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Warm-up and Getting to Know You!

Grade Level

Elementary School
Middle School
High School
Collegiate
Getting ready to start teaching
Something else?

Regional Photo op!

Northeast
Northwest
South
Southeast
Southwest
Plains/Midwest
Somewhere else?

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Let Me Introduce Myself

Jennifer Martinez

Senior Coordinator of Teacher Experience at Music Will

12 years teaching K–12 music in Kansas and Colorado
Experienced in inclusive classrooms with integrated services
Degrees:

B.A. in K–12 Vocal Music
M.A. in Music Education (Kodály Certification + Special Music Ed emphasis)

Trained in Project Management Frameworks, including Agile and Scrum project management methodologies
Worked in corporate project management before returning to support music educators
Collaborates with an author to compose original music for children’s stories
Host of spontaneous waffle breakfasts and dance parties with her kids, Theo and Charlie 🎶🧇
Passionate about connecting classroom practice, creative joy, and strategic planning to make music teaching more sustainable and empowering for educators—while keeping students at the center of our focus, as musicians, creators, and collaborators.

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I believe:

Teachers are Experts:

We bring deep knowledge of music, culture, and pedagogy
We continuously strive to deepen understanding and respond to the unique needs of students and communities

Focus on Students:

We teach and nurture student musicians, not just concepts
We use pedagogical data and pedagogy as a tool in our toolbox

Respect & Inclusion:

Every student deserves respect, value, and to be heard
Teachers must foster safe and empowering musical spaces

Teaching requires flexibility

AND, simultaneously, organization and structure can bring peace and focus for students and TEACHERS

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The Plan

Participate in Model Lessons
The Balancing Act of Teaching
A Flexible Lesson Flow

Six Learning Models in the Lesson Flow
The Project Management Side of Teaching
Templates!

Now You Try!

Tempo Tag if time!

What are 2-3 takeaways that you think could help you as a teacher?
How do you think these strategies could help student learners?

What are we doing?

Some playing, some dancing, but also looking at tools and ideas to help you organize lessons and yearly planning

Why?

To share new tools, ideas, and to help save time in the future!
To support teachers in managing the cognitive load of teaching

Where do we work?

Sit or stand; chair or floor!

Who can talk?

Jenn or raised hand for participants
Level 1-2 voice when collaborating

How do we ask for help?

Raise a hand, ask your leader or ask a neighbor.

When do we move?

Listen for transition music to move to the next station.
Take care of your personal needs at your discretion.

Iconic Visual schedule

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Key Takeaways

Templates & Structures
Student Stewardship
Engagement Strategies
Student-Centered Learning
3 New Ideas Rule of Conference Sessions

“I make suggestions, you make decisions.” –Dennis Morton

●This is an approach or framework and it is intended to be FLEXIBLE so that you, as the teacher, the expert of your classroom can make professional, informed decisions to tailor this to your students and school.

Templates & Structures: Learn how to design customizable lesson templates that offer both consistency and flexibility to meet diverse learner needs and also make life easier in planning and facilitation!
Student Stewardship: Explore how to build a classroom culture where students care for their space, their materials, and each other.
Engagement Strategies: Discover routines and activities that cultivate immediate engagement, foster independence, and reinforce positive classroom norms.
Student-Centered Learning: Experience firsthand the value of offering choice and voice. Reflect on how flexible environments support musical exploration and mastery.

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The Balancing Act of Teaching

What do you use to guide your lesson planning now?
What are the biggest challenges you face when planning music lessons or curriculum?
How do you balance:

🎤 Student voice & choice
📚 Standards & best practices
🎨 Creativity & performance prep
🧠 Structure & flexibility
💡 Engagement & sustainability

How do you ensure a comprehensive music education without sacrificing work/life balance?

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How Can We Build Lessons That Work for Everyone?(including teachers!!!)

Clear Goals + Responsive Teaching

Planning feels successful when goals are clear, students are engaged, and the lesson can adapt as needed.

Engaging & Reflective Learning

Students thrive when given rich content, active experiences, and time to reflect.

Balance of Structure and Freedom

A mix of teacher modeling and student exploration builds confidence and independence.

Flexible Frameworks Support Creativity

Consistent lesson structures reduce stress—for students and teachers—and leave room for innovation.

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Setting the Classroom Stage

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Seating

Students are sitting on the floor or chairs (set-up by teacher)

Numbered velcro shapes on floor 1-28

Circle, triangle, square, star
7 colors in groups of 4
Can be assigned or flexible—depends on students

Student Self-Serve Shelf

Tissues
hand sanitizer
Sharpened pencils
Picks/tuners/sponges
Extra batteries (AA and Tuners)
Clipboards
Whiteboards, markers, erasers
Paper
Noise canceling

Instruments around the room are accessible
Bathroom Pass on hook by the door

Hand signals
One at a time

Quiet Corner

Noise cancelling headphones
Calming activity posters
Reflection guides (I am feeling….)

Setting the Classroom Stage

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Let’s Try Some Examples!

This link will take you to another Google Slide show that includes templates that you can use for your lessons– please make a copy if you like them!

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Cognitive Overload Theory

Working memory has limited capacity.
Too much information at once can overload the brain, slowing or stopping learning.

Common Causes & Simple Strategies

Why Structure Helps

Templates and clear frameworks reduce overwhelm, giving music educators and students clarity and space for creativity.

Cause	Strategy
Task takes too long	Break into shorter, manageable steps
Task is too difficult	Divide into smaller chunks
Too many choices	Provide a clear, focused path
Too much information at once	Prioritize the most important details

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A Fusion of Ideas

Music Will Approach

Do-before-explain
Approximation and Scaffolding
Student-centered decision making/creation

Universal Design for Learning (UDL) –Accessibility and flexibility in how students engage, express, and reflect
Gradual Release of Responsibility – “I do, we do, you do” scaffolding
Montessori Philosophy – Student independence, prepared environment, choice-based exploration
Kagan Structures – Cooperative learning through structured interaction
CHAMPS – Proactive classroom management with clear expectations
Visible Learning (John Hattie) – Focus on feedback, metacognition, and high-impact strategies
Kodály – Sequential literacy development using voice, movement, and folk material
Orff Schulwerk – Creative music-making through play, speech, movement, and instruments
Responsive Classroom – Emphasizing social-emotional learning alongside academic instruction
Constructivism – Students build meaning through active exploration and reflection
Backward Design (Wiggins & McTighe) – Starting with learning goals and designing instruction backward from there

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A Flexible Lesson Flow: A Fusion of Ideas

Music Will Approach

Do-before-explain
Approximation and Scaffolding
Student-centered decision making/creation

Universal Design for Learning (UDL) –Accessibility and flexibility in how students engage, express, and reflect
Gradual Release of Responsibility – “I do, we do, you do” scaffolding
Montessori Philosophy – Student independence, prepared environment, choice-based exploration
Kagan Structures – Cooperative learning through structured interaction
CHAMPS – Proactive classroom management with clear expectations
Visible Learning (John Hattie) – Focus on feedback, metacognition, and high-impact strategies
Kodály – Sequential literacy development using voice, movement, and folk material
Orff Schulwerk – Creative music-making through play, speech, movement, and instruments
Responsive Classroom – Emphasizing social-emotional learning alongside academic instruction
Constructivism – Students build meaning through active exploration and reflection
Backward Design (Wiggins & McTighe) – Starting with learning goals and designing instruction backward from there

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A Flexible Lesson Flow

Welcome & Warm-Up:

Projected message & reminders
Student-led/ Guided movement/music warm-up
Accessible materials ready at stations

Purpose & Agenda: (varies depending on district verbiage)

“I can” statement/Learning Target
Essential question
Connected standard(s)
Visual Schedule

New Skill (Me):

Concept/technique to model
Vocabulary/context
Scaffolded success criteria (Level 1 → Mastery)

Easier Practice (We):

Guided activity
Reinforce new concept using known material
Peer collaboration encouraged

Harder Application (You):

Student-created product or performance
Menu of choices (mode/material/grouping)
Tools for self-assessment and reflection

Fast & Fun Activity:

Movement game or music challenge to reinforce skill

Reflective Activity & Wrap-Up:

Listening, journaling, or emotional check-in
Mindfulness or SEL focus
Exit ticket
Student affirmations or feedback
Clean-up routine with student roles

Paced for Focus

Alternating fast/slow, familiar/new content sustains attention.

Movement-Rich

Kinesthetic experiences deepen understanding.

Progressive Structure

“Me, We, You” gradually shifts ownership to students. (Gradual Release of Responsibility)

Autonomy-Driven

Built-in choice promotes motivation and personalization. (Universal Design and Montessori)

Mindful Closure

SEL and reflection activities support emotional regulation and retention.

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Six Models of Common Lessons…� and how they can fit in the flow!�

Build from the Known

Student-Led Inquiry

Discover the New

Teacher-Guided Concept Discovery

Responsive Practice Loop

Short-Form,

Skill-Building,

Reflective

Guided Listening & Analysis

Deepening Understanding Through Listening and Discussion

Collaborative Creation

Co-Constructed, Open-Ended Learning

Student Inquiry Project

Inquiry-Based,

Open-Ended

Exploration

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Build from the Known�Student-Led Inquiry & Transformation

Use when:

You want students to creatively extend or transform something familiar.

Steps:

Start with the known (schema-based)
Ask: What if we…? (change rhythm, form, texture, etc.)
Experiment and create (improvise, arrange, compose)
Reflect (on the process and change)
Extend or transfer (use idea in new piece or setting)

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Discover the New�Teacher-Guided Concept Discovery

Use when:

Introducing a brand-new concept that students haven’t experienced yet.

Steps:

Experience the new (song, movement, listening, icons)
Notice and compare (guided questions)
Name the new concept (label it together)
Play with it (practice in known and new pieces)
Reflect and extend (what did we learn, how can we use it?)

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Responsive Practice Loop�Short-Form, Skill-Building, Reflective

Use when:

Reinforcing or refining specific musical skills (rhythm, technique, ear training, etc.)

Steps:

Warm-up or review
Practice with variation or increasing challenge
Self or peer assessment
Adjust and retry
Exit reflection or share-out

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Guided Listening & Analysis�Deepening Understanding Through Listening and Discussion

Use when:

Developing listening skills, stylistic awareness, or understanding of form/content in music.

Steps:

Guided listening (with or without visual aids)
Ask: What do you notice? How does it make you feel?
Compare to known music or ideas
Label or discuss (form, mood, instruments, style, etc.)
Reflect or connect (How does this inform our playing or creating?)

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Collaborative Creation�Co-Constructed, Open-Ended Learning

Use when:

Students are composing, arranging, or co-creating music in small groups or as a class.

Steps:

Explore a prompt or stimulus (idea, theme, sound)
Brainstorm and plan together
Create in groups or as a whole class
Revise based on peer/teacher feedback
Share and reflect on the product and process

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Student Inquiry Project�Inquiry-Based, Open-Ended Exploration

Use when:

Encouraging deeper, self-directed learning or project-based work.

Steps:

Choose a question or curiosity (e.g., genre, instrument, cultural practice)
Plan and research/explore (listen, create, interview, experiment)
Create or document findings
Share or present learning in a format of choice
Reflect on process and discoveries

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The Project Management Side of Teaching

Create a flow for yourself
Use tools to keep yourself on track
Daily/Weekly/Monthly/Quarterly/Yearly

Daily

Morning?
Planning time?
Lunch?
Afterschool?
Evening?

Weekly/Monthly

Extra Duties
Ensemble rehearsals
Meetings

Monthly/Yearly

Beginning of Year

Connecting with students and families and classroom teachers

Meetings
Performances

Booking stage
Planning

Examples of apps to help with management:

Common Curriculum
Notion
Asana
Trello

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🎉 TEMPLATES TO SHARE!

25-26 Planning Calendar Example

25-26 At a glance: Yearly, monthly, weekly, daily planning calendar with a Gaant chart vibe
Classroom and Instructional Design

Rules/Expectations
Guiding Questions to Design how your classroom functions!

Standards/Scope/Sequence

K-5 National Arts Standards

Things I’ve added to each strand and grade level

I can statements to each strand and grade level
Vocabulary pulled from standards

Space to Build your Own Concepts and Vocabulary by Grade Level
Space to track yearly opportunities that you offer for each class/grade

Lesson Models and Flow

Table of the Lesson Models and Flow to include in planning

Grade Level Planning
Grade Level song/activity List

Slideshow template

Iconic schedule with graphics
Prompts and layout to make slide creation easier
Copy, Duplicate, and CREATE!

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There is power in creating your own curriculum:

Increased Teacher Buy-In
Responsive to Student Needs and Interests
Empowers Professional Judgment
Sustains Engagement and Prevents Burnout
Allows for Evolving Musical Styles
Supports Holistic Learning Goals
Promotes Equity and Inclusion

Increased Teacher Buy-In�When teachers design their own curriculum, they feel more connected to the content and are more invested in delivering it with passion and purpose.
Responsive to Student Needs and Interests�A flexible curriculum allows teachers to adapt in real time — meeting students where they are, musically, culturally, and developmentally.
Empowers Professional Judgment�Teachers are professionals with deep knowledge of their students, community, and content. A teacher-designed curriculum supports autonomy and trust.
Sustains Engagement and Prevents Burnout�Relying solely on scripted or externally developed materials can feel stifling. Designing your own sequence allows for creativity, variety, and meaningful reflection.
Allows for Evolving Musical Styles�Especially in popular music and modern band, music is constantly shifting. Teachers can keep their material culturally relevant and fresh.
Supports Holistic Learning Goals�By designing your own curriculum, you can align lessons with broader goals — from social-emotional learning to performance prep — without losing sight of standards or student creativity.
Promotes Equity�Owning the design process allows teachers to better represent diverse musical voices, cultures, and pathways, supporting more inclusive classrooms.

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Now, you try it!

Think of one small (or big!) thing that impedes your flow during lessons or overwhelms you as a teacher
Tell a shoulder partner.

EXAMPLE: When students sharpen pencils when I am speaking to the class, it feels overwhelming and I can’t focus.

Possible Solutions:

Student helper to sharpen 5 pencils at the end of each class

This becomes a daily 5 minute routine task for me as a teacher

Choose a lesson model or create your own

Individually or in groups of 2-4, create a sample lesson using the Flexible Flow template to teach songs and/or concepts with a learning target
Time: 10-15 minutes
Option to share ideas with larger group
Google Form for Submission:

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Tempo Tag

Level 1: Put the beat in your feet to match the Tempo

On your own path
Hands and body to self
Voice level 0-1 so you can listen
If the beat stops, you FREEZE

Level 2: TAG

I am IT
We ALL must move to the beat, or else you will be frozen
If I tag you, you must FREEZE

I recommend using a pool noodle cut in half for taggers– Blue is a great color choice!

New tagger? (Student(s) gets to try being the tagger)

Level 3: Defroster

We now have a defroster. (Maybe a red scarf so you know who they are)
If a defroster touches a frozen person, they are UNFROZEN!
If a defroster is tagged, they must FREEZE

Level 4: Defroster in Disguise

Tagger covers eyes.
New defroster is a secret agent!
Everyone must try to keep the secret.
Stealth is health!

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Reflection & Wrap-Up

Breathe
Reflecting on Practice

What parts of this lesson flow or model feel most familiar to your current teaching practice?
What parts feel new or potentially helpful for your classroom context?
How do you currently structure your lessons? Where might more flexibility or structure be helpful?

Applying the Framework

Which part of the lesson flow could you try first or adapt most easily?
What challenges do you anticipate in implementing a more student-centered or creative model?
How could this structure help support classroom management, concert prep, or curriculum pacing?

Teacher Sustainability & Voice

How might a repeatable lesson structure support your planning time and reduce burnout?
In what ways could designing your own flow give you more ownership and joy in your teaching?

Student Impact

How do you think your students would respond to more opportunities for voice, choice, or creative exploration?
What’s one way you could build in more student reflection or peer feedback in your next unit?

Next Steps

What’s one small change you could try next school year?
What support would you need to try a new structure or flow in your classroom?

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Reflection & Wrap-Up

Your work matters.

By leading with intention, compassion, and creativity, you’re giving students more than music—you’re giving them the tools to express themselves, feel seen, and belong.

Take a breath, trust your voice, and keep building the classroom you believe in.

Thank you, travel safe and keep in touch!

jennifer.martinez@musicwill.org

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Music Will will make all presentations available after the conference.

Please be sure to fill out your session evaluation form in the event app.

The personal viewpoints expressed in this session are solely those of the presenter and do not necessarily reflect the beliefs or views of Music Will.