Exploring the Arts
Music Teacher Peer Work Session
Notes
Classroom Management Techniques
· Find out what motivates students
· Communicate clear expectations and follow through
o Decide what you want from student conduct in the classroom and classroom procedures. Communicate them clearly from the outset.
o Make sure the expectations are reasonable and sustainable
o You can consider making students earn the right to instruments by hitting predetermined benchmarks. It forces them to respect the instrument and the experience of being able to use it.
o Empty statements don’t work- if you attach a consequence to an action make sure you follow through
o Set expectations high
o Be consistent with whatever expectations you set and the enforcement of them
· Positive reinforcement
o Positive phone calls home can be very powerful
· It’s OK to recognize something did not work, admit mistakes and change course.
· Student WILL test you; don’t take it personally!
Differentiating Instruction
· Create a goal-oriented structure where students can hit certain benchmarks at their own pace
· Use outside teaching artist to support instruction and accelerate lower level student learning
o Make sure there is a focused goal for what you want the TA to do
o Can sometimes use them to take private lessons and PD for yourself
· Student choice
o If there is a lot of individual project work students can choose what they want to work on and will often choose something they can handle
o If they choose something harder it is an opportunity to help them set goals of what they need to work on in order to be able take on that project
· Create multiple entry points for any given project
Resource: “Teach Like A Champion” by Doug Lemov
https://www.amazon.com/Teach-Like-Champion-Techniques-Students/dp/0470550473
Teaching Jazz improvisation
· Rhythm
o Have students improvise on one note only to focus on rhythm
o Try improvising around a clave rhythm
· Scales
o Start with a limited group of notes or scale degrees that the students can use to improvise- i.e. the 1,2,3 or 5 of a chord
o Create parameters within which students have to come up with phrases over a tune for homework
o Diminished scales are less helpful for teaching beginners
o Pentatonic scale is very helpful (Kansas City scale-pentatonic with flat 3)
o Add chromatic approaches as students get more advanced
· Vocabulary
o Assign students famous solos to learn- i.e. Miles Davis on “So What”
o Teacher trades phrases with students
· Teaching improvisation in a group setting
o It’s important to create a space where students feel safe to try new things and express themselves and hold other students accountable to maintaining that
o Create a rule where everyone improvises