Motivating Students: Video of the week plans for 10/20/2014

I heard a story about Itzhak Perlman recently and I told my class the story last week.  (Hopefully, it is true!) This is what I heard:  Besides being a virtuoso violinist, Itzhak Perlman is also a great cook and he was once on a television program as a guest on a cooking show.  The host asked Mr. Perlman if there was one thing he could change about his life, what would it be?  You would think he would have said something about the illness of polio that he suffered with in his childhood.  Nope!  He said that he wished his first teacher would have taught him to keep his left thumb low and a bit under the neck because it was too hard for him to break that habit when he got older.  Wow!  A good solid position is so essential when teaching beginners!  I told my students this story because I also teach them to keep the left thumb low and slightly under the neck and my students really tried to keep their position perfect after hearing this story.

As a follow up, I am going to show some videos of Itzhak Perlman for my video of the week. As I mentioned in previous posts, I always show my students a short video on Mondays to help motivate and inpsire them to work hard and practice throughout the week.

First I will show them this video about practicing SLOWLY.

Next I will show them a few minutes of Itzhak Perlman playing some of the Tchaikovsky concerto (I told my students how I used to listen to it when I was learning violin in 7th grade).

We will then discuss how they felt about the performance.  Did Mr. Perlman make it look easy?  Did they notice his left thumb?  Did they notice how close he keeps his fingers to the fingerboard.  Did the piece sound like it was hard to play?  Did his bow hold look relaxed or tense? etc...

Finally, I will show my students a few mintues of the same concerto...this time performed by someone their own age who lives in a town only 20 minutes from us.  I want them to see that young students can accomplish great things through hard work and careful practice.

Getting students QUIET during rehearsal

Classroom management is pretty important in an orchestra class.  We arm students with noisy instruments with so many tempting sound effects...then we must ask that they only play them when we say.  It takes quite a bit of self-control.

From the very first week of school, I implement a few procedures so that my students will immediately be quiet when I need their attention.  When I stand just to the left of my podium/stand, students are to go to rest position.  When I step in front of my stand, they go to 'ready' position (violin and viola students put instruments upright on knees).  When my violin or arms go up, they go to play position and set their bow on the string without making a sound until I start.  We practice that procedure so that students always know what to do based on where I am standing.  This procedure works great for rehearsals when I am mostly in front of the class.

There are plenty of times where I am walking through the class as I teach in order to help and correct individual students.  If the class has become too loud, it would not be as effective for me to have to walk all the way to the front just to stand by my podium to make the class get quiet.  There are also times when I am trying to keep a quick pace to my lesson and I don't want to take the time to go to rest position.  In these cases, I simply show the class my bow hold (sometimes I am holding a bow, a pencil, or nothing...I just model a bow hold and stick my hand in the air).  Students are trained to immediately be quiet and show me their bow holds.  It is a way I can quickly get their attention and re-direct their focus when the class is too loud.

I like to have fun with my classes, so I let them get noisy at times.  But, we also work hard and my students know when it is time to be quiet and get to work.  These 2 procedures are working well for me.  The thing I like best about these procedures is that I don't have to say anything -  it is all non-verbal and very easy.

Keeping orchestra fun - ideas and thoughts

 I show my classes a 'video of the week' every Monday with some sort of message that I want students to internalize during the week.  Sometimes my videos involve musical performance and sometimes they are fun and crazy....but they all apply to my class.  Students really look forward to these short little video clips and it helps keep my class fun and interesting.

This week, I showed this crazy little video:

I tied this into my class by speaking to them about how they can learn ANYTHING if they practice.  Students immediately got the message and they enjoyed watching this video.  I have been thinking about the similarities between practicing sports and practicing instruments.   I talked to my class about practicing free throws for basketball.  A player does not throw the ball until they finally get one basket, and then be done practicing and expect to be ready for a big game.  A basketball player must practice getting the ball into the basket consistently every time.  We then discussed practicing accurately and how they must practice difficult sections many times correctly to really benefit their playing.

Many kids like to practice for sports...because it's fun!  There are plently of students who struggle with the desire to practice their instruments and I feel it is because they do not find it FUN.  That means, that the time spent in orchestra class must be fun and engaging.  Students practice when it is fun to practice.  Also, music selection is crucial.  Students will practice if they love the music.

A few weeks ago for my video of the week, I showed this video because we were learning basic counting and rhythms:

I mentioned to the class that it would be fun to get those whistle/air blowers and blow in them during the rests while counting.  I found some blowers at orientaltrading.com and bought some for my class.  The other day, we used them while we were counting rhythms projected in front of the class using the Rhythm Cat app.  These little blowers kept it fun...and all students were working hard to make sure they were counting correctly so that they could blow in them during the rests.  Here are a few pictures of the class doing this activity:

How do you keep your class fun?  Feel free to leave comments!

Beginning Orchestra Self-Assessment using I Can Statements

This week, I created this document and had students self-assess their abilities.  These are the things I want my students to master right away.  I found it very interesting to see how students filled in these papers.  They answered very honestly and I became aware of students who need my help.  I am now directing my teaching based on student needs.  It also helped students know my expectations and it shows students the things they need to be focusing on during practice.

A student with struggles

I am really trying to target my lower-level learners in my classes to hopefully help them catch up and experience success in orchestra.  I have been working with one cello student who just can't seem to understand how to get his left hand to work properly.  He will not bend his fingers or keep his thumb on the neck of the cello.  So far, I have not been able to find a solution that has 'cured' his issues, though I do work with him every day and I am constantly trying new things to help him progress.  After I fixed his hand for the 5th time in a row in class today, I could tell that he was getting very frustrated and emotional.  Time to think of a brilliant idea to help him feel better....

We string teachers are like doctors, sometimes.  We diagnose performance issues and we try everything to cure our students ailments.  Today I think I may have missed the mark, though.  I was so concerned about my student's hand position, I didn't consider his feelings about playing or about my class.  It is my job to find something to help this student experience success.  In my study of the Suzuki method, I learned that Dr. Suzuki always thought of something nice to say about each student's performance....even if all he could say was, "You played!"  Students need to experience some degree of success in order to develop the motivation to keep working and keep trying.

I just stumbled upon this little fortune:

 I would love to have some fortune cookies stuffed with this fortune to pass out to students who are having an especially bad day.  I think I will buy some fortune cookies from the grocery store, take out the fortunes with tweezers, and replace them with this little note.  (Yes, I'm serious.)  Don't we all sometimes just need a little encouragement?  :)

Going digital - the benefits of teaching with digital content

I would bet that many of you, (like me), have files and binders full of worksheets, assignments, teaching aids, staff paper.....etc. taking up valuable classroom space.  The longer I teach, the less I find myself using my paper filled files.  It is so much more convenient to have all of my curriculum on my computer organized into very specific folders.  I can find anything I need so quickly and easily...and I never lose an original.  Plus, I can always make as many copies as I need each year.

As an orchestra teacher, sometimes I am mailed complimentary copies of string method books, theory books, or rhythm books to see if I want to purchase sets for my classes.  I am now to the point where I only want material that is digital.  If only my entire music library was digital...that would save so much time and expense when individual parts go missing!

I believe that digital curriculum needs to be the future of our classrooms.  Students benefit greatly when they have access to worksheets and teaching aids on the computer so they can print any missing work they need or practice remedial skills.  I upload all of my worksheets and assignments to google docs so that students can access them at home. 

When you have digital files, you can embed them into iPad apps...like ExplainEverything.  I use ExplainEverything to demonstrate to my class how to complete various assignments, how to read music notation, how to read and understand key signatures...the possibilities are endless.  I do this by saving my .pdf as an image file (right from adobe acrobat - "save as" feature).  Next, I save the images into a folder in DropBox.  When I make a new ExplainEverything presentation, I access dropbox and choose the image I would like to embed in the presentation.  

Check out some of my digital content (downloads) at my  STORE.  There are even some free items to download there...check it out!  You will love adding to your digital curriculum.

Inspiration from YouTube

I was looking for game ideas on YouTube and came across this video:

 

I think this activity looks like fun, but it really would not work in an orchestra classroom.  (And I'm pretty sure my junior high students would not want to hold each other's hands).  I thought of a revised version of this game that I played with my class today to get their brains focused and to get them to concentrate.  It was super easy to do and the students really enjoyed the challenge.

I wrote on the board four commands:  STAND UP          SIT DOWN

                                                             CLAP HANDS    STOMP FEET

I then told the students they must repeat my command and do what I say.  That was very easy, of course.  Next, I had students say the opposite of what I say, and do the opposite of what I say.  (I told them that sitting down was oppposite of standing up, and clapping hands was opposite of stomping feet) Again, students had no troubles doing this and they felt very smart.  Time to make it hard!  

The next command was for students to say what I say, but do the opposite.  That was tricky, but many students were able to get it.  The last command was for students to say the opposite of what I say, but do what I say.  That was the hardest one.  It really messes with your brain. 

Anyway...I just thought you  might enjoy this little activity to get your class energized and focused.  

Having trouble fixing students with habitually bad position? Use the force!

Graphic from: http://www.deviantart.com/art/Playing-the-Melody-61780344

I have one cello student I have been nagging every day for the last few weeks of school.  This student has been holding the bow by just grabbing it in a fist and holding the cello completely sideways...a habit he developed throughout his first year of playing before coming to my school.  During class, I was walking over to this student and fixing his bow and hold and position at least 5 times per day, but as soon as my back would turn, he would just switch to his old poor position.  He told me that he liked to hold his cello and bow HIS way.  I even tried to tape this student's hand to his bow (with his permission).  The frustrating thing for me is that I know he can change!  I told him that all he had to do was decide to fix it...and he would be able to do it right!  That didn't work, either.

Yesterday, I spoke with the student's mother at parent teacher conference and told her about my stubborness....I was determined to fix his position!  Then, inspiration struck...I just needed to use the force!  During the summer I happened to hit Target at the right time and their dollar section was 70% off.  I stocked up on a ton of little Star Wars themed notebooks, pencils, dry erase boards, etc. to use as prizes and incentives for my orchestra class.  I told this student at parent teacher conference that I was going to time him...if he could keep a good bow hold for at least 3 minutes, I would let him pick an awesome Star Wars prize from my box.  This sparked his desire he said, "Let's make it 5 minutes!"  I said "ok" and I told him that after he earned the 5 minute prize, I would then time him to see if he could keep good position for a longer time.

Today as soon as he came to class, he asked me about earning that prize.  He held his bow perfectly all through class  He was determined....and very proud of himself at the end of class when I allowed him to pick a prize. (All this was done in secret...I don't want every student to be begging me for rewards all the time.)  I am so happy for him...I knew he could do it.  And it was totally worth 30 cents.

Focus Challenge-Red Vines Follow-up

I used my red vines activity (see http://orchestrateacher.blogspot.com/2013/11/the-power-of-red-vines.html) in class a few days ago and it went very well.  Even though I have done this activity before, I am again amazed at how much better my classes focused and at how much more we were able to accomplish.  I need this to happen every day...but without having to bring candy.

Yesterday, I spoke with my class about focus and the power of focused practice.  I pointed out to them that they accomplished much more when working for red vines.  I spoke to them about the difference between an instant reward ...like candy...versus the reward that comes after hard work and a successful performance.

Next, I implemented a non-verbal cue to remind students to focus their energy.  Every time I show students my bow hold, students must immediately show me their bow hold....and they must not be the last person.

Students really bought into the idea of focus and were able to follow my cues perfectly.  I was able to continue with a quality focused rehearsal without having candy and I feel students will be able to progress more quickly.

Noticing the RESTS - My little secret to help students count

 My beginning students are just starting to read music and perform written notation on their instruments.  I have been noticing that many students ignore the rests because they are so focused on reading the notes.  Tomorrow, I will introduce my little bell to the class.  I will have students take turns being my soloist and will allow them....just this once....to ring the bell only the rests.  This little exercise brings students' attention to the rests so that they begin to count more accurately.

Practice Records and Practice Strategies for the Orchestra Classroom

I am always working to motivate my students to practice.  I believe that it is important to use a variety of systems to get students to practice.  Students get bored with filling out the same practice cards or completing the same practice assignments over and over again.  That is why I use many different practicing strategies through-out the school year.

I have created a packet with downloadable resources you can use with your orchestra class.  Included in the packet is a practice sheet, tips for effective practice poster, practice cards that can be stamped by the teacher when practice is completed, 3 different practice assignments, music money, and a GradeCam practice record.

You can now purchase this download HERE or HERE.

This year, my theme for my orchestra classes is "Orchestra Gives You Wings" and I have designed t-shirts with that slogan.  One practice incentive I am doing with my classes is to have them earn pilot wings pins that I ordered from http://pilot-wing.com.  The pins really turned out looking great and students really want to earn them.  I established 3 requirements and made a bulliton board in my classroom with instructions on how students can earn their wings pins.  The first requirement is for students to practice a minimum of 3 times per week.  The second is for them to watch or attend a concert.  The last requirement is for students to receive at least 50 out of 56 points on every playing test during the term.

Another focus game for orchestra class

(Artwork: Pencil portrait of a young cellist: http://latestarter63.deviantart.com/art/Pencil-portrait-of-a-young-cellist-437437760)

This is a really simple game, but my students all love it...even the older kids like to play.  When I want to make sure that I have my class's attention, we play "Harman Says" (I use Harman because that's my last name - it's the same game as Simon Says).  I am always amazed at how easy it is to get my entire class out.  They really have to focus and work to get better at this game.  I play this now and then during class warm-ups.  Some commands are: (beginning with or without "Harman says")

Pluck your D 4 times
Echo what I play
Rest position
Show me your bow hold
Sit up straight
Now louder this time...ready play
Raise your hand if you're still in (I get the entire class out on this one...it's hilarious)

This game works best if you give commands very quickly and you get a lot of kids out by saying things like...'great, now do it again!' without saying 'harman says.'

My students start focusing much better after this game.