#15 FIRST YEAR/FUNDRAISER/CART/OPEN CLASS/SPLIT CLASS -
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FIRST YEAR TEACHER
06/14 Part of the "tough" is expectations...children get a little "uneasy" when they don't know what's going to happen and they start to act out, talk, etc...therefor, it is essential that you establish routines - do not deviate, and do not proceed until they do what you expect. This sounds a bit task master-ish, but it's even MORE important with "tough kids." It may seem grueling up front, but will be worth it in the end. So, if you expect that: the class enters the room without yelling, running, pushing, etc. and takes their assigned seats (and yes, have assigned seats), then do not continue with ANYTHING else until this is what happens. It may mean lining back upfifty times and it may mean that's all that gets done on the first meeting - but they need to know that you expect it and you mean it. You don't have to be "nasty" about it, but they'll get the picture. "Oh no boys and girls, that wasn't quite right, let's try that part again..." I do allow them to choose their seats the first day (and make changes based on behaviors that I KNOW will be a problem...but since you don't know these kids, they'll all have a clean slate). I always say, "Make sure you absolutely LOVE that seat because you'll be there 'til the end!" Next, try to avoid "random" musical activities - no matter what point in the lesson they may come. My students know that: they will come in and sit in their seats, then I will take attendance, then I will introduce the lesson "Today we are going to..." then I will access prior knowledge, "Does anyone remember anything about ___" and we proceed from there. The one deviation I have from this is my greeting song. I use the greeting song in my PK-2 grades (which I also use to relate to the lesson topic of the day) and that song changes when the month changes, but we're talking about grades 3-5 here. Some teachers like to use a "song of the month" which is a great idea - if possible, relate the lesson topic back to the "song of the month" if you are going to address that song first. Others like to use a "composer of the month" - you can have a short listening example ready and, hopefully, it will have some musical material relating to the lesson topic of the day. The break-down would look something like this: 10minutes - enter, attendance, lesson introduction, accessing prior knowledge, examples, etc. 2-3 minutes - pass out materials needed (books, song sheets, instruments, etc.) 5 minutes - introduction of a new song or reviewing a previous song. Discover the parts of the song that relate to the day's lesson (the meter, a note value, a melodic pattern, form...) 10-12 minutes - an instrument activity that uses the same song or maybe something new that relates to the day's lesson topic. 10 minutes - a movement activity (or game) that relates to the day's lesson topic. 5 minutes - another song and/or instrument or movement activity that relates to the topic (introduce it only). 5 minutes - recap the lesson "Today we____", put materials away and prepare to line up, issue rewards for the day, or whatever sort of program you have set up. Of course this will vary depending on what you have planned - cooperative groups take a lot longer, peer evaluations take longer, certain materials require more time - you'll need to gauge that when you are preparing your plans. Your program preparation doesn't necessarily have to supersede your curriculum - just use the program material as your teaching material for whatever topics you are covering. As someone once told me, "Tell 'em what you're gonna tell 'em, tell 'em, then check to make sure they understood what you told 'em." If you need help on "what to teach when" I did a whole series on my blog a while back.? http://music3t.blogspot.com/2012/10/the-plan-part-i.html ---- Norm Sands----------------------------------
11/13 ADVICE FOR NEW TEACHERS: Slow everything down! Take your time. Maybe use a puppet to see if they will interact with that. I have several, but the one I use the most is Wannabee, the super bee. The kids love him. He whispers in my ear and then I tell the kids what he said so that I don't have to act like I'm moving my lips! You can play "Higglety Pigglety Bumble Bee" with him to learn their names. Then you can read a story about Mrs. Bindergarten's Kindergarten and ask questions about the story. Make sure they all know where to sit and practice doing that several times by playing the games you mentioned. Show them how to play the rhythm sticks by demonstrating the resting position and the ready position. I usually have them lay the sticks on the floor in a teepee or A shape as the resting position and then have them hold them with one stick on each knee for the ready position. Practice those positions, making a game of it. See if you can catch someone who isn't following directions. Make a big deal out of it... "Ah I caught you! Let's do it again!" No one is out, but the kids love trying to be correct and please you! Then once they have that down pat, show them how we click the sticks together. We never rub our sticks as it makes slivers. Then play a song such as "Beat in our Feet" from Music K8. Have them tapping. Then after they have tapped the song, have them stand up and see if they can make their feet keep the beat with the sticks... it's pretty hilarious! Then the third time you play the song, YES, THIRD TIME! have them march and play. This is still something they are not adept at, but they love to try. Have them follow you around the room while you meander around. They need practice in following in a line. It is a Kindergarten skill that music teachers can definitely enhance. Then have them go back to their seats. See if they can find their spots. Then you have to go over how to put the instruments away. I have the back row, pass it to the next row, etc. Make it very specific and very slow! Take your time and make sure they get it. Then talk about the rules in the music room. The first rule is give your best effort. Tell them that since everyone was marching and following you, they were all giving their best effort. Talk about the next rule... were they using the instruments appropriately? Did anyone hit someone, etc. Go over each rule and see if it applied to what you were doing. With these little guys don't be afraid to repeat the rules over and over for several activities for several music times. Don't feel bad about having them just sit and listen to a song, then do something with the song and then do the song again for another time doing something else. They LOVE repetition! I always have an opening song and a closing song. Don't forget that they, too, need to learn the school song. My kids love Elephants Have wrinkles and Sam the Robot Man. Sam, the Robot man is excellent for doing marching in line also. That is what I use to teach them how to go get in line! You may want to develop another place where they go when you read a story. Transitions are awesome for this age, so sing on your way to the "reading" area. Just remember, it's like a performance, the more anxious you are about it, the more rushed the music will be. Breath deep and take your time with every activity. ---- Caryn Mears
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12/11 COLORING PAGES: Here is an instruction lesson on how to take a photo and turn it into a coloring page. (Instruments and such?)
http://www.instructables.com/id/How-to-Make-a-Coloring-Book/ ----- Martha Stanley
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04/03 RULES: I only have 3 rules posted.
1. Show everyone respect.
2. Follow directions (immediately).
3. Raise your hands.
If a student is breaking one of those (and they cover a multitude of sins), they sit in a time out chair for a few minutes and then they can rejoin the music activities. I very rarely have to call home now (since I did it the first year I was here consistently) nor do I write more than a few referrals a year. -- Contributed by Patricia Albritton
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04/03 I use a strike and check system, also with very unruly classes. They get a check if they stay in control (no talking out, no disruptive behavior) every 8 minutes on the whiteboard. If they get 4 checks, they get a letter of the word PARTY.
It will take them 5 weeks to earn it, but then they get juice and crackers during music time. If they get 2 strikes, it's ok. They don't lose their letter, but they must have earned the 4 check marks. If they get 3 strikes, they lost the chance to get a letter. What usually happens by the second week is that the whiteboard gets a strike and a check on it in the first 10 minutes.... sits there like that and they start to think.... hm... if we continue to be good, we'll keep getting checkmarks,. When they see that second strike go up, they really start towing the line. They also start monitoring others behavior.... "John, quit that. You are going to make us get a strike." (whispered to the person sitting next door). It has worked for 15 years for me. -- Contributed by Patricia Albritton
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04/03 I have had different variations of this class over the years, and have found that if a classroom teacher is inconsistent in his/her discipline, it ALWAYS carries over into my room. The reverse is also true. Some teachers have wonderful classes, year after year. I approach those 'classes from hell' in this way:
First, I ALWAYS met those classes at the door, and waited until they were READY to enter. I count to 3 and then start timing. At 1 minute, the noisy ones (or class, if it is truly that bad) owe me 5 minutes after school (or recess, or whatever.) If I get to 2, they owe me 10, and so forth. ("Because I only see you 60 minutes a week, so each minute is extra important...") For the time they owe me, I go to THEM.....classroom, whatever...IF it is a large group. (Usually individuals come to me.) If a child rides the bus, they either come in at lunch, or I make arrangements for them to stay after school, or I arrange with their teacher to get them during some free activity that is happening in class.
Once they are in and seated, I start a "Star List". All children start out with their name on the star list, because, as I tell them, you all are capable of being 'stars'. To remain on the star list, they must show EXEMPLARY behavior. I tell them "It's not a sort-of-OK-list, it's a STAR list!." I set a goal.....for example, 10 stars....and set a prize for reaching that goal. I have often used donuts or popcorn, but have used special activities, also. The goal has to be reachable, allowing a child to have one or two rough days, but long enough that behavior will really change. I mix it up a bit by declaring SOME days to be DOUBLE star list days ("Because this activity is really tricky...I usually do it with older kids....but I thought you guys could handle it.........you're such good artists."..beautiful singers.....creative people.....fill in the appropriate blank.) which allows some of the shaky ones a way to catch up and not be too discouraged....if they feel they are too far it lets the 'good' kids know that I see and appreciate what they are doing, and it gives other kids a reason to try and change...it also lets them know that I do care about THEM.....if I resort to this, I usually have enough kids settle down so that I can separate/time out the really disruptive ones. I follow through with a referral to the principal if I need to. I don't do that often, but I frequently call or write notes home. (Which always need to be returned signed by mom or dad.) Oh, and the really tough ones....I always try to remember that USUALLY it isn't me they are mad at....something else has triggered that behavior....and to try and figure out what makes them 'tick' or find what they are good at so I can structure a situation so they will look really good in front of the class at some point. (Please note that does not mean I will excuse their behavior or allow it to continue.) If I have one of those heavy duty you're -in-big-trouble-mister talks with someone, I also ma
.....shall we say....positive experiences with authority figures in the past, and come in very defensive. So if I treat them immediately like an ally....("I just KNEW you would want to know about this behavior RIGHT AWAY....) it lets them know that I am treating them as an equal, not as a parent I want to 'fix'. Once the communication lines are open, stuff can get DONE.
Whew. That got long. And guess what? While I was writing, one of my long time problem kids (Really tough attitude 2nd and 3rd grade, and not easy as a kinder or 1st, either.... but now 4th, and blossoming musically...) just came in to do a belt test on her recorder and left with a hug and a huge grin because...ta DAAAA...she is now a "Tooter Tutor!" Will wonders never cease........-- Contributed by Kari Gordon
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04/03 ADVISE: 1. .Don't let them know they are getting to you, they love to see you lose it. Don't raise your voice (yelling and screaming doesn't work, chances are they've already heard it all day and have tuned it out.)
2. Calm and cool, line them up, take them back to the classroom (tell the teacher to go on with her planning time, you will sit with them while they do class work) If they settle down, take them back to your room and resume class.
3. Sit at your desk and let them get it out of their systems. Tell them when they are ready to learn, you'll be ready to teach. Send the "good" ones to the computer or a center with a fun activity to do while the class settles down.
4.Give them worksheets, puzzles, seat work and play music as they work. Don't try to even teach a "lesson" - let them learn on their own.
5. Offer to play a fun game at the end of class as a reward. I count to 10 - each time is a strike - 3 strikes no game.
6. Have math facts sheets for them to do - I'm sure they can use the practice.
Copying doesn't work for me - they won't do it. Jane in Eastern N. C.
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11/01 EQUIPMENT RECOMMENDATIONS
Get a GREAT stereo! We sometimes ignore the importance of this #1 piece of
equipment! You need to get one that will endure, that will make great
recordings for your many shows and performances, and that will play anything you
ask it to! I just got a new JVC component system with fabulous JBL speakers -
what a difference from my old reliable boom boxes! And what a difference to the
kids for their listening - quality listening time; music as it should be
heard..... Plus the tape deck has a counter and a recording volume dial so I can
make really good tapes for use in programs, etc., fading in and out, starting
exactly at the right point, etc., etc.
I can't emphasize how much better this thing is than what I've existed with for
years. Never realized what a difference it would make.
I also love my new digital piano! This week I recorded God Bless America on it,
saved it into the memory, then downloaded it directly to my tape deck. Voila!
A tape for United We Sing day! No more standing close to the piano, holding a
microphone, hoping the intercom or the bells don't go off until after we're
done....
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11/01 MUST HAVES:
1. A piano
2. A stereo system.CD player, with dual cassette deck
3. Song books and Cd's for Grades 2-5, charts for K-1
4. Classroom rhythm instruments: a classroom set of rhythm sticks
1/2 dozen each: triangles, hand drums, sandblocks, toneblocks,
tambourines, maracas, classroom set of jingle bells, a rainstick
5. A set of resonator bells
6. MK8 subscription (Plank Road Publishing)
7. An autoharp
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11/01 TEXTBOOKS: First and foremost - a textbook series. Even if you don't plan to use one,
this will provide you with a basic "playlist," including folk and classic
music. Get 15 of each text grades 2-5; they can learn to share. Our last
adoption was about 5 years ago and 30 texts for grades 2-5 (cd's included)
ran about $7,000
Music K-8 as many years as possible, preferably from the beginning. A good cd/cassette player, preferably with l/r balance control (good luck finding one) and remote.
A piano/keyboard - Most schools have a piano in the gym (or somewhere else); if you are not a keyboardist, you can hold off on this, but a small keyboard may come in handy for demonstrations. I don't play well, so I VERY rarely use the piano.
Have students make rhythm instruments, or send letters home requesting materials to make some. Some parents may buy some outright or offer to make them. Dowel rods make great rhythm/lummi sticks. Plastic buckets (gallon size) for drums. Have a drive to "sponsor" an instrument - 1st does jingle taps, 2nd does triangles, 3rd-4th does hand drums (you want a lot of these). There are instructions from this list on making boomwhackers (see the archives).
25 wrist or jingle bells (so you don't have to do Jingle Bells fifteen times to make sure all the K-1 get to play) Check with other teachers in the district to see if they plan to replace anything that is still useable.
Things to keep in mind - jingle taps are more versatile than tambourines
(more kids can play and get the same volume); overheads are great for group
instruction, and your school probably has one you can commandeer; older kids
can buy their own recorders and you can write out music for the overhead;
some parents may be willing to "donate" a recorder (pay for an extra one) to
keep from year-to-year for students who can't (or won't ) afford one.
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ADVICE: from an old elementary music teacher:
1) Never give kids more than three things to do in a row. Stand up, put your hands to your sides, look at me.... could very well be too much for primary kids and on some days big ones too.
2) Every time you give an instruction or direction or make a teaching point, check for understanding. Don't assume they got it.
3) Rather than pointing out the problem kids behavior-wise, point out the ones doing what you want. This is soooo effective. I see Juana standing in line, Jay and Sue and this and that....... Avoid giving only class reinforcement. Be sure to point out every individual that you can as often as you can.
4) Be sure to make clear eye-contact with every kid in each class every day. Do your best to learn every name.
5) Check your vocabulary. Don't assume they know meanings. Always check. "Tell me what you know about the word 'waterproof'."
6) Meet 'em and greet 'em at the door, going and coming.
7) Make sure they have a beginning routine to follow as soon as they enter your room. After they are seated, what should they do? Mine do "brain-calming" (hookups from Brain Gym) and then we do a few breathing exercises. This is GREAT.
7) Assign seats. Tell the kids that when they get used to them (a few weeks for kinders, fewer for older kids), tell them that when they enter the room, sit down and do their beginning procedure WITH no coaching or problems, you will give them the option for that one day to choose their own seat. And be s-t-r-i-c-t about how good they have to be. I always remind them to remind me if I forget to let them choose (and I do - duh). I also let them know they if their behavior suffers, back they go to their assigned seats.
8) Every time you give a direction, make sure you watch to see how it went and comment on it. Let's get in a circle. Wow, nice circle. Open your book to page 86; put your finger on the first staff - okay, you're all with me now.
9) Positive reinforcement means you get noticed for doing good things. Avoid starting pf out with "I like the way...." "I like it when you...." Don't peg your pf with your likes and dislikes. Rather, say Good job, John. Way to go. Well done. Excellent. That's really not very good - shall we try it one more time? I bet you can do it this time. Avoid using the "for me" expression. Will you please stand up for me? Will you get in a nice line for me. Don't let them think their responses are all about you. Are there times when you give your personal opinion? Oh yes. Today, my 5th graders were practicing a recorder descant I created at their request for "I Wonder"(their graduation song) and they stunk. Could NOT get the doo-doot rhythm clean, squeaked on the low E and D. They got it later and it sounded so good that I said, "You make me proud" and it did.
10) Remember that these are still little people. Some can't tie shoes or keep their pants on ..... or keep their pants dry! Remember that some are 16 years old, hormones raging, in 11 year old bodies. You're dealing with people. Be gentle, loving, firm and honest.
11) Never stoop to sarcasm with a child. Never. Ever.
12) Remember: you are teaching a child, using music. This is a lot different than teaching music, using a child as your receptive/captive audience. It's not band. It's a different world. Elementary music is where the real teaching goes on. Higher grades are more about performance; we're all about the kids' whole self. Last thought - I learned this in my first year when I broke most of my above guidelines: If you growl all day, you'll be dog tired at night. Find the good things and celebrate them. -- Best to you in this new world, Martha in Tallahassee
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IDEAS!!!
10/01 Yes, yes yes!!!!! I tell my kids we're going to learn how to read music and we
can either do it by looking at 400 million boring flashcards or we can learn to
play an instrument. Which do you prefer?? Of course they choose to play an
instrument - thus begins recorder unit. Basically I teach them the notes of the
treble clef using the method book and playing the songs. Rhythms start out by
rote, then we try to read new ones and take turns interpreting them. There are
rhythm exercises in the books we use (Ed Sueta's recorder method - I recommend
it highly!) and we clap them, pat them, bang them on a drum, beat them on our
heads, or whatever. By the end of the unit, they are reading music! And by
using recorder karate, motivation has gone up 1000%!!! Everyone participates
with excitement now! Before, I was concerned about the recorder program
continuing. Now I wouldn't trade it for anything, and neither would the kids!
So YES! Use recorders to teach notation!!!
(Well, I TRY to stimulate interaction. Maybe I'm not
asking the right questions or something, because as I
mentioned before, the response is rather dull or
deadpan......)
Try some more stimulating and exciting music. As musicians and teachers, we
love it all and sometimes cannot conceive of ANYone not liking this or that
piece of music (Handle's "Hornpipe"). But these kids need to be awakened!!!
Try some totally outrageous stuff - start with the 1812 Overture! That oughta
get their attention! And turn the volume WAYYYYYYYYY up! I always play
everything LOUD in here! No one can be bored when they're surrounded and
inundated with sound! Trust me, they'll LOVE it! For the next couple of months
stay loud and boisterous in your selections. THEN you can start introducing a
little more variety. Use Beethoven's 9th symphony "Ode to Joy" - see how many
recognize it. Teach it to them on the recorder. Play it LOUDly on the stereo.
Play Beethoven's opening movement to the 5th Symphony - always recognizable.
For October use Saint-Saens' Danse Macabre and TELL THE STORY!!!! Make it
gruesome! The biggest thing is you need to start with stuff they've heard of or
experienced in some way or another (tv commercials, movies, etc.) THAT is what
gets their attention. Like I tell them, they already KNOW this stuff, they just
don't know they know it!!
Now - about stimulating interaction with your voice - raise the pitch of your speaking voice. Put lots of excitement in your explanations! Speak to them using slang when you tell the stories of the musicians. Get down on their level!! It's hard to stay bored when the person in front of you is totally excited about what they're saying! Get silly, goofy, loud, soft, or whatever, but GET THEIR ATTENTION before you continue. I know it's hard to continue when you're down over something, but we're rooting for you. Go in there the next class period and say - OK, for the next 40 minutes you're MINE!!!! MWAHAHAHAHAHA!!!!! Lighten up yourself, and they'll lighten up with you. Keep 'em guessing - my kids never know what I'm going to do OR SAY next. Good luck! Keep on pluggin'....
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12/11 DVD’S I make and sell DVDs of most of my programs (of course, I secure permission and I usually do Plank Road stuff for that very reason). I sell them for $10.00 each and usually sell about 20. The labor is all on me - getting permissions, making the original DVD and then copying them, but it's worth it. The parents have come to expect it. My kindergarten program boosted my budget by $300 - nice. ---- Tari in OH----------------------------
For over 30 years we have sponsored Lunch With Santa which benefits the Elementary Music Program in our district. We have some industry within the district boundaries (a very large food chain has its main headquarters here in the district) and the parents solicit donations from them first of all and then other commercial properties in town. Our "menu" is simple: pizza, soda, cookie and chips. A lot of the food is donated and we are usually able to get a good price on the pizza. One of the Dads is Santa and we do this in conjunction with the PTO Craft Fair. We make about $1,500 = $2,000 every year. It is fun and we've got it down to a "system" now. ---- Kathleen Bragle
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12/11 BOX TOPS FOR EDUCATION is great. I don't do it because our PTO already does it, but I know two other music teachers in my district that have this and they have competitions between classes and even b/w the schools to see who brings in the most. One school generates about $2,000 a year this way and has no need for a budget. I really wish I could get in on that, but I can't. I've tried Tyson Food labels for Education (Project A+), but I don't get many labels turned in. One thing I have tried with some success is a snack sale at the Christmas program. We have 3-4 programs in one night and some parents have a child in almost every show so... while they are waiting for the next show to start we sold snacks. We divided the $ with Habitat through Humanity (the H.S. kids respresenting this charity did all the selling for this and I brought the people in). I still had some snacks left over so I sold them during the lunch hour at our school. All in all, after taking out the money I used to purchase the snacks from Sam's Club, I made about $200.00. ---- Lori VerMerris
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12/11 SINGATHON +: Like others I am not permitted to sell "stuff". I also like having the students who are going to benefit have a direct part in the fundraiser. So, in the days long ago I would have a Singathon. I would time our concert songs. I would then send the students to the community asking for sponsors. The note (which the kids had to say not hand) said we would sing 45 minutes on a certain date. Sponsors could pledge an amount per minute. I had about three pages per child. One page was for Gold Sponsors who sponsored $10 for that child. Then there was the silver page for $5 and then bronze was for less than $5. Went very well. People know that we do fundraisers for funds. Many would rather pay for effort than items that collect dust. I did this with my high school and middle school choirs. Small school with less than 60 in the program. Varied success between $500 and $700 for the few years I did it. After that I sold bowls of sliced apples covered with caramel at the Lincoln Apple Festival. For many years I watch people wait in long lines that would tell me that was the reason they can to the festival every year. Funny. But I used a very high quality caramel crème purchase through the cafeteria. ----- Sherrie Curry Gentry, Arkansas Grades 3-5
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06/10 Each general ed. subject area puts on what we call "Family Fun" nights throughout the school year. Lots of work. At any rate, crazy me volunteered to do one we entitled, "An Evening with the Arts." Here is the breakdown: Cost $4.00 for food
Food: Spaghetti, Sauce, Bread, Veggie Tray, Drink, Brownies (some of this was donated - I'd work to get more donated next time)
Entertainment: Students- Talent Show style. They even worked sound (for the most part) and stage crew; one teacher in backstage area to keep excited students quiet
Service: Students - plus one teacher in charge of food table, one in charge of workers around tables, one in charge of kitchen
Time: 2 hours – and yes, we used just about every minute
BIG POSITIVE: When I walked in the teacher room the next morning, several teachers let me know that the "Eve w/Arts" was the only FUN Family Fun night we've had and that is they way we should do it next year. Aack!! I told them as long as they helped, I would be glad to do it again. Kids loved it, parents loved it, teachers loved it, AND we made a little money!! Win win win! – Pam George, Ohio
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12/07 Our school sells "Sally Foster" gift wrapping and gifts. They give our school 50% of all sales. Each year our school raises between $22,000 to $25,000.
http://www.sallyfoster.com/ -- Meredith Harley Inserra
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BEST FUNDRAISER EVER - QSP (Reader's Digest) It involves NO work for the teacher, the rep does it all....okay so I pass out letters, response books and prizes - but he gets it all ready. The process: The rep meets with the entire school (in grade level groups) and tells them about the "Reading Program" sponsored by QSP - he talks about Mom/Grandma/pa reading magazines - BUT the Kids do not take orders - a booklet is sent home with an explanatory letter, the kids and parents fill out the booklet bring it back to school, I put them in a box, the rep picks up the booklet, QSP sends magazine order forms to all the names moms and children have written in the booklet - QSP get the orders, money and send me checks for profit. Last year we made about $2,000.00 for our music department (part of the funds went to kids traveling to America Sings! It also has an on line component. -- Jan Morris in IN
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06/06 We've done a lollipop booth where we mark a certain percentage of lollipop sticks red or blue on the bottom tip to earn a bigger prize. We then stuck the candy in a tree drilled w/ holes to hold them. All the unmarked lollipops, the lollipop was the prize. We used to get a local bank to donate the lollipops. -- Millie Webb
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06/06 CAKEWALK
Actually, the old fashioned, turn of the century, kind of cakewalk was a sort of dance contest. Modern cakewalks aren't like that. Couples had to dance around the circle. When the music stopped they would stand on top of a number on the floor. Someone drew a number from a hat. Whoever was standing on that number was judged for their dancing. If the judge thought they were good dancers they could "take the cake." Modern cakewalks are kinda boring in comparison. Nowadays people pay X amount of money to participate.
The music starts and everyone walks around the circle. The music eventually stops and everyone finds a number to stand on (like a bunch of marbles on a giant roulette wheel). When everyone has found a number to stand on, a number is drawn from a hat. Just make sure the numbers in your hat correspond to the numbers on the floor. Whoever is standing on that number takes the cake. If there's no one standing on that number, draw another number. Before you start the music again, everyone must pay to play again.
After the cake is given away, make sure everyone leaves the circle to pay again though. If you're doing this for a "fall carnival" your school may use tickets that people purchase as they enter the school. So, you would have people drop a ticket into a canister to participate. If you want to do something kind of different and creative with your cake walk require your participants do a dance as they walk, like in the old days but without a partner. Have a panel of judges decide if the person on the number drawn did a great silly dance or not. Only silly dances can "take the cake." I love the creative element of that! Of course, you would give a cake to the person standing on the drawn number as long as they did some sort of dance. The only thing that wouldn't take a cake would be not dancing at all. (I do this with my 5th graders with ragtime music and we play for cookies. I have one judge who draws the numbers and the only time someone doesn't get a cookie is when they aren't doing any dance at all or doing as little as possible.)
When my school does a cakewalk in the building they tape paper to the floor with the numbers drawn on in magic marker. In my classroom when we do our "cookie walk" to ragtime music I bought those squares of thin craft foam and drew the numbers on with magic marker. The squares sit loose on the floor but don't really move around much. If you're doing this outside I would draw the numbers on the ground, concrete, or blacktop with sidewalk chalk or that chalky shoe polish that rubs off over time. A coach can recommend whatever they use to mark a playing field. It would wear away eventually, but would stay on long enough for your activity. -- Meredith Harley Inserra
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10/05 We went with eLemonadestand last year and made a fortune! About $6,000 to split with the other enrichment teachers. I got a bigger TV (all the better to see ppts with) and stand. www.elemonadestand.com -- Susan Simandle Music Specialist
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10/05 TOILET PAPER !! My daughter's band sells toilet paper. I'm NOT kidding! It's really a hit, because, like her former band director said, "You DON'T want to be around someone who doesn't buy it!"-- Karen Stafford
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07/05 I've made the most profit off of selling nachos and kool-aid after school for a week! You can buy the big cans of cheese at Walmart for like $2.00 or something which makes 2 crock pots worth when mixed with water, and then a case of Kool-Aid little bottles for $1.99 for 24 at Walmart, also. -- Amy
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06/05 I've had some success with the BEARY THOUGHTFUL bears. http://www.bearythoughtful.com/ Dawn, one of the owners, has been just wonderful to work with! The company has a book of (Ty Beanie Baby-sized) bears that students can order, that have various stitching on them to show the individual's interests or hobbies. Rather than doing the easy thing and going with the ready-made bears, I had bears custom made with our high-school logo and school colors. It cost $5-6 each to have the bears made, and we sold them for $10. I didn't receive them from the company until the 1st week in December, then sold MOST of them before school was out for Christmas. -- Laura in NM
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02/05 CANDLES We have several local area candle companies that gives us a big profit. Pizza sales also do well. Candy sales but they are easy. We have also sold T-shirts, calendars, cook-books and cards. One I like and is easy is a garage sale. I am in charge of one again this year. We have it in our gym. People bring their stuff the day before. I have organizers help set up on tables and people purchase stuff for a free will donation. We have made hundreds and hundreds of dollars this way. It also helps out members of the school who could use new stuff at a very low price. -- Kristin Lukow, http://www.geocities.com/klukow/music.html
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02/05 MARKET DAY has a great fundraiser that is quite easy and quite profitable. It is their Seasons of Sharing. They have one for Fall/Winter and one for Spring/Summer. With my 77 middle and high schoolers, we raised around $3700, and maybe 1/3 of them didn't even sell anything. You sell items for a week or so, the kids take around a form and a catalog. They collect the money right away. You send the forms in to Market Day, and about 3-4 weeks later the items show up. Everything is very organized and well labeled. You get billed at the same time the items show up, and you get to keep 50% or more of the money depending on when you signed up, etc. -- Jennifer Schroeder
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10/04 The BEST fund raiser I have ever done is also the EASIEST fund raiser. QSP has a magazine program and the children do NO selling. They simply get a booklet at school and then take it home with a letter of explanation, and Mom or Dad fills it out with names and addresses of relatives or friends. The names are NOT put into a database unless they return an order becuase the form that is filled out by the parents is sent to the relative (by QSP). There is no cost to the school. We have 500 children in the school and average 350 booklets returned with between 5 and 7 names and addresses.............last year we made over $5,000. All I had to do was pass out prizes to every kid who returned a booklet (at no cost to the school) -- Contributed by Jan Morris
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10/04 RAFFLE: My school chorus (about 40 students) has raised about $300-350 by having a raffle on two jars of candy/money. I get glass or plastic jars--fairly large, but not huge-- & tape dollar bills (about 4-5) on the sides , inside of course, & then fill them with candy. I tape the tops securely with strapping tape, & put some sort of decoration on the top. This is extremely easy to do. My chorus sells tickets for fifty cents each--I print a sheet of them on the computer & run copies--with just the name, address & phone no. of the buyer on it. After two-three weeks, we have the winning tickets drawn, usually at our Fall Carnival. I get parent volunteers to sell tickets at the Carnival also. I give out packs of ten tickets at a time to chorus members, & give them another ten tickets when they turn the money in for the first pack.
Each chorus member is required to sell at lease two packs of tickets, but I don't have any punishment for those who don't. I usually have some reward for the top salesperson, then a smaller reward for the next two highest sellers. I keep a running total on the board of who has turned in the most sold tickets, & try to keep the kids excited about it. By the way, I also keep track of how much money I spend to get the jars ready, & re-pay myself from the profits. Sometimes I put the jars on a secretary's desk in the main office, with a sign explaining the particulars. -- Contributed by C. Smith
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10/04 BOXTOPS: Use boxtops for education. You don’t have to sell anything.
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10/04 We do a CATALOG SALE in the beginning of the year which gets us some money in our account for new music and instrument repair. Our big fundraiser is our playathon. The kids send out letters to relatives, friends, dentists, doctors, etc. asking to be sponsored in their band playathon. We make a lot of money with that fundraiser which funds our trip to our music festival and amusement park.
We're trying a spaghetti feed and silent auction at the end of September. We've never done this before but I think it should be successful.-- Contributed by Tammy Levi
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03/03 SELL THEIR COMPOSITIONS: I have done a composition unit for several years with my 3rd graders. They write melody and words. Anyway, I photocopy the songs, which I've written out on Finale, and the kids submit black and while illustrations for each. The class votes on the illustration they like the best. Then I bind them all in a book, with the spiral binding thingy - yes that is the technical term!!:)and sell them at our concert for $3. I usually make about $300. -- Contributed by Christy Bock
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08/02 CANDLES & FOODI haven't used either of these companies, but I was kind of impressed with their display and their ideas at convention. They are both candle companie,and I think if you are going to be selling something, people love to buy candles. One is Candle of the Month at 816-229-4134 or [email protected]. Another is Airlume Candles Fundraising at 1-800-734-197 or www.candlesfundraising.com. We have had success with Red Wheel (food sales), but a lot of people use them. Another idea is to have a silent auction. Have businesses or people donate items that can be put in baskets-like a movie basket would have some popcorn, sodas, and a movie gift certificate (rental or actual movie-you choose). Then you have the baskets at the entrance of the school and people write in their bids for a specified amount of time.
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08/02 If you happen to have a local Pampered Chef person...they offer a school fundraising program. The school receives 40-45% of the profit right off the bat. No, kids don't go around with the WHOLE catalog! They receive a folder similar to GS cookies, with about 10-12 best seller items for customers to choose from. Delivery method is the same as other school fundraiser things.
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08/02 BUY A KEY (Piano fundraiser) We had a very successful fund raiser for the piano in our church - you could buy a key, or an octave, or all the C's, or a chord even! That was really fun, and the committee had chosen different donations for each idea. They made a poster with all 88 keys on it, and you got to write in your name on your keys.
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05/21 FANNIE MAY - the candy - the student loan/investment people Fannie May BSore - Eat too many meltaways, Krispy Kreme's and Pepperoni Rolls, you won't be able to roll over that night - we'll have to use a spatula to get you off of Carol's couch!
Find the Fannie Mae website (http://www.fanniemay.com/) and order. They also sell nuts that are awesome, sugar free chocolates and such (they have sugar free pixies! - like turtles) and holiday tins/assortments.
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05/21 BAKE SALE How about adding a bake sale to run before and after the show? We did this and made almost $300.....pure profit!!
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For anyone needing lollipop fundraising info: The company is Ozark Delight Candy Company and their toll free # is 1-800-334-8991 The lollipops were a very successful fundraiser.
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GOLD C COUPON BOOKS We did this when we bought keyboards for the kids. Everyone was really behind this project. We sent two books home with every student the week of Thanksgiving and collected either money or unsold books the following week. We raised enough money to buy 35 small keyboards, a storage cabinet, video camera, 100 disc CD changer, and 8 years of MK-8 back issues! And I still had money left. I think we raised about $3,000. We have about 600 students.
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TALENT SHOW: Our staff performed a "talent show" and did various things. Two fourth grade teachers sang the song "Anything You Can Do I CAn do Better." One teacher wrote a poem which was acted out by the rest of the staff. Several of us dressed up like birds and danced to "Rockin' Robin." Our principal did a majic act, one person did clowning, and several others belonged in musical groups which performed as well...Our PTA sponsered it and we charged a $1.00 admission = this was our fundraiser....though not sure how we made out, but we had fun and a good crowd. I hope maybe some of these ideas will spark an idea for students...
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STAPLES REBATES: Since lack of budget seems to be the case for 99% of us, I thought I'd share an easy fundraiser. I'm not sure if it's available in all areas, but Staples Office supply store is offering a 5% rebate for all receipts collected and turned in, for school supplies purchased between April 15th and Oct 15th. I sent a note home, put an envelope in the office, and after a week, it's stuffed full of receipts. Between the parents, my staff and my own, I think I'll be getting about a $500 rebate. This took almost no time and effort, and costs nobody any money! Hope it's available for you too!
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Our only fundraiser is "SINGING VALENTINES". We charge $20 to deliver a small gift such as a coffee mug filled with kisses and a mylar balloon and sing 2 songs on Valentine's day. We usually make about $500. I purchased a large Karaoke machine as a sound system. It plays the tapes and provides a mic for soloists. And it runs on batteries - a lot of them! We don't have boxes and all that. Props are either brought in by students, made, or purchased as needed. We used hats, towels, canes, and things like that. I don't like to use too many "things" as they make life more complicated. I've had this group for 15 years now, and it's been the best thing I've ever started.
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LOLLIPOPS: The PE teacher and I do this jointly, all year. We just sell the lollipops in our room at the beginning of each class time. I usually have a trustworthy child help in the upper grades.
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ARCHIVED IDEAS: If you go to my website www.musiceducationmadness.com and look in the archives section, I think there's an article about fundraising ideas.
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LOOSE CHANGE: If you can wait, I know of schools that have been successful with change drives where the kids bring in loose change throughout the year, then when you reach your goal, have a money rolling party. You might also consider a walk-a-thon or some type of music-a-thon!
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LOLLIPOPS: The most lucrative fundraiser we did was lollipops--sold for 50 cents, with 50% profit. Forty kids made $600 in about a week, and parents were actually begging for more. We sold Ozark lollipops--really good, with many different flavors. Parents took them to work to sell! If your school allows candy to be sold at school, or as the children get on the bus in the evening, you'll make tons!
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FOLGER’S GRANT: For the Folger's Grant info go to www.folgers.com or http://www.folgers.com/grammys/index.html
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This past Saturday we had our 23rd annual Lunch With Santa in our district. I started this event to raise money to purchase Orff instruments originally. Now that our instrumentariums are complete, we use the money for all kinds of things. I use mine for the 5th grade Chorus musical and I always use a portion of it to get something that the whole school can use. I've bought the composer videos, microphones, new mallets, replaced glockenspiel bars etc. I thought I would share with you how we do this in the hopes that perhaps some of you could adapt this to your particular situation.
Our district is small - about 2,500 kids maybe a bit less. We have four elementary schools - mine is the largest with 480 kids - the others are all much smaller. About the beginning of October, the elementary music faculty meet to plan Lunch With Santa. Each PTO at the three small schools donates $50 each for expenses. My school is responsible for the baking of either Rice Krispie treats or chocolate chip cookies. We have EACH of the TWENTY classes send in SEVEN dozen cookies. One teacher is responsible for contacting Santa. He also gets the pizza ordered and picks up the juice (McDonalds). Our great "nutritious" (!) menu is : pizza, chips, cookies, juice. We have coffee and tea for the adults. We use that $150 from the PTOs to buy the chips, pay for Santa,and get candy canes and paper goods. That leaves only the pizza as an expense.
On the same day as LWS, our PTO has a Craft Fair in the Auditorium. Our lunch is in the Cafeteria. The hours are 11 to 2. The Craft Fair is from 10 to 3. Santa is sitting in the Cafeteria as the kids come through the lunch line. That way they can choose if they are ready to go and visit Santa or not. (It is a riot to see the children, especially the toddlers that day!!) We have a steady stream of people. Kids from the Middle School Choirs (just a few) are stationed in the back of the Cafeteria and sing Christmas Carols while one of our music faculty plays the piano with them. Two elves stand next to Santa and hand out candy canes to the kiddies. These two elves "work" for an hour and a half each, then two new elves replace them.
We recruit people from all the elementary schools to help serve the food. My parent chair has the responsibility of contacting them. Again, we work in shifts. Another group works outside in the Cafeteria itself, picking up trays, cleaning off tables, helping parents bring their food to the table etc. We have a custodian on duty and he was great about keeping the trash barrels emptied. Of course with the Craft Fair, he had his hands full.
AFTER expenses, we made $1,200. That means that I will get a bit over $500 and the teacher who teaches at the three small schools will get the same amt. We split the amt. each year. I forgot to mention that we charge $2.50 a person and $.75 for extra pieces of pizza. We were thrilled with the results and with the response of the community. This is not a difficult thing to pull off and oh how we love having that money available.
Welcome to the joy of teaching on a cart!! I have a bad back and cannot move desks around etc. I get the kids to do most of my heavy work. Sometimes we have to move desks, but many times I simply have to do things in a circle formation around the room. The children simply turn their chairs around so no one should ever be facing away from you. It is far from ideal to teach in a classroom. I try very hard to not let it hinder what i want to do, because it is not their fault they have music in a classroom. At times during the nice weather, the PE teacher takes his kids outside and I use the gym for dancing etc. I keep hoping I will get a room one day. Until then, don't let being on a cart take away the joy of teaching music to children. The kids also LOVE to help you push the cart, load the cart, etc. and I give into that! You have to also accept that you will waste time setting up your stuff in each classroom, hanging things on the board, plugging in the Boom box, etc. Just accept it and don't waste your energy on something you can't change right now. It will work- you will make it so!!
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Why not print your own? I make my own stickers all the time using print shop and Avery stickers that you can buy at an office supply store. Last year I took a goofy close up shot of my self, added a Santa hat and used them for treats in December. Even my high school kids were begging for them. *singing "I don't wanna grow up....."
04/02 Basically, it is a very good cart, but big. Be sure it will fit through the doors of the classrooms. Also, if you have to maneuver stairs (I didn't) you might want to think about two smaller (more like AV) carts. I put a keyboard on top, stereo system on the middle, and books or bins on the bottom. I could not leave the books on the cart for a prolonged period of time (several days) because the shelf would bow. The top shelf and middle also bow if overweighted. There is a weight capacity given by Wenger. The front shelf MUST BE locked into place otherwise whatever is sitting on it could topple. Luckily, I caught the shelf before I lost a stereo speaker to the floor. It comes with several bins that I have used for the cart and for props for chorus programs...LOL.
I liked it for the storage space, but there are some considerations. It is LONG, and turning tight corners is difficult. I put the wheels that pivot on the back and that did seem to help. Doorways can be interesting if the threshold is raised (every room in my building was this way.), you sometimes have to lift the cart to get it over the threshold, and with equipment the cart is HEAVY. I have muscles in my arms that I didn't even know existed at the beginning of the year. If you have to have a cart, and these things don't bother you, then the teacher taxi is definitely the way to go.
I got one of the teacherTaxi's this fall. I love it. It keeps everything in one place, which makes it easy to find and keep track of. I don't know about it fitting in an elevator, though. It is about as long as a hospital gurney. If one of those would fit in your elevator, then you are in business. The phone number to Wenger is: 1-800-733-0393 or www.wengercorp.com Mine cost $480.00.
04/02 I use a cart that seems to work rather well. It is made by Rubbermaid. It is three tiered. The bottom shelf is enclosed with doors that can be locked. I store some instruments here. The middle shelf houses my stereo and sometimes music text books. The top shelf seems like it was made for my 61-key Casio keyboard. If I remember correctly, it cost about $300, give or take. Much easier on the move than the Wenger.
About carts- make sure you get one made of rubber or hwatever- not steel, as the steel ones sound like a truck coming down the hall and are very heavy and hard to push, I am off a cart in 2 building, and in one I have a rubbermaid cart, the other a metal one. What a difference! I bought the rubbermaid one in a catalog for $200.
About carts- make sure you get one made of rubber or hwatever- not steel, as the steel ones sound like a truck coming down the hall and are very heavy and hard to push, I am off a cart in 2 building, and in one I have a rubbermaid cart, the other a metal one. What a difference! I bought the rubbermaid one in a catalog for $200.
04/02 I use a cart that was in the building when I took over from the previous music teacher. It has 3 shelves on it. I have my Yamaha keyboard on top and there is enough room for the CD's, then I have the stereo on the middle shelf with the speakers. I also keep an extension cord just in case I can't reach the outlet when I get into a room and on the bottom shelf I carry the instruments, worksheets, tapes etc. This cart just gets through a classroom door and it is very heavy to push. I am now plagued with tendonitis in the elbow from time to time and I have also pulled the muscle in my upper leg from maneuvering the cart through the doorways. The student books are kept on a library cart in the hallway. I send students to get the books for the class. While they are in route, I do warm-ups with solfege. Because I send a different set of students each time, I feel that everyone gets a chance to do the solfege and be the deliverer of the books.
My creative husband made a cart for me out of walnut with a place for the keyboard on top, the amplifier fit inside doors that accordianed open when in use and a place for a cassette player, instruments whatever in the other side. My guitar sat on the end of the cart and was velcroed on. The plug-in automatically rewound, plugged everything in at once, and was long enough to reach any socket that was available. My principal called me the "Band on the Run" which was pretty descriptive!
The Wenger Cart is too large to fit through desks and doorways comfortably. Haven't tried it ...saw it at conference. I use a "book truck" with 3 shelves. A 61 key casio keyboard fits snugly on top between the "handlbars". My yamaha won't fit. Stereo sits on middle shelves facing me. Detached speakers sit on top shelf other side under keyboard facing students. Student books are on speaker side. CD's and teaching materials and instruments are on stereo side. It works for me. Only problem is that I have carpal tunnel trouble when I use it. Goes away Summer and breaks.
I've used seating charts inserted in clear plastic sleeves for several years. Marking on the sleeves are easily removed after recording assessments. Others have suggested using little sticky notes instead of writing names on the chart. 1. They got a clip board, a pencil and a blue sheet of paper from outside my door. As I said, everyone was in my room that night. It was hot and crowded, but also alot of fun. I had arranged the activities in a circular fashion, so that the traffic would flow easily. I had lots of fun. - Contributed by Lisa Hackler
I stood guard over my Celtic harp which they could come and play and listen to the resonation in the sound box. They also knew that they could play the non colored strings ie not the red and green and once again there was the old pentatonic sound wafting through the air......It was very successful as I showed the parents that they were the ones who had provided the money for the 20 soprano glockenspiels the school now has and I did quite a bit of PR on the side saying that we really need more instruments etc.....I intend visiting the PTA meetings this year to follow up on that idea..... PR never hurts when you want more instruments! - Contributed by Susan Michiels
BACK to First Year Teacher/Music on a Cart (topics)
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MUSIC ON A CART
12/11 A good resource for singing games is Loretta Mitchell's One, Two, Three, Echo Me. You can find games by pitch set (mi so la or do re mi or pentatonic) or by theme/season or by grade level. There are suggestions for manipulatives that you could make to go with the song (ex: pictures of fruit for the Fill the Basket game). It is an older publication, but it is still sold and also has a separate Orff book that could be bought. It would be well worth the $20 investment.
And for rhythm, the Mallet Madness books are worth their weight in gold. Her suggestions can keep you students occupied for many, many lessons. And don't worry about trying to buy all the story books yourself; go to the school library and if they don't have something, ask your librarian if she/he will buy it for you. If you take the time to read the process for each activity, you can find ways to easily adapt it to boomwhackers, if that is all you have. And don't underestimate the value of non-pitched percussion. Using the drums, woods, scraper/shakers, and metals is every bit of fun for students as the bigger Orff instruments and obviously easier to move around.
If you start with singing games and rhythm, you can make it a long way through the year. You can easily structure your lessons to start with a singing game and then transition into a purely rhythm activity. As you teach the kids how to use materials and how to help you move things, I would encourage you to diversify your lessons as each grade level needs it. I did not only use instruments at a particular time of the year with every class. I used them as I felt each lesson needed them. It did make more work for me, but I felt the students got a smoother transition between elements and I didn't have to be bored. When you teach 40 classes a week, it's important not to get bored! I needed a variety just to keep ME on my toes and interesting. And students really do love "having a job". My kids would get in a tizzy hoping to be "cart people". Strange, right? But they loved it! ---- Angela R. Lyon Music Teacher, McBrayer Elementary, Tilden Hogge Elementary, Morehead, KY
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06/06 Teaching From a Cart
I was on a cart for more than 20 years....it took me a long time to learn to have the kids move all the desks to the side of the room and either sit on the floor or bring their chairs and sit in my music order. It doesn't take them long to do this--in those days I got to see the kids twice a week, so I taught them how to count, note names, how to sing--it's endless what you can teach--you can teach lots of Orff things without instruments at all. I became super organized, because every once in awhile I would teach or set something all up only to find out I left the stuff I needed at the other school! At the end of my classes, I had a little rule that they couldn't move their desks back until I touched the door handle---so I didn't have to listen to that noise--I was merrily on my way down the hall. -- Jan Ringstmeyer
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04/02 Look at the cart on p.15 of the Rhythm Band Instruments, Inc. catalog. (RB39, $245 as of 9-01) I've had this cart for a number of years and found it to be a lifesaver. It's relatively heavy and bulky, but it holds a lot of heavy materials. The website is www.rhythmband.com
I have 3rd and 4th grade students push it between their classrooms, and they have learned to handle it quite well. 3rds call it "driving Mrs. Herbon's semi."
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04/02 THE POSITIVES!!
04/02 I used to have a cart. (one of those metal ones that made lots of noise & had a wheel that would fall off every other week) I used to decorate my cart according to the seasons. That wiry garland with the hearts, shamrocks, Easter egg, etc., work great because you can twist it all around the cart. I also added small stuffed Santas & Easter bunnies, pumpkins or whatever. Sometimes I decorated the cart according to the lesson or concept I was focusing on that week. At Halloween time, I got a witches hat & wound that gold, wiry, music symbol garland around the hat. I called myself the Music Witch. The next year I added a cape to my outfit. The kids would see me (and hear me) zipping through the halls with my cart & the neat thing I discovered was that it got them excited about what was going to happen in music that week. Even though I didn't like the cart arrangement, it made it a little more fun for me also. The rest of the teachers got a kick out of how I decorated my "portable music room." Once in a while, the students would give me things to decorate with. It helped a hard teaching situation to be a little more enjoyable.
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04/02 I've almost survived my first year having 3rd and 4th ala cart. I can
teach my K-2 classes in the high school vocal or band room. Here are
some random thoughts relating to my survival.
- I have an office space, formerly 2 practice rooms but combined into
one this year.I lock my Orff instruments, cart, guitar, stuffed
animals, etc. in there at day's end.My desk and files are also in there.
- I have an old but wonderful large Panasonic boom box on my cart. Has
all the bells and whistles and good power. My recorder is always with me
for pitches. I rarelytake a keyboard to the rooms but often take my
guitar.
- I schedule chorus rehearsals for times when I can get the h.s.band or
chorus room.
- For the 6 classrooms where I go, each student has a folder for storing
song sheets,Rockin' Rhythm Raps, etc. These stay in the classrooms.
They also keep music texts in their rooms, although I carry extras on my
cart so each student can have their own.
- The school bought large heavy rolling stands for my big Orff
instruments. I also have a couple A.V. carts I use when I want to use
bell sets or other items in quantity.
- I asked each teacher to assign me 2 helpers per week. These students
pass and collect papers, move my "stuff" between rooms, and do other
assorted tasks. I also use the overhead projector to save on paper
copies of songs.
- Teachers are to leave the room if they need to talk to anyone. This
has been a non-problem for me :-) but had been a problem in the past for
the art teacher.
- I use the classroom space pretty much however the teacher has it
arranged. Sometimes I teach from 2 or 3 spots in the room during one
class period. I do use a wireless mic.,which helps make up for the
changes in acoustics between rooms.
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04/02 Buy a really long extension cord and power strip!
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04/02 *Streamline things. It's much easier, after a while, to take fewer
things from class to class.
*Rely less on textbooks and more on paper and rote learning.
*Request that the teacher leave the room while you teach, otherwise
you are not the "teacher" to those kids.
*Find out where all the available outlets are in each classroom;
you'll be amazed at how they get covered.
*With little ones, it's best to move any necessary furniture yourself!
*Don't depend on a lot of chalkboard space, and bring your own
magnets (if the boards are magnetic).
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04/02 Karen Stafford's website: "Music Alacarte" http://www.musiceducationmadness.com
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04/02 I've only seen it in pictures. but when I did have a cart I had an inexpensice two-shelf heavt dity plastic model that held a boom box on top, box next to it with all my CD's and tapes for the day, the bottom shelf held my K-8 songsheets, etc, my purse, instruments, and anything else.
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04/02 Last year when I was on a cart, I used "sticky tack" (or whatever it is called by you) to put a sign on the front end of my cart. The sign would be changed whenever needed. I had a sign that reminded the chorus of rehearsal, a spirit day sign, etc. I also put a small holiday wall hanging on the end one time. The other music teacher had a countdown to Christmas on her cart. The children loved it when she changed the number at the beginning of class. There are many things you can do...we even sticky tacked music borders on our carts! Be inventive!
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04/02 Now for my ? anybody have a good source for some cool stickers to stick on my cart? It's lookin a little dull right now......
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04/02 On the cart: planbook, radio, student texts, rhythm instruments, pens, pencils, gradebook, drink, visual aids, scratch paper, assignments How I teach: I am just TOO stubborn to let this be confining so I teach just as I would in any classroom. If I want to dance I find or clear a space in the room even if I have to adapt the dance. If I want Orff instr. I get a group of older students to drop them off in the correct room before school and pick them up after school. The only thing that I find yucky is that kids have desks and thus they have access to lots of play things like pencils and erasers etc.
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04/02 I carry a very nice Technics keyboard and 2 years ago I got a wonderful piece of equiptment. It is a Mini-disc player/recorder. I have a small amp that goes on my cart also. I have the beginning of back problems from pushing in and out of building--the worst is up and down ramps!!!
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WENGER TEACHER TAXI:
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RUBBERMAID
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OTHER CARTS
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04/02 I move the following room-to-room. 1) Acoustic piano (on wheels) 2) Regular all-purpose cart with MY cd player on top and instruments on bottom. 3) Library cart filled with student editions grades 3-6. 4) Sometimes, a record player How do I do it you ask? I use students. Since my schedule is weird this year I assign 10-12 students jobs at the beginning of the month. Those students are responsible for helping me with their jobs. Some move the piano, some pass out books, some pass out papers, etc. I feel awful for using the kids, but I couldn't do my job without them. I call their name and if they want to help they volunteer for their position. I never force a child into doing something that they do not want to do. I know all the legal issues and how rotten I am, but I do what is necessary
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04/02 I'm on a cart also. One way that I solved not carrying the books on my cart was to get a library cart for the books. I leave the book cart outside in the hall and I send students to bring them to the classroom. I rotate the students doing this. While they are getting the books, I do solfege warm-ups with the students in the class. This way everyone gets a turn doing the books and everyone has the oportunity to do the solfege warm-ups. This also saves my aching back and elbow from pushing the cart.
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04/02 I do use a Rubbermaid cart in my classroom and have used it to go room-to-room. As with all Rubbermaid, it's expensive, but holds up beautifully, rolls well. I put hooks on the sides with sticky tape and used them to hold clipboards with seating charts and lesson plans.
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04/02 I teach off a cart on 2 floors. I have a cart for each floor and carry everything I need up and down stairs- lots of fun. I have to use kids to help me carry stuff which in my mind is unsafe and asking for a lawsuit if anything were to happen
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SEATING:
04/02 I finally figured out that if I would put the kids in a music seating arrangement, I would have many less problems. So I made them move all their desks when I came in and sit either on the floor or in chairs in their own place. The best part was that I didn't let them move desks back until I touched the door handle on the way out---the teachers then got to listen to that noise as I moved on down the hall!
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04/02 Assign an order - alphabetical is easy for kids to remember - and let the classes practice finding their places quickly and quietly. We do this at concert time with the class line-up, and it's quite efficient. After we've practiced the order a few times, we play "Upset the fruit basket," which I can call at any time during a class period. They know this means to jump up and wander around the room until I give a signal, at which time they see how quickly they can find their position.
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OPEN HOUSE AT SCHOOL
09/03 One thing I have done successfully is to create a powerpoint presentation
about our music classes. I take digital pix in Sept. and save some from
the previous year to show large group performances. It gives a nice
overview of the things we do in class, as well as performances. I try not
to make it too long. No more than about 4 minutes, and have it loop.
Everyone loves this!! Parents look for their child in the activity
pictures, and basically leave the instruments alone. I also put out some
books etc along the risers to keep children from running up and down as well
as having them to browse through.
I put away loose instruments, and run crepe paper streamers along the end of
the room as a divider. Since I started using the crepe paper I have little
to noone going past to get instruments. - Contributed by Nora Hampton
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09/03 Last year I used this idea, which got every student at the open house in my room. I explained the entire process to the kids a couple of days before the open house, so they knew what was at stake.
2. They had to introduce their parents to me.
3. They had to find the length of the clarinet, off the computer program I already had displayed on the computers in the back of the room.
4. They had to go to the keybords and play all of the black keys. ( I found that I had several parents playing the keyboards also.)
5. They had to play the rhythm on the board on the tambourines.
6. They had to write various notes on the portable board.
7. They had to write down the page in the book on which they could find the "Star-Spangled Banner".
8. They then signed their page, along with their parents, and gave it to me.
9. I had gone to the local music store and purchased music paper clips, which they students choose their own color.
10. They then folded their blue paper in a basket. From the basket, the next day, I chose 2 papers. The "owners" of these two papers won the composer statues that I had also purchased.
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09/03 Parents come to my room ALL the time for the WHAT IS IT? bulletin board. An unusual musical instrument or related item is hung on the board. It is usually something rather obscure, so that the kids need parents' help to figure it out. Sometimes the parents need internet help, too! I have used a posthorn, handmade wooden spoon made by a musician in the Ozarks, shaker eggs, Rainstick, etc. There is a PRIZE for right answers, so the kids are determined to get their parents in the room. Once the parents are there, I have Boomwhackers, Choirchimes, and the scores to the musical productions we will be doing this year, and other items like that out to show the parents. But the WHAT IS IT? board is the hook that gets them in! - Contributed by Bill Ahlman
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09/03 I have made a video of different classes sharing music activities to play
in the classroom. The only trouble was, I really had to video EVERY class
because the parents wanted to see THEIR child. It certainly drew them in. I
had folk dancing, echo stick work, play parties, singing, orff activities,
and so on on the video. I listed each class and their activity in order and
then let it run, rewound, and ran again. The kids really wanted their
parents to see them on TV so they brought them to the music classroom. Once
there, the parents looked at the bulletin boards, tried instruments and
stayed to chat. I put out a display of my materials (each grade level's
books and so on). Some years I was full up, other years just a few.... but I
remember a first grade parent come huffing in just as I was closing up
saying, "Thank Goodness I made it to music, its the ONLY class my son wanted
me to see!He simple LOVES music and he never misses music day!" So, even if
you only nab one parent, it may make that child's day...and yours!-Contributed by Dianne Park
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09/03 I had the most success at Open House the year that I set up a "Music Museum". At the time I had tables in the room so I pulled out examples of all my instruments, music texts, worksheets, etc. and set them up on these tables. I did prepare the students by telling them this would be a museum and that permission must be granted prior to the playing of any instruments. - Contributed by Sarah in IL
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09/03 I have set up a Music Exploratorium in the past. I had students sign up for when they were the hosts for half an hour. This year at Open House I set out 8 boomwhackers on one table, four soprano glockenspiels on another table with all the Cs marked red and the Fs marked green (they were only supposed to play the white notes without stickers), one alto xylophone on another table with only DEGAB on it and had a box with rubber bands and opticians eye glass boxes ( given to me for free) to make different stringed instruments. There were a variety of homemade shakers with different sounds. There was also my washtub bass to play. Kids loved it and so did their parents. BACK to First Year Teacher/Music on a Cart (topics)
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SPLIT GRADES
PreK-1st-2d Grade
If you need to work with groups separately, set up a center for coloring or
dramatic play and send one group there while you work with the others. For
instruments, pair up a 2nd grader with a younger student to mentor beat
keeping or rhythm practice. In fact, setting up little instrument centers
for all of them to experiment with can be a lot of fun, if you don't have
to worry about neighbors! I did that for the last half of a 30-minute
class on a regular basis when I was out in a portable. Play lots of games,
like Doggy Doggy Where's Your Bone or Button You Must Wander.
Also, just because a song is in the 2nd grade book, that doesn't mean a
younger child can't learn it and enjoy it! Maybe the reading skill isn't
there yet, but they can share a book with a big kid, and might just love
the experience. To be honest, I've had 2nd graders who couldn't read,
either, but I did my best to include them. Mostly, just try to have fun
while you're trying to get a handle on a routine! Best of luck, Carol Parnell in
Texas
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K-2d: I'm thinking that you will just have to have lessons where the 2's do this
on the sticks, and the others do this.
You'll need to differentiate.
I bet after the shock and you get to know the kids and what they can/cannot
do, that you'll automatically start thinking of ways to have the younger
ones do beat activities of a million persuasions while the 2nds do beat and
rhythm.
Singing - have some songs with small ranges and some with extended ranges.
Invite all to sing all. Assess by age appropriateness.
Movement - have the shortest people pair up and the 2nds pair up.
In general, offer the basic opportunity lesson and practice it. Then offer
a more complicated, complex, age-appropriate option for the 2nds.
It will be okay. Maybe not the best, but the sense of community will be
lovely. ---- Martha Stanley
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I have no idea if this would work, but I think I would teach a lot of Nursery Rhymes initially and have a 2nd grader in charge of a PreK or K student. I would also try to do some easy instrument work and have the 2nd graders play the xylophones. Then tell the Pre-K and K kids that when they get into 2nd grade they will get to do that, also. This way it is something well worth waiting for. It would help the 2nd graders to be playing instruments to familiar tunes and it won't be an entire waste for them to hear the songs over again. I would definitely make them the class helpers or leaders and have them read whatever you could. For instance in my room I would want the 2nd graders to learn about composer music and have the pre-K's listen to that music, so I would have the 2nd graders read out loud something about the composer and have the little ones be listeners or audience members during that time. You might want to choose composers that they haven't heard in K or 1st grade, so you are still enriching those 2nd graders music education. ------ Caryn Mears, Kennewick, WA
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