Elemental Conversations with Victoria Boler

As we wrap up the year, rhythmic building blocks can be a beautiful way too reinforce musical knowledge and skills, while offering lots of options for student choice. Whether rhythmic building blocks are a well-loved mechanism in your classroom already, or if you've never used them at all… I think you'll enjoy this look into their (seemingly) infinite possibilities. Find the full show notes at https://victoriaboler.com/elemental-conversations Let's Connect: Website | Instagram | YouTube | Website | Planning Binder

The short answer: As often as we want, and as often as we see it serving students. But there's a lot more to dive into! Here are some things to consider thinking about in answer to this important question.

It's concert season. Let's look at some options for taking a short piece and extended it for a concert setting. When it's time to put on a program of short recorder pieces, how can we keep the presentation manageable, while filling out a program? - Find the full show notes at https://victoriaboler.com/elemental-conversations Let's Connect: Website | Instagram | YouTube | Website | Planning Binder

We've all been there. What's the balance between preparing for a concert, and “regular” teaching? What's the connection between the two? And how can we structure next year so it's breathable, joyful, and intentional? - Find the full show notes at https://victoriaboler.com/elemental-conversations Let's Connect: Website | Instagram | YouTube | Website | Planning Binder

What might early experiences with melodic pedagogy look like? Before the expansive melodic vocabulary in upper elementary, how do young musical learners explore and actualize melodic ideas? What does it look like at the beginning of the learning process? And is there a way to make early melodic experiences intentional, musical, pedagogically sound, and joyful?That's what we'll explore today. Episode 37 - Organizing the Music Lesson Plan - Concepts vs Activities - Find the full show notes at https://victoriaboler.com/elemental-conversations Let's Connect: Website | Instagram | Youtube | Website | Planning Binder

When we move in music, we actually need practice not bumping into each other! Physical awareness of our surroundings is one of those things that may seem obvious to us, but it's actually a learned skill. Here are some concrete ways we can practice moving in open space, so that music class stays safe and fun for everyone. - Find the full show notes at https://victoriaboler.com/elemental-conversations Let's Connect: Website | Instagram | Youtube | Website | Planning Binder

What's the relationship between recorders, barred instruments, the voice, and movement? How might we approach recorders as another tool in our melodic toolbelt?

There are assessments we learn about in teacher training…… and then there are actual assessment challenges we face in the real world. Let's look at four teacher questions about assessment. We'll talk about grading young musicians, the relationship between assessment and student motivation, how to assess active musical doings, and why we might rethink grading on effort. Let's go!

When we have a distance between instructional times, we may notice that students don't always retain information from class to class. What are some strategies we can use to help students reference back to their previous musical experiences so we can build skills sequentially? - Find the full show notes at https://victoriaboler.com/elemental-conversations Let's Connect: Website | Instagram | YouTube | Website | Planning Binder

When students are out of class, it can be tricky to know exactly how to plan lessons. How can we serve the students in the classroom while leaving space for the musicians who are absent? —— Find the full show notes at https://victoriaboler.com/elemental-conversations Let's Connect: Website | Instagram | YouTube | Website | Planning Binder

How can we use instruments to teach melody in a way that is integrated, not isolated? What does the process look like if we don't have access to barred instruments? Today we'll talk about the process of teaching melodic elements. We'll look at what the learning progression looks like with and without instruments, and what to do if you sense students need to back up and review before moving forward. - Find the full show notes at https://victoriaboler.com/elemental-conversations Instagram linkYoutube link Website linkPlanning Binder link

Find the full show notes at https://victoriaboler.com/elemental-conversations We can do a lot in a short amount of class time! Here are some ways to maximize the music experiences, even in 25 minutes.

The best composers in the world have never met your students! You and your choir members may be the most capable arrangers of your own choral music. Here are some simple ways to get started. - Find the full show notes at victoriaboler.com/podcast/arranging-repertoire-for-elementary-choir

Here are some ways to review and refresh your semester.We'll talk about the importance of looking backwards to go forward with our review project. We'll talk about the importance of knowledge transfer when we review, and the role that creative processes (improvisation / arranging) play. We'll think about ways we can move students' creative work outside the walls of the music classroom. Last, we'll discuss how students can take charge of reviewing, self-assessing, and planning for next semester. ————-You can find the complete review projects inside The Planning Binder, or purchase them as stand-alone projects.Use the code, REVIEW to get 50% off these projects (offer valid through December 1st).Find the full show notes at https://victoriaboler.com/elemental-conversations

Here's one example of how we might organize resources for teaching 1st grade rhythm. We'll use a concept plan, or a place we can document our goals, repertoire, and learning activities. When we have these resources in one place, lesson planning is more intentional and streamlined. You can find the full show notes here: victoriaboler.com/podcast/organizing-resources-to-teach-1st-grade-rhythm

“One thing that I struggle with is the availability of too many resources! Any tips? I wind up feeling so guilty when I don't get to a particular song or activity, but I can't do it all…”The internet is a big place! That can make it overwhelming when we look for lesson ideas - how will we choose the most intentional lesson ideas, while keeping track of all the things we find interesting? Find the full show notes here: https://victoriaboler.com/elemental-conversations

Here are some examples of how musical experiences can be threaded together across lessons. We'll look at specific teaching activities for syncopa from The Planning Binder's November monthly plan._______This is a quick “espresso shot” episode. My hope is that it's an actionable teaching idea that applies some larger principles, and gives you some inspiration on your drive to work. ________ Find the show notes at victoriaboler.com/elemental-conversations

In the last episode we talked about structuring the lesson around musical concepts, instead of activities. Let's think about some ways to apply concept-based teaching with upper elementary and the rhythmic pattern, “synco-pa,” or ta-di—di. Syncopa (ta-di-di) songs: Bump Up Tomato Weevily Wheat Surfin' U.S.A - Beach Boys Alabama Gal (or) Count On Me - Bruno Mars Find the show notes at victoriaboler.com/elemental-conversations________ This is a quick “espresso shot” episode. My hope is that it's an actionable teaching idea that applies some larger principles, and gives you some inspiration on your drive to work.

Should we organize our lessons around activities or around musical concepts? There are pros and cons to both! Find the full show notes here: https://victoriaboler.com/elemental-conversations

Songs: Bell Horses Frosty Weather Passing Out Instruments: Students sit in a circle. As they sing the song and pat a steady beat, the teacher walks around the outside of the circle and places an instrument behind students' backs. Collecting Instruments:Students stand and walk around in a circle while singing the song. As students move, the teacher walks around the circle and collects the instruments.

Zapatitos Blancos Speak the rhyme and play the game Add an ostinato - students come up with any combination of shoe / little When you're out, choose if you'll play the steady beat on a tubano or play the rhythm of the ostinato on rhythm sticks or other unpitched percussion Continue playing until the available instrument slots are taken

Find the full show notes here.Strategies for Sharing Instruments: - Choosing, elimination, guessing, or chasing games - Doubling up on instruments - Using instrument stations - “Pass it down”

Find the show notes here.Reports mentioned: Comparison of the National Standards for Music Education and Elementary Music Specialists' Use of Class Time (Orman, 2002)Self-Reported versus Observed Classroom Activities in Elementary General Music (Wang & Sogin, 1997)Perceptions of Time Spent in Teacher Talk: A Comparison Among Self-Estimates, Peer Estimates, and Actual Time (Nápoles & Vázquez-Ramos, 2013)Time Use in Instrumental Rehearsals: A Comparison of Experienced, Novice, and Student Teachers (Goolsby, 1996)

This is a quick “espresso shot” episode. My hope is that it's an actionable teaching idea that applies some larger principles, and gives you some inspiration on your drive to work. For my part, it keeps me thinking through many ideas and connections so I stay energized as well._______Main Rhyme: Engine engine number nine going down Chicago line See it sparkle, see it shine, engine engine number nine Ostinato 1: Clack clack clickity clack Ostinato 2: Cling clang Ostinato 3: track ___ ___ down the Potential Pedagogical Use: Rhythm vs Beat, Quarter rest, partwork

Find the show notes at victoriaboler.com/elemental-conversations________ This is a quick “espresso shot” episode. My hope is that it's an actionable teaching idea that applies some larger principles, and gives you some inspiration on your drive to work. For my part, it keeps me thinking through many ideas and connections so I stay energized as well. _________Rhyme: Engine Engine Number Nine Process: Students choose if they'll perform the rhythm or the beat Students are now seated at the “train station”The teacher is the conductor and moves a train of four students around the room, stepping to a steady beat while students at the train station clap the rhythm. When the rhyme is over, drop off passengers and pick up new ones Eventually transition to a student conductor and multiple trains moving around the room

Find episode notes here._______This is a quick “espresso shot” episode. My hope is that it's an actionable teaching idea that applies some larger principles, and gives you some inspiration on your drive to work. For my part, it keeps me thinking through many ideas and connections so I stay energized as well. ______Process: Sing the song and play the game (Recruiting interest / Optimize relevance, value, and authenticity)In small groups, students create jumping motions that match the lower vocal part (Sustaining Effort & Persistence / Foster collaboration and community)Students check to see if their motions match the length of the lower vocal part (Self Regulation / Develop self-assessment and reflection)

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Season 1 | Episode 20Show Notes What is your process as you start planning programs for the year, and what tips do you have for those of use who are new to them altogether? Thanks for your input!! I look forward to hearing the podcast. Questions: How involved is this program? What is the scale of the production that I have the capacity to produce from a musical standpoint? Programs take a lot of planning and logistics. What is my capacity to be a project manager in addition to a show producer at that scale? What's the point of the program? What do I want families, caretakers, colleagues, and the community to see from this program? Doing the same thing at the same time in the same way I told them to do it? What is the expectation for the program? And what is the core value of that expectation? Spring musical / choir concert vs a time for the community to celebrate students Backwards Plan: ContentWhat can students do in terms of musical skills? Where are the opportunities for students to show what they're learning at a conceptual level instead of what they're memorizing?Choose part of the repertoire Write the program notes Develop an ostinato for the arrangement Decide the form Create movementsCompose a countermelodyBackwards Plan: RepertoireWhen is the concert? What will we know by then? How can I take out stress on the part of me and my students? Concert is in April, we need to start preparing concert material in ______. We need to have ___ songs ready by ____. Backwards Plan: Communication and Logistics Many times , most of headache isn't about the music. It's about who shows up when and where and what they should be wearing and what spaces are available. With an order of program logistics, write the date something needs to be complete, and then the date you need to start thinking about the taskWhere does this fall in the school calendar? Where does this fall in the school community culture? Talk to administration, sports leaders, other after-school colleagues, and middle school band directors. How do you reserve the space? Talk to administration, reserve the space, confirm that the space is reserved, then send an email to everyone involved as a follow-upWhat communication platforms already exist? Use them at the beginning of the year and periodically leading up to the event to communicate with staff and families (Friday folders, school newsletter, front desk, etc.) What support do you need? An adult to help with risers (family volunteer, colleague, or custodial staff)Someone to help move instruments An piano accompanist if students aren't providing their own accompaniment ProgramsPrograms are an artistic and practical way to showcase musical learning. How we prepare them can make a big difference in our own peace of mind and our students' experiences.

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