries? Let us know in the comments!

Happy teaching!

Becca



Ideas for Hispanic Heritage Month in elementary music. Whether you have hispanic students or not, learning spanish songs and dances is so much fun! Here are some of my favorite elementary music lessons for Spanish songs, spanish dances, and rhythm practice. Becca's Music Room.



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Elementary Music

Things I’m Doing Differently in my Second Year of Teaching

My first year of teaching was ok. A lot of people have these stories where every single day of their first year of teaching is awful and they almost quit and so on and so on. I will say that I did not hit that point until about February.

That’s a pretty good time line, right? That’s quite a while for my first year.

Now that I am in my second year of teaching, I am realizing just how many things I did wrong in my first year. Or things I may not have done “wrong” but really, REALLY could have been better.

I thought all summer about things I’d do better in my second  year, and now that I’ve gotten through a week of school, I am able to nail down some of the things that I wanted to do differently but didn’t know how.

If you are in your first year of teaching, go ahead and take these tips so you won’t have to bother with as much of the first-year-ridiculousness. You can skip right into second year ridiculousness.

If you are a second year teacher, then go ahead and ake some of these ideas to help yourself! And if you are past the first and second years, hen you can still steal some of these ideas. They may still help.

And let us know in the comments what you learned your first year to help in your second year, and beyond!

Things I'm Doing Differently in My Second Year of Teaching. What did you change from your first year to your second year of teaching? The short answer is everything. Find out what mistakes from my first year teaching elementary music that i am not going to relive! Becca's Music Room.



 

Teaching Rules and Procedures

I’ll repeat that: teach rules and procedures.

People always said that, but I had no idea to what extent that meant. Or even how to do that.

Now, I got really lucky in that I teach at the school where I student taught. That meant I already knew a lot of the students, and I kept a lot of the procedures the same.

And thank God I did. Seriously. Because if I had not, it would have been a mess. Because I did not do a very good job teaching the rules and procedures in the beginning.

So what does that actually look like?

On the first day of school, have kids come inside. Give them assigned seats. I’ll repeat that: GIVE THEM ASSIGNED SEATS. Seriously. It helps you learn their names and keeps the chaos down. Not to mention the talking.

Have them go back outside and come in correctly. Correctly meaning walking straight to your seat, quietly, etc. This is something that I did not do on my first year, and it has made a huge difference already.

Let them do something quick and fun, then go over some of your procedures. What procedures are we talking about? Here are some ideas:

  • Getting water
  • Going to the bathroom
  • Fire drills
  • Answering questions
  • Getting tissue
  • Exiting class
  • Everything else
  • How to sit
  • How to stand

Kids need really specific procedures. And they need you to be a bit over the top.

For example: When talking about answering questions, I tell them that I only call on people sitting quietly and raising their hands. We talk about how you have to hold it high, so I can see it. If you wave your hand around, I will not call on you. If you say “Me me me!” I will not call on you. And we practice all those things in the correct and incorrect ways. It sounds ridiculous, but it’s true.

And then you have to stick to that. When students call out answers, I say, “I’m sorry, I can only hear you if you raise your hand.” If they aren’t sitting correctly, I will make them fix it before I call on them. If they are making a bunch of noise, I don’t call on them until they stop.

Also read: Routines You Need in the Music Room

Giving them something to do immediately

Last year, I had a hard time with students coming into my classroom and running to their seats and acting ridiculous. I got a suggestion from a vetran music teacher to give them an assignment as soon as they get inside, to give them something to do. So far, it has been working well. You may want to check back in with me in February.

I have been doing this all week with my 2-5 graders. My k and 1 are usually ok with just coming in and sitting down.

Some examples of things that I have used so far:

  • Putting rhythms on the screen for students to play
  • Putting on music and having students keep the steady beat
  • Putting up a picture and having students guess what it may have to do with music
  • Reading lyrics to a song
  • Putting a question on the board for them to think about

Now, you don’t have to do all of these. Especially starting out, you can just pick one. Like every day, they will come in and find the steady beat. Or every day they come in and read lyrics to the song. Don’t stress.

It has made for really interesting conversations, and all of these require higher order thinking skills and autonomy. It doesn’t have to be perfect—they don’t even have to do it. The point is that if they have something to do, they will (hopefully) be calmer.



Elementary Music Classroom Tour. Becca's Music Room.

Not giving out pity points

In my classes, students earn class points. They get points for coming in correctly, participating, listening, lining up, transitioning, etc. I have had different versions, but the idea is that the class earns some sort of reward from the points.

In the past, I would sometimes be a little too loose with my point giving—especially at the beginning of class. I have moved to a if I hear any talking at all when you walk in, we do not earn the first point system. Although this may seem overboard, I am sticking to it, because I want them to actually earn the points.

Now, if I have one kid that is just ridiculous all of the time, I’ll ignore the one. Other than that one kid, we all work as a team. And if there is always that ONE, I will even say, “I can ignore so and so as long as the rest of you are correct.”

Also read: 3 Really Specific Classroom Management Systems for the Music Room

Elementary Music Classroom Tour. Becca's Music Room.

Reviewing and referring to the rules

The first day we spent a lot of time on rules. And my first year, and that is all that happened. This year, we have reviewed them everyday (five times). We have talked about specific things I have seen to nip them in the bud. And on top of that, when people show what I expect, I point it out.

For example, one of our expectations is “Be respectful”. When I hear a student saying something nice, I say, “Thank you so much! That is really respectful!” And I literally point to it on the wall.

This way, the rules—sorry, they are supposed to be expectations now—are not just something that we go over once, but they are involved all the time.



Calling parents early

Y’all. I’m just going to be honest. I was TERRIFIED to call parents my first year of teaching.

I know, I know. Ridiculous. But seriously—did anyone else feel that way? Or is it only me that was a wimp?

Anyway, it took me a loooong time to call parents.

And once I did, I realized it wasn’t that bad.

This year, I started early. Like third day early.

But I called all of my students that can get a little more wild, but hadn’t yet, because it was so early. And I said, “Your child is doing a great job in music!”

This created a few things. 1. It establishes a relationship with a parent you may need on your side. 2. The kid gets really excited, and they continue doing a good job to get the same attention. 3. It changes the culture—my parents sometimes don’t even bother answering the phone when the school calls, because they get so much bad news. Sending home a positive phone call can really help change that. 4. You may find out things you did not know.

For example, I called a parent today, and she happened to mention that her religion does not allow them to sing songs that are not about God.

Y’all. I had no idea. I thought this girl was just refusing to sing. Honestly, she has some other behavior issues as well, so it wasn’t far fetched. But knowing that is valuable information! I talked with mom about what is and is not ok, and on Monday I am going to talk to the girl and make sure we are all on the same page. Because right now I’m not sure if she thinks she can’t do anything in music, and that is the problem. Even if it isn’t, at least she’ll know I am not upset with her about not singing.

 

Teaching my choir kids songs for later in the year

Last year, I got a choir together, and realized I had NO CLUE what I was doing.

I feel so much more prepared in my second year.

I haven’t started the choir yet (we’re only 7 days in!), but when I do, I have more of a plan.

I have a concert in December, one in January, one in February, and one in May. And possibly more. But at least those.

Last year, even without the January concert, it was a mess. It was a mess because I wasted my first few weeks when it is too early for Christmas music. Then after Christmas, we did not have a lot of time to get all of the pieces ready for February, and it was stressful.

This year, I am going to teach my students the songs for January and February right off the bat. This way, they already know some songs, and they will have something to do if we are asked to do a surprise concert.

Also, I am going to try structuring my choir rehearsals like this:

5 minute warm up

10 minute theory lesson (to help us learn sight reading)

15 minute work on new material

15 minute work on parts we already know

This way we are not working on the same thing for too long. I am hoping the pace will work out well.

Also read: How to do Auditions for an Elementary Musical (and why you should!)



More assessments and more centers

I don’t mean that every day we will sit down and write papers, but I want to do a better job knowing what my kids know.

This could mean that I just watch them play instruments to see them learn rhythms, walk around and listen to their singing voices, etc. I am trying to find something to assess in every class. That doesn’t mean that everything is a test, it just means that I am trying to know what they know.

Because if they know a concept, we can move on. And if they are struggling, then we can’t.

For some reason, this was hard as a first year teacher. I think you get caught up in the idea of assessment as sitting down and taking a test. That is part of it, but not all. In my second year of teaching, I am really exploring different (easy!) ways to assess students.

Yesterday I had my second graders playing rhythms on drums. I literally just watched a different student each time, and marked down whether they got it or not. It seemed to be about half and half (although I was happy to see that the students I had last year did better than the ones I did not). So that told me we can stay on the concept longer.

It also told me how to group them. So next time we do rhythms on instruments, I can group together those who got it and those who did not. Even if I don’t do “centers” specifically, I can still put them together and help the struggling group more. (By having them repeat the rhythm, deconstructing it, pointing to the rhythms as they play, etc.)

Elementary Music Classroom Tour. Becca's Music Room.

Closing Activities

I still struggle with this one. But when you teach kids, you should always have some sort of closing activity where THEY tell YOU what they learned. With the little people, this might take some prodding, but from second on, you can just say, “What did you learn today?”

You can have them tell their partner. You can have them do a Kahoot! I am personally loving (although I still it from a first grade teacher who I think got it on pinterest) having 2-3 students tell we what they learned, and then having them write it on a sticky note. They get to put the sticky note on my anchor chart that says, “What stuck with you today?”

Guys. They. Love. It.

Like they are super excited to write on a sticky note. And most of my students hate writing. But this is exciting.

The other things is that I can use what they wrote and transfer it to anchor charts. So I can take all of the stickies talking about rhythm and put it on a poster that talks abut rhythm.

Your administrators will be so impressed.

And you can do this every day until you run out of sticky notes. Then you can buy a bunch from Amazon through this link. 

Or this one if you want them to be pretty colors.

I also have all of my students tell me what they learned (or answer a question) as they walk past me while leaving the class. I have learned SO MUCH from their answers. You could also write them down to help you remember.

I avoid writing exit tickets because it is such a pain to get all the stuff out as they are leaving. If any one else has this figured out in your second year of teaching, let me know!

I’m still learning more about closing activities, so if you have ideas, leave them in the comments!



If you are reading this looking for ideas and feel overwhelmed– don’t. I know. It is a lot to think about. Having something for students to do immediately and closing activities and assessing…. That’s a lot of stuff.

But you can do it! If I can, you can!

Just pick one thing from the list– or from your own list of things you want to change– and work on it. Once you get that thing, add in another thing.

What about you? What did you do differently in your second year of teaching? Or your third or fourth? Let us know in the comments!

Happy teaching!





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Elementary Music, K-2, Lessons

Free K-1 Music Lesson: Singing Voice v. Talking Voice

Kindergarten music. It is so much fun. And so terrifying.

As I allude to in this post about teaching rhythm, I felt a bit apprehensive my first year about teaching 4 and 5 year olds EVERYTHING about music. I mean, these students come in and don’t know anything. We have very few students who attend pre K, so the first week of Kindergarten goes like this:

“Look down underneath you. That is a dot. It is shaped like a circle. It is a red dot. What color dot do you sit on? Raise your hand if you sit on a red dot.”

Seriously. I have to reseat kids anytime we stand up and sit down because they will have already migrated.

Where do you even start with music?

Steady beat and singing voice.

That is the answer. If you are not sure what to do with your Kindergarten kids at the beginning of the year, do those two things.

This lesson is the one I am using for the first week of school. I did a very similar lesson last year, but I am tweaking a few things for this year so that it will run smoother and be more effective. (It was too much sitting last year, so I am hoping that the actions will help students pay attention!)

I adapted this lesson from this one that I found from Pinterest, but I cannot for the life of me find it to tag for you! If I remember correctly, they used cups to represent each of the voices: singing, whispering, shouting, and talking. I did this with puppets and stuffed animals to represent each voice (for example, I had a lion for yelling– and this one is adorable and affordable). This worked well, but I think it was just too much for the very first day.

This year, I am adding in a tiny bit of steady beat work, and focusing on just singing v. talking voice. The next week we will talk through whisper and yelling voices, but for the very first day back, two will be plenty.

Also, this ended up turning into like two or three lessons, because we had to take out time to talk about things like where you sit and how to raise your hand, etc. So feel free to spread it out or pick and choose what you do. Make it work for you! (And tell us in the comments how you did it!)

Also read: Phrases for Classroom Management

Free K-1 Music Lesson: Singing Voice v. Talking Voice. This is a great first week of music lesson for kindergarten and first graders! And they love it! Becca's Music Room



Singing Voice v. Talking Voice

 

Focus:

I can identify and use my talking and singing voices.

 

Materials:

And although I don’t need them for this lesson, I just found these finger puppets while I was looking for the other ones to link for you and I want them so bad! My birthday is in October, if anyone wants to get them for me.



Procedure:

  • Greet the children when they walk into the classroom.
  • If this is the first week of school, go over seating charts, classroom procedures, etc.
  • Warm up: Have students listen to a song and tap the steady beat that you show. You tap your arms, legs, march in place, etc and students follow you. On the first week, I do not even tell kindergarten what this is, I just say “Try to match me!” I’ll introduce it later, but that is not my MAIN focus today. For my first grade I will say to show me the steady beat.
  • Next, pull out your talking voice puppet or animal. Introduce the kids to it (I like to give mine composer names like Bizet or Mozart).
  • After that, tell the students, “My friend here loves to talk. He talks all of the time. When he talks, he uses his talking voice. Can you say talking voice? Our talking voices are not very loud, but they are also not very quiet.”
  • Practice using your talking voices by saying kids’ names around the room. I use the chant “Name, name, say your name”. I’m not sure who came up with it but it goes like this: students tap the beat (when I saw it done they did pat, clap, pat, clap, but I am just going to pat our legs). Everyone says “Name, name, say your name”, and then one person says “My name is Ms. Davis.” The whole class repeats “Her name is Ms. Davis.”

Also read: Tips for the New Music Teacher from My First Year of Teaching

Free K-1 Music Lesson: Singing Voice v. Talking Voice. This is a great first week of music lesson for kindergarten and first graders! And they love it! Becca's Music Room



  • Once we finish that, pull out the owl stuffed animal. Ask if anyone knows what an owl says. Somebody will figured it out and make a “hoo” sound. Have everybody try the hoo-ing sound.
  • Then ask: Did that feel the same or different than your talking voice? Owls use their singing voice.
  • Have students echo-sing some hoo’s with you like the owl does.
  • Then have everyone practice their singing voice. I do this by having students sing “My name is Ms. Davis” and having everyone repeat “Her name is Ms. Davis” on sol and mi. (I learned that in my college general music methods class.) Allow students to hold the owl while they do this so that they can sing to it.
  • While students sing, jot down whether they used their singing voice or not and you have an assessment grade!
  • Next, read “There was an Old Lady who Swallowed a Fly”. Emphasize that this is your talking voice. If you don’t have the book (and your library doesn’t either), you can watch this video where they read it to you. Stop throughout and let them do motions that go along with the song, like these:

Fly: Put thumb and first finger together and move around like a fly

Spider: Move hands like in itsy bitsy spider

Cat: Move fingers through imaginary whiskers

Dog: Hold hands in front of you like a dog

Cow: Make a circle in front of you like you have a big belly

Horse: Move hands like using reins on a horse

I don’t know why she swallowed a fly: Hold hands out for question

Perhaps she’ll die: Wave finger in front of you

Also read: Ways to Destress After a Crazy Day of Teaching



  • Ask students if you were using you singing voice or talking voice.
  • Tell them that now you are going to sing the song, and see if they can do the actions still.
  • Sing the song while turning pages in the book. If you don’t know it, look it up here.
  • Have students try to sing along with you. You are not looking for mastery if it is beginning of the year, just trying to get them to do anything in their head voice.
  • Have students answer the following questions for closing:
  1. What two voices did we talk about today?
  2.  Which voice does my owl use?
  3. Can you make an owl sound?
  4. Do you think your singing voice feels different than your talking voice? How?

 

And that’s it! It is nothing revolutionary, just pieces that I have picked up from different places meshed together.

Also read: Calming Down Activities for Music Class

How do you teach about singing voice? What do you teach the first week of school in Kindergarten? Let us know in the comments!

Happy teaching!



Free K-1 Music Lesson: Singing Voice v. Talking Voice. This is a great first week of music lesson for kindergarten and first graders! And they love it! Becca's Music Room



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3-5, Elementary Music, Lessons

DIY Music Manipulative: Battleship

Funny story: Last year, I was working really hard to get my students to learn the notes of the treble clef. Towards the beginning of this adventure, I gave them all staves to look at, and bingo chips. I’d say, “Put a chip on line one. Put one on space four.” And on and on. In the middle of one of these, I thought that it sounded similar to the game battleship.

And I actually gasped and said, “We should play battleship!”

And all of my poor, board-game-deprived fourth graders looked at me like I had totally lost my mind.

Which is ok, by the way. If they think you are a little crazy, they are less likely to do something ridiculous in your room.

And so the brain-storming began.

Little did I know that other people had done this too… but I’m going to pretend I made it up. Because I did arrive at it independently, I promise.

Anyway, even though about two kids in each class had played battleship before, it was a lot of fun. It really helped them to learn the staff.

We also played it in centers, but if you do this, I suggest playing it all together first, so that you can explain to students what they are doing.

I also used this for assessment—I just walked around and watched them play. One person will say, “Do you have a battleship on A?” and the other will say yes or no, and you can see if they mark it on the right line/space.

I will also put the rules for how to play at the bottom, so that you can check it out!

If you need some help with using centers with crazy classes… check this post out.

 

DIY Music Manipulative: Battleship. This board game based teaching tool is great for upper elementary or middle school students who are learning about the treble clef. It can be adjusted for different lessons. My upper elementary music classes loved it! And it is super CHEAP. Becca's Music Room.

Musical Battleship

Materials:

 

Procedure:

  • Print out two treble clefs on the same sheet of paper. I downloaded this one from Teachers Pay Teachers (for free!). Then I printed two out, cut them, taped them to a clean sheet of paper, and copied them. I know that sounds like a lot, but it wasn’t! I added the words “yours” and “theirs” so that we understood the game a bit better.
  • Stuff treble clefs into sheet protectors (you could also laminate, but this was quicker, and you can put other things inside them if you wanted!).
  • Staple sheet protectors into the file folders. I just put two staples in the top. I tried to make it so that I can put other things inside of them.
  • That’s it!

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

DIY Music Manipulative: Battleship. This board game based teaching tool is great for upper elementary or middle school students who are learning about the treble clef. It can be adjusted for different lessons. My upper elementary music classes loved it! And it is super CHEAP. Becca's Music Room.

Rules of the Game:

  • Students pair up. Each person gets a battleship game. We used expo markers and drew on them, but you could also put bingo chips on the lines/spaces.
  • Each students makes three dots for on the staff marked “yours”. These are their battleships.
  • Students take turns asking where the other student’s battleships are. It should sound like this:
  • “Is there one on B?” (You could also do second line, third space, etc. depending on what you are teaching them.)
  • “Hit” if they hit and “miss” if they miss it.
  • The students mark their guesses. If they guess correctly, on the staff marked “theirs”, they put a dot. That way they know there is a battleship there. If they miss, they put an x. Make sure they do this, otherwise they will ask the same place ten times.

That’s it! I played this with 3-5 grades. At first they really did not get it, but they slowly started to comprehend as time went on. And they LOVED it!

Also read: Lesson Ideas: Creative Movement with Scarves

What are your favorite DIY music manipulatives? Let us know in the comments!

Happy teaching!

DIY Music Manipulative: Battleship. This board game based teaching tool is great for upper elementary or middle school students who are learning about the treble clef. It can be adjusted for different lessons. My upper elementary music classes loved it! And it is super CHEAP. Becca's Music Room.

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Choir, Elementary Music

How to do Auditions for an Elementary Musical

Are you doing an elementary musical? Need to pick your characters? You need to hold auditions.

I know, I know. Nobody wants to audition elementary school kids. They think they are too young, too sensitive, whatever.

But you should.

My choir did a musical this year. It was super simple, all of thirty minutes. But it was fun.

I held auditions—terrified of what would happen—and was so glad that I did.

Why should you hold auditions?

Well there are the easy answers—you don’t want to appear to favor any of your students. Also, you need to know who is interested.

But the other thing is that you may not have an idea of the talent that is in your kids.

One of my main characters was a girl that I did not know had that much talent. She was the very best out of all of the students. And I had no idea.

I felt terrible about it, but I had no idea. She was quieter, so I didn’t hear her much.

But she was so good.

Moral of this story—you should really hold auditions.

Now—how do you hold auditions?

If you are curious, this is the musical we did. It was super fun, 30 minutes, easy to learn, and has lots of parts. I highly recommend it. Click on the picture to learn more.

You can also read more about things to do when directing an elementary musical here.

How to do Auditions for an Elementary Musical. If you are having a musical, you NEED to hold auditions. Find out why and how here! Becca's Music Room.



Talk to them about what to expect in an audition

This is super important. If you are doing an elementary musical, they have probably never had to do auditions. For anything.

Tell them what will happen in the audition. Tell them what you want them to sing. Tell them the things you are looking for (diction, dynamics, etc.). Ask them what they think the lead roles will be. The most honest you are, the better they will do.

Also, I had one kid ask me, “Do you want me to sing it like how we sing in here or like how I sing?”

I assume she meant that she didn’t want to sound as classical. I told her just to sing it like she would do onstage, but that I taught them to sing that way for a reason: it really is easier on your voice, and it is the style that we use in choirs.

Also read: 3-5 Music Lesson: Boomwhackers and Science

Pick a song they know

There are a few ways to do this. If it is the beginning of the year, you could have them pick a song. I know other teachers who hold auditions for choir and tell students to sing a song they learned in class or at church or on the radio.

If you have had your students longer, you can pick a song. I highly suggest this. It is easier to evaluate students when they all sing the same thing, so you have a few things to really look for.

I chose a song that we had just finished singing in concert, so I knew that they knew it well. They knew what I was looking for, because it was all of the things that I had discussed during rehearsals. This way students are less worried about whether or not they know the song, and can focus on doing their bests.



Have them Sing in Front of Other People

I know this is super intimidating– but it helps you see what the students will do in front of an audience.

I did auditions during a choir time. The students sang in front of their peers. This helped me see who would be ok singing in front of the whole school.

I know this sounds bad. We had a loooong talk about audience behavior before. I used a point system for the auditions, and I subtracted points for any bad audience behavior. Anyone who laughed or talked went down a point. This worked very well– I think I only had to subtract one point form one kid. Most of them were so nervous for themselves they were not thinking about the others.

Also read: Music Centers Classroom Management for Bad Classes

Consider the whole child

Your kids have lots of talents that you can use. Even if they don’t get the part they want, you can use them somewhere else.

I had three main characters, and four really great auditions. For the fourth one, I felt terrible. Because she was really good. She did get a smaller part, and then I added more responsibilities to her. She was in charge of the CD player, so through rehearsals, she started and stopped the CD. It wasn’t a huge thing, but it really helped her feel more involved and less disappointed.

I had other students in charge of taking care of props or painting costumes. All of these seem minor, but they help the students feel involved.

The most important thing is that the students feel involved.

After our musical, I had a lot of other teachers say, “How did you get them to care so much?”

I wasn’t sure how to answer that, but I guess it is because I had them get involved. I only had one student who didn’t show up to the show– long story– and for my school, that is a BIG deal. As a contrast, only about half showed up to the previous concert. And unfortunately, that is normal for our kids.

How to do Auditions for an Elementary Musical. If you are having a musical, you NEED to hold auditions. Find out why and how here! Becca's Music Room.



Let them know every part is important

Tell them that not everyone will be able to get the parts they want. Tell them that it really stinks when you audition and don’t get the part. Tell them that every part is important– because it is!

They may not believe you, but still. If someone is absent from a rehearsal, use it as a chance to show them that everyone is important. Point out– not in a rude way– how difficult it is without the other person there.

Also read: Calming Down Activities for Music Class

Have Understudies

I know you don’t want to, but do. I came within two minutes of needed to use the understudy for my main character, and in the terrifying moments, I was so glad I had a backup.

Explain to them what an understudy is, and give them another part (a smaller part) as well. Include them on all rehearsals with the main characters so that they will learn what to do.

 

I like our musical last year so much that I ordered another by the same person for this year. Hope we like it as much! You can check it out by clicking on the photo:

You can also read more about things to do when directing an elementary musical here.

Have you held auditions for an elementary musical? How did you do it? Let us know in the comments!

Happy teaching!



How to do Auditions for an Elementary Musical. If you are having a musical, you NEED to hold auditions. Find out why and how here! Becca's Music Room.



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Elementary Music

Things to DO when Directing an Elementary Musical

At the beginning of my first year of teaching, I got a great idea. We should do an elementary musical.

I needed some microphones, applied for a grant, and forgot about it.

And then I got the grant. And because it was now January and I was significantly more worn out than I was in September, I thought, “Great, now we have to do a musical.”

An elementary musical.

Great idea, Becca.

I am actually really glad that we did it. It ended up being really great—the students were really into it. They did a wonderful job, and it was fun for me too. Some days, rehearsal was the only thing getting me out of bed in the morning.

On the way, I learned a lot, because when I started I knew NOTHING. Like, nothing at all about an elementary musical.

So none of these things are from a textbook or wonderful pedogogy. These are all things that I learned on my own. I hope that they help you!

If you are curious, we did this musical: It’s a Jungle Out There. It was perfect– 30 minutes long, catchy songs, lots of different parts. I would highly recommend it, especially if you are new to directing musicals. I liked it so much I ordered a new one for this year: Once Upon a Lily Pad.

Things to DO when Directing an Elementary Musical. Becca's Music Room.



1. Do Hold Auditions

For some reason, in elementary schools, teachers are hesitant to hold auditions.

Do it.

Why should you hold auditions? It makes it more fair, prevents favoritism, and surprises you.

Y’all. There was so much talent in my choir that I am ashamed to say I was not aware of. Some of the people that did the best were complete shocks to me.

I was truly impressed by how well the auditions went. I was so glad that I made them audition.

I used a song that we had just performed, so they already knew it well enough to be comfortable singing it. I had them do it in front of each other, to make sure that they would be ok in front of people.

But make sure that you talk to the students about how the auditions will go, and how to be proper audience members. I used a point system, and told them that any rude comments, laugh, etc, would take a point off of their audition score.

I have a post coming about auditions, so make sure to subscribe so you do not miss it!

 

2. Do Plan Rehearsals

This was something I was so relieved about. I went through each rehearsal and wrote down what I wanted us to go through each time. And I was so glad I did, because it helped us stay on track, and ensured that we had enough time to do everything.

It doesn’t have to be crazy (like Monday we will work on measures 1-5 of this song….) but just general. Like: on Monday we will work on the second song and learn the words to the third song.

Just make sure your expectations are realistic.



3. Do be Creative with Rehearsal Times

School schedules can be crazy, so it is helpful to be creative with rehearsal times. During rehearsal season, we did have after school rehearsals. I sometimes kept kids during my lunch (after testing was over, so their teachers would relinquish control!), before school, etc. All of these little times helped add up to students who knew their stuff.

Also read: Phrases for Classroom Management in the Music Room

4. Do Draft Other People

You will be surprised about how much talent there is in school. I could not have done the musical without help.

I only had one person who helped with rehearsals—not many rehearsals, but anything is helpful. What I found most helpful were the people that helped with costumes and sets. People found random things all over the school that were so helpful when it came to costumes and sets.

I also got someone to help run lines during recess, which added some more help to the arsenal.

Ask if you can make an announcement during a staff meeting or send an email asking people for help. You will be surprised. One of our teachers had a degree in Theater—and I had no clue!

Don’t be afraid to ask for help. I know it is difficult, but do it anyway.



5. Have fun!

Both you and the kids need to remember to have fun. Rehearsal get stressful, kids get tired, but if you are not having fun, it will not be fun. And if they are not having fun, it will show.

To have fun, try switching up the activities part of the way through. Usually about halfway through, I would have them sing and dance however they want to our songs, or have them get into groups to work on their lines. The change of pace helps to keep things fun.

Also read: Tips for Keeping on Top of Lesson Planning

Things to DO when Directing an Elementary Musical. Becca's Music Room.

Have you ever had an elementary musical? How did you handle it? Let me know in the comments!

Happy teaching!



Things to DO when Directing an Elementary Musical. Becca's Music Room.



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Management, PBIS

An Easy (and fun!) School Wide PBIS Incentive

PBIS takes on many different shapes in today’s schools. We use it for individuals, classes, schools, etc. As part of our school’s PBIS plan, we have a school wide PBIS incentive periodically. Last year we did things once a nine weeks, this year the plan is to kick it up to once a month.

For people who have no idea what I am talking about, PBIS stands for Positive Behavior Intervention System. The idea being that students work towards a reward by having good behavior.

A school wide incentive is not necessarily the whole school. Students earn the school wide PBIS incentive through good behavior that is tracked by Dojo points. Any student who earns the set amount of Dojo points gets to go to the school wide PBIS incentive.

Now, these can be really crazy (carnival, fall festival, field trip, etc.) or more subdued (sock hop, popcorn and a movie, etc). Today I am sharing one of my school’s go-to rewards. This is cheap and easy to change so that it can continue to be fresh.

Speaking from experience, I would not suggest making this the only type of reward offered, but it can be used some times. If your school is strapped for cash (like most schools), this can be good. You could use this in between other rewards to keep momentum going.

Also read: Positive Management Strategies for when You Don’t Feel Positive

An Easy (and fun!) School Wide PBIS Incentive. A simple and cheap idea for rewarding students for good behavior. Becca's Music Room



 

The best way to describe the school wide PBIS incentive would be centers. We usually do school wides during specials times. Instead of going to music or art or whatever the case may be, the students in the grade that earned their incentive will go to the incentive. It is usually housed in the gym.

We plan as many activities as there are classes (although sometimes we double up and have two classes at each station). We usually have one specials teacher at each of the stations, and we switch after a few minutes.

The different stations allow you to change activities each time and keep things fresh. One suggestion is to alternate between high energy activities and low energy activities.

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

An Easy (and fun!) School Wide PBIS Incentive. A simple and cheap idea for rewarding students for good behavior. Becca's Music Room



 

Here are some ideas for activities for school wide PBIS incentives:

  • Snack station (or water station)
  • Scooter races
  • Jump rope station
  • Relay race
  • Dance station
  • Non-elimination musical chairs: even my fifth graders loved this game!
  • Craft station: Bookmarks are an easy and cheap craft that require little time and supplies.
  • Basketball station
  • Just Dance videos on YouTube
  • Dress up relay: Students put on hats, sunglasses, large shoes, necklaces, etc. and run a relay. When they get back, they take the dress up off and the next person goes. This is easy to change for the seasons (these leis for summer, sweaters for Christmas, etc.)
  • Bean bag toss
  • Photo booth station: Have a camera to take photos. You can send them to teachers afterwards. If they are older, they could just use their phones. You can use props like these cheap ones.
  • Volleyball station
  • Parachute station
  • Tug of war
  • Fake tattoos: These are cheap and the kids love them! These look like fun.

 

Also read: Keys to Classroom Management in the Music Room



 

The list can go on and on—that’s the beauty of this type of school wide PBIS incentive. What would you add to this list? And what does your school use to encourage good behavior? Let us know in the comments!

Happy Teaching!



An Easy (and fun!) School Wide PBIS Incentive. A simple and cheap idea for rewarding students for good behavior. Becca's Music Room



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Elementary Music, Management

Music Centers Classroom Management for Bad Classes

If you have been teaching music for longer than a day, you will know that not all classes are well behaved. If you have had your kids for a few weeks, you will have already figured out which the “good classes” versus the “bad classes”. It is easy to let the bad classes rule your life—and your lesson plans.

One thing I knew that I wanted to do this year was centers. Centers is the big thing when it comes to education at the moment, and I wanted to incorporate that into my music class.

I know a few teachers who work in schools with many bad classes, and that causes them to shy away from centers activities due to classroom management problems.

I am not going to lie, it took a lot of effort for me to figure out how to do centers with some of my classes this year. It definitely wasn’t perfect by any means, but I did figure out some ways to keep control.

If you shy away from centers due to bad classes, read through this article for some ideas on how to make things better. Because it is possible. It may not be easy, but it is possible.

As a disclaimer, I don’t normally call any classes “bad classes”, but I thought it would be the best way to get my point across!

Also read: Routines You Need in the Music Room

Music Centers Classroom Management for "Bad Classes". Difficult classes and differentiated centers are not usually things that go hand in hand. Find out how to get your difficult elementary music classes to do centers well! Becca's Music Room.



 

Don’t Make Too Many Activities

This one of the first mistakes that I made. The first (and second and third, I’ll admit!) time that my students did centers, I gave them five or six different activities.

While I have heard that many people do this successfully, it did not work with my classes.

Just being honest.

There was a time restraint, of course. I have 50 minute classes, but they often come late. And you have to take a few minutes for closing and lining up the classes. By this time there’s usually 30 minutes left, including explaining how to do each activity. We never end up with enough time to do everything.

Even without the time restraint, we still end up not having enough time to really dig deal into each of the activities. I fine that 8-10 minutes for each activity is ideal in my class. This, of course, would may be different in your class.

I usually plan three centers—four at the most. This seems to be the best way to allow my students to really benefit from each center.

I found that when I had too many centers, it was too hectic. On top of that, the students didn’t have time to grasp each center as they ought to.

Also read: Keys to Classroom Management in the Music Room



 

Use Activities the Kids Know

This was apparent to me after our first round of centers.

Not only did I have way too many centers, but the students did not know any of the activities.

The first round went ok, but even just the second center was a mess. I walked around and half of the kids were just sitting there, because they had already forgotten what they were supposed to do.

Nevermind that I wrote the directions on papers for them, they still were not doing anything. Or they were goofing off.

So the next time I did centers, I picked activities that we had done in class. Some of them I changed slightly, added more to it, or used the same activity but new concepts.

This worked so much better.

Since then, I only add one activity that is new, and I station myself at that activity to help. This will keep trouble makers occupied. The more occupied they are, the less time they have for trouble making.

They love playing Bingo, like this one for instruments or this one for rhythm.

 

Make Groups Small

I cannot stress this enough.

Make. Groups. Small.

Especially if you have bad classes. The smaller the groups, the better.

I know you are thinking—you just told me now too make too many centers!

Yes, I did.

What I like to do is have two sets of the same centers.

So I will have six groups with three rotations. Everyone still gets to do everything, but the groups are smaller. I usually set up three centers on one side, and three on the other side of the room.

Another way to do it is pick an independent or pair activity for half the class, and work with the other half of the class.

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

Music Centers Classroom Management for "Bad Classes". Difficult classes and differentiated centers are not usually things that go hand in hand. Find out how to get your difficult elementary music classes to do centers well! Becca's Music Room.



 

Keep Everything Contained

When I say contained, I mean keep the supplies contained. Not the kids.

Well, the kids too.

If students do not know where to go for each center, it will be a mess. They will be too close to other groups, or way up on instruments, or whatever.

Give them a place to sit.

This could be groups of desks, tables, a blanket or tablecloth on the floor, etc.

I like to use hula hoops. I put out a hula hoop for each center. My students sit around the hula hoops, and the supplies stays in the hula hoops. I like to also put everything in a box so it is organized.

Also, because I do two sets of the same centers, I color code them. If I have two sets of Kaboom!, then I put them both in blue hula hoops. this way I can say, “Blue hula hoops, go to red.”

You can get hula hoops here or some cheap colorful containers here.

 

Work on Transitions

This is the most important part of your first round of centers.

Especially for a bad class.

You need a clear signal for when to stop—this can be a saying, a noise, etc. you need to decide what they are to do when this happens—do you want them to clean up, or just freeze and listen to directions? Do they automatically go to the next station, or wait for your signal? These are all up to you.

I like to play a rhythm on the cowbell (this one has a cow print on it!) and have them echo it—this way they can hear it over their noises—and then I say “1, 2, 3, 4, pick everything up get off the floor and freeze.” (I learned it from my mentor who would say instruments instead of everything, but this is more far reaching. I also added the freeze part because I don’t like the kids just going onto the next part without my signal.) Once everyone is up and QUIET, I will say “5, 6, 7, 8, hurry don’t be late.” This is the signal to go to the next center.

You can do whatever you see fit, but this works well for me.

Whatever you decide, make them do it right. Even if it takes the whole class period. Eventually they will do it right and quickly (yes, even the worst of classes) if you make them do it right from the get go.

Also read: Free Music Lesson: Bizet Scarf Routine



So there are some ideas for how to do centers with your “bad classes”. I know it may be daunting, but you can do it. They can do it.

 

Although to be perfectly honest, it’s not a bad idea to have a backup plan (find some here!) in case it is not successful. You could consider having enough supplies to have every one do the same thing if centers are not in the cards that day.

I know we don’t want to think that way, but sometimes it is best.

The first time you do centers, I suggest picking all activities that they know how to do so that you can concentrate on procedures until they are able to do the routines easily.

How do you handle centers with bad classes? Let us know in the comments!



Music Centers Classroom Management for "Bad Classes". Difficult classes and differentiated centers are not usually things that go hand in hand. Find out how to get your difficult elementary music classes to do centers well! Becca's Music Room.



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Elementary Music

Tips for the New Music Teacher from My First Year of Teaching

It is now June, and I have finished my first of teaching elementary music. I am no longer a new music teacher. It has been a good, long year. It has definitely not been easy, but it has been worth it. Teaching anything—let alone elementary music—has its ups and downs.

So if you are reading this, about to be a new music teacher, here are some tips for what to expect and how to get through the first year of elementary music.

Tips for the New Music Teacher from my first year: Some useful help from my first year teaching elementary music. Becca's Music Room



Overplan

This is a lesson I learned in my first grade class on the very first day of school.

Overplan.

What I mean by that is plan way more than you can get done.

Trust me, there is nothing worse than getting through your 50-minute lesson in 20 minutes and then having a bunch of bouncy, distracted first graders staring at you. And you being out of things to do.

It is something you never want to repeat.

Keep an eye on the clock as you go, and I suggest writing down on your plans how long you think each portion will take. This way, if you think the introduction will take ten minutes, and it only takes five, then you know you need to extend something else.

In my lessons, I always try to have something that you can extend. For example, pretend you are teaching a song. If you notice that you are running early, you can always extend a song longer. You can add in some rhythm or melodic work into the lesson. With older students, you can add make it into a round. You can add instruments to help.

I also add something to my lessons as a contingency plan. At the bottom of my lesson plans, I literally write something like this:

EXTRA: If there is extra time, he teacher will read the book I Know a Shy Fellow who Swallowed a Cello.

Or watch a video. Or review a song. Or whatever.

You will not always need this, but when you do, it helps to have a plan. And it can be the same plan for a few weeks.

Don’t feel stressed by this. You can literally just keep a pile of books on your desk as a “just in case”.


Have a plan b

This goes along with the last one. It will take you all of a few weeks as a new music teacher to learn that school are full of all sorts of random, unexpected things that will be thrown at you at the last second.

Right before the end of school, the principal walked in at the beginning of my fifth grade and announced that a band director was coming to talk to the kids. When that was over, it was too late for my normal lesson and I had to change plans on the spot.

And the last week of school, I had no idea that I was teaching all classes in the classrooms. And I didn’t know that I was helping with testing that week too.

And I didn’t know that I was helping with kindergarten and fifth grade graduations. And I didn’t know that I would be doing class parties.

I don’t tell you these things to scare you, but just to show you that things change. And you may not know until five minutes before (if you are lucky).

Have a few activities on the back burner for those weird and crazy days.

If you need some help, you can read this post that I wrote about back up plans in the music room.



Keep learning

I know that you just finished school and have no desire to go back there, but don’t cut yourself off from learning. It doesn’t have to be crazy. Read some books. Check out a conference. Get on Pinterest—serious, you can get all of you lesson ideas from Pinterest! (you can follow mine if you click here for some music teaching ideas).

My best tip? Find some other music teachers to talk to. Even if you just get together with someone and have coffee, I cannot tell you how much it helps to talk to someone who understands. And although I love my fellow classroom teachers, they have different views than we do.

I find that most people are very happy to talk to anyone—just shoot them an email. One thing I am so glad that I did was add some music teachers on instagram. I know that seems stupid, but it is so nice to share in the joys and struggles of other music teachers. And they have lots of ideas that I like to steal… (you can click on my instagram at the top of the page).

 

Don’t take it personally

So…. This is part that we never want to talk about. But y’all… kids are mean sometimes. Most of your kids will be sweet, but some of them will not. Some of them enjoy getting under a teacher’s skin. Especially under the skin of the new music teacher. Some do it on purpose.

And some do it totally not on purpose. Because kids also have no sensitivity. They don’t think twice to ask you if you are pregnant or if you know how to do math or if you are turning 100.

Yes, all of these happened to me this year.

So whether it is on purpose or not on purpose, don’t take it personally. Try your best to just let it roll off of your back.

If it is on purpose, remember that the child has much bigger issues than you. They are bugging you to try to gain much needed attention. Allowing them to get under your skin just gives them what they want—and they will continue it.

And if it’s not on purpose, then they really don’t realize they are being rude. You may want to tell them gently that it is not appropriate—but don’t get mad at them for not realizing something is rude.

And for really rough days, check out this post.

 

Get a hobby

This, incidentily, will help you with letting things roll off of your back.

Find a hobby that will allow you to relax. I took up painting this year, and it has certainly helped keep me sane (you can check out my etsy shop if you’re curious). And I figure it is better than watching Netflix all night…. Although, you can paint and watch Netflix…

You can read, dance, write, arrange flowers, garden, whatever. My dad (also in education) has been a whole new man since he took up kayaking.

Find something you enjoy and do it!

Tips for the New Music Teacher from my first year: Some useful help from my first year teaching elementary music. Becca's Music Room



Remember to have fun

Like I said at the beginning, there are both ups and downs to teaching elementary music. Especially for the new music teacher.

Some days you will wonder why on earth you chose to do this. You may go home and swear that you are never having kids (until you remember that you will never have 20 eight year olds at the same time).

And some days will be wonderful.

Sometimes I joke about getting paid to dance and sing and play games with kids all day. But really—I get paid to dance and sing and play games with kids all day. How awesome is that?!

There are some times that you will think, “I cannot believe I get paid to do this.”

Hang onto those days. They may be frequent of they may be far apart, but remember those feelings.



If you are starting out as a new music teacher, there are great joys ahead of you. No one will pretend that it is all sunshine and rainbows, but it is pretty great.

Hopefully some of my advice will help you in your first year.

What advice would you give a new music teacher? Let us know in the comments!

If you need some more help, you can read through some of my posts for help, or shoot me an email if you have any questions.

Subscribe and follow me on social media for more help in teaching music!

Happy teaching!



Tips for the New Music Teacher from my first year: Some useful help from my first year teaching elementary music. Becca's Music Room


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