Well...here goes nothing! After several weeks of tech issues on the blog, I think I finally have made contact! I wanted to put the subject of concerts out there for discussion and see how folks feel about their role in our profession especially for those who do not have chorus as a separate class.
A few discussions points from my viewpoint...
1. I feel it is important for children to have the joy of sharing music with others.
1.5 I feel that concerts are an important chance for us to get our programs in front of the parents and community to build support.
2. I feel that the k-2 concerts that I currently perform take away from time in the class working on concepts. Though I try to connect curriculum to the concert material, it comes down to repetition in the end.
3. In these times of assessment driven education, how will our performances be affected?
4. Do we need to move to less rehearsed, but more authentic "curriculum nights", where children demonstrate lessons from class?
Any thoughts to share?
Heidi
Hi Heidi,
ReplyDeleteGood topic! I agree with all of your points and I have to admit that planning concerts is my least favorite thing about my job because I feel like there are expectations to meet on all sides and, as you said, preparing for them is not usually what I feel is the best use of music class time, especially for the little ones who need the most repetition for success. However, though I feel this way, I like all of you, I assume, went into music partly because I love performing, and once the many hours of concert preparation are done and big night arrives, I do love concerts and I see the shining, excited eyes of my students and know it is good for them to have that experience.
So I'm torn. I definitely think there is great value in "curriculum night" type things, but I also think there is value to really getting something down and showing off your best. One aspect of being a musician is working on something until it's as close to perfect as possible, a skill that I think many children do not develop.
So in conclusion, I have no conclusions, but those are my thoughts.. and I must now run to rehearsal! Thanks!
Katherine
This is a great topic, and I'm hoping a lot of people respond. I'm very interested in knowing how people handle this.
ReplyDeleteAlthough I have never called them "curriculum nights," I think that most of my concerts fall into this category. I do one 3,4,5 winter concert in early February. Each grade performs 3 or 4 "pieces" that come directly from the classroom lessons. They sing, move, play recorders and mallet instruments. Canons. Partner songs. And finally, last year I included a lot of material that they had taken part in creating. Some of the pieces involved improvisation.
My primary grades each have separate concerts in March. Each performance lasts only about 20 or 25 minutes (followed by art displays and a PTA reception). Part of the reason that we started doing this was so that the youngest kids could have a concert and be home by 7:30. With these younger students and their younger families, it has also greatly improved audience behavior, and avoids the situation where people were pulling their kids out after their group was finished.
These "concerts" are each a little different, but like my 3,4,5 program, they're largely formed from material that was used in lessons. The Kindergarten concert is a stream of about 12 to 15 different rhymes and songs. Some with movement, etc. I have given up trying to teach them "special" things for the concert. I share the view that using the class time as rehearsal time becomes a burden -- to them and to me.
I want to ask you all about another aspect of this, particularly as it relates to the primary grades. One of the reasons that I have decided to present so much class room music is my concern about choosing content that is developmentally appropriate. I have rarely found pieces that strike me as both concert and classroom material. I know that we're all very intentional about what we use for lessons. It has seemed strange to me that I would abandon that in order to have the kids perform for their parents. I almost felt as though I was trying to impress their folks, and that I was a little embarrassed to have them singing something with a six note range.
Has anyone else struggled with this issue?
Audience behavior at school #1 is dismal at best. Even to the point where little children are going up to and playing xylophones that are set up at the side of the stage. Makes it extremely frustrating.
ReplyDeleteI am not the "lead teacher" at either of my schools, so I am not in charge of planning programs. At school #2, the teacher and I are very like minded (Orff teachers, would like to show off things to do in class) BUT the clientele at our school would NOT go for it. Before I came to this school, she tried once to do a mirroring activity (remember... the 4 people in a "circle" simultaneous imitation that we did with Karen) and she said it didn't go so great with the audience- they were confused. So, at both schools it is usually "fun" music out of the book or some cheeseball Music K-8 song. I am currently preparing a patriotic program that I have been doing for 4 years (with some different material each year)that is always a showstopper... and because of that, we aren't able to deviate.
"I have rarely found pieces that strike me as both concert and classroom material." ROB this is a great point... do any of us? Why does our goal have to be to pull out all the stops to impress parents.
It is crazy that Glen's programs can be so vastly different and well-received, and he is maybe 10 miles up the road.
Rob- The idea of doing all the lower grades in March is appealling to me (...the whole music in our schools month). Currently, I have the concerts spead thoughtout the school year with the first concert in early November, which always feels too early to do anything of substance. I also like the idea of linking the event to the art displays with a "reception". With all that being said- Rob you must be exhausted by the end of March.
ReplyDeleteI was contemplating going back to a concept that our district used when I first started in Saratoga- Open house for music. Basically, during march I would pick a day for each class (spread out over a week) and the parents were invited to come and observe/participate in their child's music class (at their normal time). Though it can be intimidating at first to have a room full of parents "observing" your teaching- it is also a wonderful opportunity to let them see what the Orff approach is all about and to watch as their child participates. (Many of these folks still remember thair music classes of sitting with a songbook and singing.) I stopped doing this about 6 years ago when I was out on Maternity leave when it would have occured and I never went back to it (for various reasons)...but maybe now is the time to re-institute this concept.
Now on to concerts- I usually perform "themed" concerts with my groups and try to tie in with their grade level curriculum. For instance, Grade 3 did a concert on ecology and we included songs about the biology of plants, recycling, the water cycle, etc... I also feel the pressure to "step it up" for the parents and put on something that is entertaining and may be a different type of experience from the classroom songs and games. I'm not sure if this is good, bad, or indifferent.
Great topic! I love concerts. I think a "curriculum night" will be great, too. In our primary and junior divisions (gr. K to 6), we organize a family night each term--Literacy night; Build a Book; Family fit night (P.E.); Numeracy night. The classroom teachers get right into this. It's organized by a lead teacher--to me, it resembles the classic music concert (parents & fam come to see their kids perform.) In this case, it is not a performance but fun activities around a single subject. The K-6 art teacher worked very hard organizing an art night last year. I'd not seen other teachers preparing for big family events like this in other schools before--except for music concerts, of course.
ReplyDeleteSo here are some of my "conclusions:" I think that a music (curriculum) night will be very fun for our school--to highlight music curriculum, feature what the kids are learning...AND...why don't we involve every guest (mom, dad, grandparent) who comes, as well? We might begin in a large group with the serpentine dance (huge fun at Doug Goodkin workshops). And then maybe break off into groups where guests and students practice some music games and prepare to perform. Maybe the parents will understand the mirroring game? The kids will explain it to them (and then they'll perform it!) Seems like a lot of work, but I could see Music Night happening in a rotation with other classroom subjects--maybe music night would happen for elementary, bi-annually.
One major aspect to music is performance and the concert setting is one format that is part of the education. I relate to the need in this way: am I a musician, who CAN'T play or sing any music? (I feel like this, sometimes!)
My students will be performing in choir for a Christmas Market, dancing the Virginia/Christmas Reel; and performing in the annual Christmas program--This year is the Nutcracker. The first grade teacher sends me the music to teach the kids--most anything goes (I Want Candy by the Strangeloves). I'm impressed by the connection this song has to songs/concepts in Goodkin's "All Blues Book!"
Good to read this Blog, tonight.
Blessings to you all! Happy Canadian Thanksgiving!
Scott