The superhero description “faster than a speeding bullet” belongs to Superman. Let’s consider that phrase as we figuratively turn our heads from one side to the other: looking back to March 2020’s abrupt end of schools nationwide – to now, the end of 2020.
Schools are determined to provide the same high standards serving children and families of our communities. There are now several months behind you by the time you peruse this article, and this season of transition has shifted throughout the school year.
Whether we are band or choral educators in the classroom or community, the view at this point of this particular year is not the same in so many ways. And yet, there is something that remains constant: the need for the arts in every life we serve is vital, and you are the dedicated “composer” of each classroom or rehearsal session. Your innovative, artistic approach is paramount as students enter your learning circle and your community of making music.
Please allow me to share a point of affirmation: you need to refuel yourself with personal artistic immersions, restful sleep, and laughter whenever possible. Be patient with yourself and share even more patience with your students.
“A sense of community and acceptance” : this was the response by Ronda Armstrong when asked to describe what is most important for you to provide students right now. She is music specialist at Stanford Montessori Elementary School (Nashville) and a 2018 recipient of the Country Music Association Foundation’s Music Teachers of Excellence award.
You, music, and your artistry are #criticallyvital. Don’t let the “shifting sands” of this school year hold back or stymie your creativity. Making music together is a community working in unison or harmony, in rhythmic sync or counterpoint, and in expression of mood. #shiftingsands
So you’re thinking, “But we can’t perform.” That depends on if you are in the school room or virtual, whether masks mandated or not, the city/school district policies, if part of the week is in school and part of the week is virtual, and how comfortable you are in any of the aforementioned scenarios.
Let’s take a look at what you provide within and surrounding the context of music that establishes community and acceptance. Each class is a community, meeting together for a purpose presented by the teacher. Every student, as a member of the community, needs to be acknowledged for their individual participation and contribution to the community’s outcome: making great music together!
The Community and Learners Need Structure
Music within itself has structure, whether through singing, playing, or listening. Whatever the limitations of “playing” in your setting, use this time creatively by having students study the sections within the selected repertoire. There is a basic kindergarten concept of recognizing “same and different” for use in identifying how to group objects and how objects may be grouped. In students’ music lessons – band room or classroom – think about building singers’ visual (reading) and aural (audiating) skills through an innovative analysis process. Discovering the “insides” of a piece of music can be fascinating and productive. As your students’ skill increases, self-confidence sparks their ability to read and memorize. This maximizes their individual contribution to the singing community and their acceptance as a productive member.
Think of it as putting puzzle pieces together. Same and different rhythmic/melodic patterns assist their ability to understand its sequential flow (songform). Up the ladder of cognition and application it becomes same, different, and similar. The task can be as small as identifying a rhythmic/melodic motive in a song (classroom) or comparing whole phrases in a larger (choral) composition where recognizing similarities versus “same and different’ can make or break the community’s performance accuracy.
Process in your daily teaching regimen is the “outer ring” of structure students need. Whether classroom or virtual session, the structure of the sequential learning steps surrounding the selected material (song, poem, listening selection) offers a sense of security. Repetition of certain routines across lessons, such as warmups and sight reading at every session, offers singers a learning scaffolding to build upon. Materials used will differ, but the routine sets a high standard of expectations for the entire lesson (and into the future).
Contemplate this: a performance is a final outcome for family, friends, and peers. Class sessions or rehearsals should include a musical/singing closure when possible – a “performance” review that includes a small or total group demonstrating a portion of the session. Use a performance decorum rubric that moves the learning during the lesson-rehearsal to a higher level: aka performance decorum.
Consider pairing the above thoughts with this advice from Nita L. Smith, choral and piano instructor at Isaiah T. Creswell Middle School of the Arts and a 2019 State of Tennessee Blue Ribbon Teacher. When asked to describe what is most important for you to provide students right now, she responded: “It is important to provide a sense of normalcy, something that the students are familiar with during this time. This includes common phrases I regularly say to them, my smile, the tone of my voice and my motherly approach to teaching. Because I live close to the school, I believe it’s worth the effort to travel there to do virtual online teaching from my music classroom. I told the students that being in that space without them is a little lonesome and that I Iook forward to the day when it is safe to be together again making music.
We sign off with optimistic closures like fingers forming the shape of the heart and friendly hand waves. These suggestions may sound simple, but they soften the blow caused by miles of distance in the new normal.”
I wonder what #hashtags (three words or less) you will post, or have already posted, that describe your first day, week, or month. I offer these as you infuse the total school culture through the arts in the school building or virtually.
You are: #Creative #Innovative #Dedicated
You are #CriticallyVital.
Reach Margaret Campbelle-Holman at mch@choralartslink.org.
