Last minute April Fools Rehearsal plans

 

I haven't had to do many  'April Fools' rehearsals because this prank day often falls on Spring Break in my district.  This year is different.  April Fools Day falls on the last day of school before Spring Break begins...and it's on a Friday.  There is no chance I'll be doing a normal rehearsal.  

Last year for April Fools, I set up my orchestra backwards and taught my class in a special language I can speak called 'op' language.  It was hilarious....and I learned a ton of my teaching is non-verbal.  It was amazing how much my students were able to understand without really knowing the words I was speaking.

This year I've turned a popular game made by 'Exploding Kittens' called 'THROW THROW BURRITO EXTREME' into an orchestra rehearsal game.  I'll be using the huge inflatable burritos that come with the game, along with just a few of the cards.  Here's how I've morphed the game to be used in my class:

1. I'll divide the class into 2 teams...even instrumentation on both sides.  Each team will take turns choosing a card and both teams must compete the challenge on the card.  The team who completes the challenge the best will get a point.  (I'll be the judge - and since I'm doing this on April Fools, there are really no solid judging rules.) The team with the most points wins.

2.  Cards/Challenges:  (I'll be having students complete challenges using selections from our concert repertoire)

Floaty Goaty: Students must perform while balancing a goal on their heads. (I'm using small stuffed animal goats. You can have them balance anything - even a piece of paper.)

Barky Sharky: Students perform concert music with every note as a down bow - like a 'bark'

Licky Chicky: Students perform rhythms using party blowers.

Meow Cow: Students perform their music by singing 'meow' or 'moo'

Goth Sloth: Student must perform 1/2 speed.

Jelly Jelly: Students must try to stay together with very flowing/creative/uneven conducting

Logger Dogger: Both teams perform a section of music. The team with the fewest mistakes wins.

Burrito Duel: All students (both groups) perform a section of music.  The first group begins by playing one measure...the 2nd group plays the next measure...the first group plays the 3rd measure, etc.  The group who messes up first loses the duel.   (I'll be letting students (one from each team) throw the huge burritos at each other in the hallway at the end for a real burrito duel - this makes a funny bonus round)

This game is probably too crazy for some people out there... but my middle schoolers will love it and it's perfect for a Friday - before Spring Break - April Fools Day!

Relief for common intonation ailments in beginning string orchestra

 

My beginners are learning to play in the key of G major and it can be a real struggle to get a good C natural with a high F sharp.  We are learning 'Fiddles on Fire' where there are a lot of C naturals and they have been out of tune!  I found some tiny fine-mist spray bottles at Hobby Lobby and quickly made labels to create 100% Genuine C# Repellent.  I also bought some silly string and didn't have time to make labels, but I told students the silly string was the 'heavy duty' version of intonation repellent.

Here's how it went in rehearsal....I told students I invented a new product that would cure their intonation struggles.  C# repellent - (just tap water!)  I tasked students with playing a few measures from Fiddles on Fire while making sure they played accurate C naturals in the passage.  I sprayed students who felt they needed the repellent.  My spray bottles had such a fine mist...I sprayed students if they wanted some on their left hand, or their face, or in their mouths if they wanted.  I also used it as a room mist and sprayed it around the room...just to be sure we were all clear of C sharps.  It helped students remember to watch for C naturals and listen to each other to match pitch.  My students immediately played so much better in tune!  I joked that I would have get out the 'heavy duty' intonation spray if things got really bad.  I used silly string for my heavy duty spray - and students WANTED to get sprayed.  I 'fixed' a few students and we laughed together and got back to work.  It was a fun way to keep students motivated and help clear up intonation issues in our music.  

Why we do what we do - help students CHOOSE to practice

 

I've been reading a book called Atomic Habits by James Clear and it has inspired me to help students learn how to establish correct habits in regards to practicing.  It can be difficult to add a new habit in your daily schedule.  Many young students excitedly begin the journey to learn an instrument without knowing how to create a new habit to make sure consistent practicing happens.  I've had several emails from parents this year asking me what their child should be practicing at home.  To me it was so obvious, but students needed clear, specific instructions.

Last week I gave students a worksheet to reflect on their reasons for learning to play an instrument. I wanted them to remember WHY they started.  Remembering why we do what we do can reignite passion and energy to do what it takes to succeed.  I really enjoyed reading student responses and I can now better help students reach their goals because I know what they really want to accomplish.   You can use the worksheet for free HERE.

Sample from one of my 7th grade beginning students:

At the bottom of the reflection, students brainstormed the endings for a few different scenarios.  Like what happens if they never practice at home, or if they work really hard in class.  The answers are obvious, yet we don't always make the connection that what we choose to do NOW dramatically affects who we turn out to BE.  Students then answered the last question on the page...'Do you need to make an ACTION CHANGE?'  This was my favorite question.  It is allowing students to determine if their actions are placing them on the road to fulfill their desired results/accomplishments.  Many students determined that they need to do more to meet their goals.  It was just want I needed...I wanted students to buy-in to practicing.  I needed them to decide they wanted and needed to practice.   That way practicing won't be just an assignment.  It will be a system to help them achieve their own desired success.

The next step is to help students implement a practice plan and teach them how to practice effectively.  Last week I taught students how to target small chunks and practice them 10 times perfectly.  I gave students 15 minutes during class to complete this assignment.  Many students were excited to take additional worksheets home to practice chunking/repetitions at home.

This week I am using this Rehearsal Skills Tracker in rehearsal.  I want students to fix little performance issues on their own by learning how to notice and track their habits.  Students will choose what skills they would like to focus on during rehearsal, then track how many repetitions they achieve throughout the rehearsal.  For example, perhaps a student needs to break a habit of collapsed wrist. That student would write the skill down, then every time he/she checked to make sure the wrist was correct or fixed the wrist to be correct, they would mark a circle.  It helped students consciously target playing skills to help them progress.  I made mine using templates at Canva.com.

I'm planning on created mindful practice assignments each week to help students learn HOW to focus their practice at home.  This process has helped students WANT to practice and work to progress because they remember their purpose.  

Valentines rehearsal game for string orchestra

 

UPDATE:  Google discontinued Jamboard so this game is no longer accessible.  If I have time, I'll create it again in google slides!

Are you looking for a simple, easy, fun activity you can do during your Valentines Day orchestra rehearsal?  Use this easy team tic-tac-toe game created on a jamboard!  You can customize the activity by changing the text to contain any challenge you'd like your students to complete.  You could also share the jamboard with students and let them create their own gameboards/challenges. 

FREE - use this link for your copy:  VALENTINES TIC TAC TOE JAMBOARD

How to play:  Project the jamboard screen in front of the class.  Divide the class into 2 teams.  You may want to choose a team captain to speak for each team and choose the tic tac toe position for each round.  A team chooses a heart and must complete the challenge.  You can choose to have the entire team participate on each challenge (this is what I recommend), or individual students from each team.  If the team is successful, they get to claim the heart.  The teacher drags their game piece (cupid or heart breaker icon) to the completed challenge.  If the heart says DUEL - both teams race to complete the challenge and the winning team claims the heart.  To win the game, a team must claim 3 hearts in a row - across, down, or diagonal.

Embracing change - orchestra reimagined

 

I was once asked, “If you could have any super power, what would it be?”  For me the answer came easily.  I would want to have ceaseless energy and never need to sleep.  Imagine all of the things we could get done if we neve had to rest or sleep!  I’ve always been the type of person that wants to do everything.  Pre-Covid, I was as busy as I could be…teaching hundreds of students, participating in every festival, scheduling concert after concert.  Then Covid quarantines and cancellations changed everything.  Calendars became clear.  The extra time that had always eluded me was readily available.  Life slowed to a pace of reflection and growth which resulted in a shift in priorities.  It became impossible to do everything and the most important things came into focus.

As the world moves forward through a process of healing, some may feel an urgency to return to ‘normal,’ yet I know my teaching will never be the same.  As an educator, I have evolved.  

Now is the time to question what has always been and change for the better.  Here are some questions I’ve been wrestling with as I determine my best path forward for my program:

 How many traditional concerts should we have in a school year?

Are there non-traditional performance opportunities to explore?

How much tech do I want to continue to use in my program?

Am I meeting the needs of my students?

How can I take care of my needs to enjoy my job and avoid burnout?

  

1. How many traditional concerts should we have in a school year?

 I think I’m finally realizing that there is no required concert quota for a school year.  In 2020 my school was in person with masks and lots of protocols and I was not permitted to have a traditional concert.  We ended up having a total of 2 socially-distanced concerts.  I have to say I didn’t miss the cancelled concerts.  I found myself enjoying my job more.  There was no pressure to hurry up and learn some music to perform.  We had time to explore, hone, and refine our skills.  Performing is very rewarding and I will always offer positive performing experiences for my students, but I am working to simplify my performance schedule which will allow me to really focus on my needs and the needs of my students in other areas. 

2. Are there non-traditional performance opportunities to explore?

There are so many ways to perform and share with others.  I know an educator who never schedules a holiday concert in December and instead sends a ‘digital holiday card’ to parent emails with a short video performance and happy wishes for a fun and safe season.  There’s a website called upbeatmusicapp.com where students can record themselves playing their parts and the site will automatically generate a virtual performance.  Students love YouTube and it would be fun to start a class YouTube channel with practice videos and performance clips.  A class YouTube channel could be curated with mini commercials to promote the program and recruit students.  Students could collaborate with other groups or artists to create a music video. There are so many musicians willing to work creatively with students.  This year, I was lucky enough to be contacted by a viral YouTube violinist who offered the opportunity for my class to be featured in one of his videos.  This turned out to be one of the most memorable performances my class had ever done!

3. How much tech do I want to continue to use in my program?

I’ve heard of tech burn-out from many educators.  It was not a simple task to teach such a hands-on subject online.  This school year, I am not required to use online resources for my students and it feels great to be back in the classroom.  There are some tech tools I will leave in the past, while others have proven useful even in a classroom setting.  It’s nice to not have to do every little thing online, but I still have students grab chromebooks to work on note reading, practice rhythms, and create simple compositions.  

Tech tools have provided me a way to restructure rehearsal time to get more done.  For example, while some sections work on chromebooks to practice notes/theory skills, I can rehearse/help other sections.  On playing test days, students have to wait for their turn to play for me.   No time is wasted as they wait because there are many music activities students can explore online. Students have enjoyed creating their own simple compositions using looper composition sites (https://music-grid.surge.sh/#0-0-0-0-0-0-0-0-0-0-0-0-3072-&120&pentatonic).  Students are learning, exploring, and expanding knowledge as we combine some rehearsals with some tech tools.  I  have learned that tech tools should not be used if it will create a ton more work for myself.  I carefully select tools that are useful, efficient, engaging, and expand learning activities in my classroom.

4. Am I meeting the needs of my students?

Social emotional health is a hot topic these days.  I want to create a classroom culture of support and understanding while maintaining high expectations and standards for success.  The longer I teach, the more I realize my classroom cannot be ‘one size fits all.’  One way I am working to meet the needs of my students is to allow them to have a choice in certain activities and assignments.  Instead of making students all practice the same measures for a playing test, I can let them choose their path.  Students can demonstrate learning in more than one way.  I often do playing tests in class, but I have some students with anxiety that struggle to perform in front of their peers.  By offering an alternate option to record a video online, I have gotten to know these students better.  I have a few quiet students who would never speak in class, but they are able to contribute to assignments/discussions online.  It feels good to reach more students by introducing more options/opportunities for assignments.  Another way to meet student needs is by opening doors for students to find and practice music they are interested in learning.  One day I was teaching my students how to play a movie tune by ear and they were so excited!  Many students began making requests to learn some other tunes.  By allowing students to explore and pursue their interests and ideas, they became even more excited about orchestra.  

5. How can I take care of my needs to enjoy my job and avoid burnout?

I love being an orchestra teacher, so I was surprised to find myself suffering from burn out a couple years ago. I never thought I would go through burnout because I had always been passionate about my  job.  I really struggled with these feelings for a couple of years and even casually looked for a different job.  As much as we do for our students, it is important to not neglect our own needs.  Burnout is a sign something needs to change.  There are many things to consider changing, such as personal work load, personal schedules, planned performance events, activities, or classroom routines.  I found that even changing small things helped me find peace and satisfaction in my job.  For example, I normally follow a basic rehearsal routine every day.  By switching up my routine and exploring other ideas, I felt free.  Change is key to curing burnout.  The challenge is finding out what (and how much) needs to change and fearlessly making it happen.

As we begin to re-enter our classrooms, rebuild programs, and settle back into live instruction, it is important to embrace lessons learned during the pandemic and initiate change wherever it is beneficial.  Now is the time to evolve our classrooms and music instruction to meet the needs of our students, our communities, and ourselves.  

3 rehearsal games that help students improve

 

Like many of you, I am preparing my students for a December concert.  I need students improving and learning during every rehearsal.  Sometimes I feel we repeat the same few measures over and over and some kids just take forever to get it!  This week, I started doing some rehearsal games and wowie wow...all those tricky measures magically improved.

1.  GOLF

I love this game because it's easy, requires no prep work, and it's super effective.  Choose measures you would like students to master.  Students get 3 attempts to play the measures correctly.  (We played the measures as a class...3 tries in a row).  Students get 1 point if they play correctly on their first try (Like a hole-in-one!), 2 points if it takes 2 tries, 3 points if it takes 3 tries, and 5 points if they still don't play correctly after 3 tries.  At the end of the game, students total up their points and the LOWEST score wins!

2.  THREE STRIKES

This is a  great game for getting students to focus on anything/everything you're doing in class.  Each student gets a worksheet with 3 larges boxes.  As we rehearse, I ask students to focus on one specific skill at a time.  Students who are not focusing/completing the skill get one strike.  They get a small candy/treat at the end of the class period if they don't strike out.  I sometimes let them add a box for completing especially difficult playing/technique.  Examples:  "Play the D scale. I'm going to watch to see if your bows are straight. If they're not straight, you'll get a strike!"    "Play line 73 in your method book.  If you play a wrong note, you get a strike!"   Possibilities are endless.

3. STACK THE SKILLS

To successfully perform in a concert, students have to be performing a lot of skills at once...for example maintaining proper position while playing the right notes while keeping the bow straight and making an even, clear tone.  In class, we practice stacking our skills...just like this kid stacks the dice in this video:

For this game, students choose measures to test their stacking skills.  They play (on their own) and see how many skills they can maintain while playing their music.

Christmas Activity for beginning string orchestra

 

I've been posting a lot about working on note reading fluency in my beginning strings class.  I'm happy to say that all of my efforts are paying off and students are getting better and faster at reading notes.  They were able to sight read some sheet music I passed out and I was super excited (and relieved) that we are progressing!  I've been reinforcing note reading skills with all kinds of worksheets, activities, games, and online exercises.  

A couple weeks ago, I used a 'Name That Christmas Tune' worksheet to help motivate students to de-code notes.  Students who were able to figure out the most tunes got a small prize.  Students worked so hard note reading and practicing to get all of the right notes.  After students tried to figure out the tunes on their own, we played each line as a class.  Students really enjoyed recognizing the tunes.  Once students realized they could pluck away on familiar tunes, I noticed many students were seeking out more new music they could play and I think it spurred some practice motivation (a huge bonus!).  Some students excitedly showed me more tunes they were able to figure out.  Playing familiar fun tunes is an important part of learning an instrument.  Students light up when they can play even a little bit of a favorite tune.

Access my FREE Name that Tune worksheet here!

We have our 2nd concert of the school year coming up in a couple weeks.  It's tricky filling up an entire concert with just beginning orchestra.  We're working super hard...but we can't perform more than 5-10 minutes worth of music.  I'm going to add a little time to our concert by have students demonstrate some skills while having some parents come try some of our skills as well.  For example, have a parent volunteer try some of our bow exercises or try to bow on only one string at a time.  Another way to add a little time is to use the 'Name That Tune' worksheet to play that game at our concert!  It's an easy and quick extra piece.  I'll ask the audience to raise their hands to guess what each song is...and I'll have fun prizes.

Two favorite web tools for beginning string orchestra

 

I have been using a couple of website in my classroom that have saved me so much time!  I'm loving all of the possibilities these free websites have to offer.  Check them out!

1.  www.rhythmrandomizer.com

This website is super time saving!  I want my beginners to practice counting rhythms, but it takes a lot of time to make/draw my own different rhythms every day.  This website does all the work for me!  For daily rhythm drills, I just go to this website, select my parameters (note values, time signatures, etc.) and rhythms are automatically generated.   Rhythms are projected on a screen in front of the room.  Students then count/clap rhythms, take turns playing rhythms 'solo' as a game, pluck rhythms on open strings, pluck a rhythm on each note of the D scale, etc.  We started with very basic rhythms - only quarter notes, half notes, and quarter notes (with rests).  Students were saying 1, 2, 3, 4 while performing the rhythms.  I just switched them to counting with subdivision (1+2+3+4+) to help them transition into reading and counting eighth notes.  Next week I'll change the parameters to add eighth notes.  Students are quickly and easily getting lots of practice with rhythm thanks to this website. 

2. https://pickerwheel.com/

I've been having so much fun with this website.  It's super easy/quick to use and is a great way to gamify your lesson.  There are quite a few games you can do with your students using the picker wheel.  Here are a couple games I've done which were super effective to help my students learn their music:

1. Note Recognition Game

My students are playing their first 'real' concert piece.  They are still pretty new at reading notes and they need lots of repetition.  For this game, I created some short music snippets from our concert piece (First Christmas March) using an add-on in Google Slides called Flat for docs. 

I then put the names of the notes on the picker wheel.  

To play the game, I passed out 1-2 music excerpts to all my students.  I spun the wheel to select a series of notes.  Students then raced to be the first one to stand up if the notes on the wheel matched their excerpt.  It required students to read the notes on their excerpt over and over while waiting to see if theirs would be next.  Candy isn't necessary, but I gave students 2 Tootsie Fruities before the game.  I told them if their excerpt came up and they didn't stand, they would have to give a candy back to me...or if they stood up and their excerpt didn't match the wheel, they would have to give me a candy.  I gave students a candy if they were first to stand.  That added a little extra incentive and competitive aspect which was really fun.  I just did one round...but I could have had students trade excerpts to keep things going and have them practice reading more notes.

2. Intonation match challenge

Now that my students are getting faster at note reading, I wanted to help them listen better and play better in tune.  I used the same picker wheel (since these are the passages that need tuning) from the last game.  After a lesson about ear training, intonation, and matching pitch, I spun the wheel to select a series of notes from our concert piece.  I played the notes, and students had to echo the notes back to me with great intonation.  They had to listen to try to match my playing.  After a few spins, I let students be the model and I was pleasantly surprised to find almost all of the students volunteering to play alone and model great intonation for the whole class...after which the class would echo and try to emulate each other.  I complimented each student who volunteered and I felt it created a lot of trust in my classroom.  This simple activity dramatically improved the quality of intonation.  

D scale focus activity

 

I use the D scale for warm up time A LOT.  It's not the same every day because there are many ways to change rhythms and bowings to make it different.  The D scale is pretty easy for my beginners because the notes move step by step on each string.  It's much more difficult for students to skip notes and still land accurately in tune.  I created a simple PowerPoint for students to practice the D scale in a new way.  In 'Present' mode, I click on a box and make the note disappear and become a rest.  As notes disappear, students have to maintain a steady beat and keep track of the notes/rests.  This activity also helps students practice skips using the notes of the D scale.   If you find students are 'tuning out' during scales, this activity will help them pay attention!  Students also love choosing which notes disappear - which gets them involved in the process.

I just uploaded to my TPT store for FREE!  It's totally editable and customizable so you can copy the slides and create any scale you're working on.

Effective Assessments for Beginning Orchestra

 

It's been awhile since I've posted because of all the natural busy things in life...but mostly because I switched schools.  I got to open up a new school and there was a lot to do!  Ordering supplies, instruments, setting up my new classroom, etc.  It's been fun and refreshing to work in a new place with equipment that works and technology that is up to date!  I miss my students from my previous program, so the change is bittersweet...but a change was needed and I enjoy a challenge.  My current program is  smallish compared to what I'm used to and there's room for growth.  I look forward to establishing a strong community of string players.  

My teaching load currently consists of 5 classes of beginners.  I love teaching beginners...but it's not easy.  There so much to learn - especially during the first few months.  Helping students master note reading and rhythm is a high priority for me.  I'm using a new method book and have been making a lot of resources to supplement student learning and check for understanding.  One of my goals is to do more assessments with students as a way to ensure student learning and provide a way for me to reach students who are struggling.  I just put a set of my assessments (21 pages!) from term 1 on my TPT page for FREE!   Hopefully they will be useful to someone out there.

Note to self: Bring in MORE GUESTS

 

I love teaching my students and I like to do things my own way...BUT I've recently experimented with bringing in guests to enhance my students' experience and it has been AMAZING.  It has helped my students gain new skills and insights while helping me focus my teaching.

A few weeks ago, I met Daniel Burt.  He was subbing for different classes at my school and he came and introduced himself to me when he heard the orchestra.  He told me he had a masters degree in orchestral conducting.  I wanted my students to get better at following a conductor, so I thought it would be fun to have him help teach my students about conducting.  I prepped my students by having them to a little NearPod about conducting and about how to read a score...you can find it here:  https://share.nearpod.com/e/QpWdhLylRfb

Mr. Burt came the next day and taught my students some of the basics of conducting...then he ran a rehearsal.  It was totally eye-opening to see how my students responded to a new conductor.  I got so many tips to improve my own conducting.  I found myself taking a lot of notes...and I noticed things happening in the music I'd not noticed before.  It's sometimes tricky to switch between teacher mode and conductor mode.  I realized I need balance those 2 skills.  It was fun to see how a new conductor interpreted our music.  It was so good me for and my students I invited him to come back 2 weeks later.  

Before Mr. Burt came back, I re-directed my teaching to help my students learn how to respond to a conductor and how to interpret the music.  While observing my students, I learned they needed to develop more bow control in order to really follow the conductor and make the expressive elements happen in the music.  When Mr.Burt conducted them the 2nd time, they were more prepared and I feel it helped students better prepare for our upcoming concert.  I need to have guests come WAY more often. 

Mr. Burt would love to come work with your orchestra!  He's AWESOME with students and makes the rehearsal super fun and meaningful.  I would highly recommend you contact him! I paid him from my orchestra budget and he's worth it!

 daniel.burt11@gmail.com

Why games?

 

I incorporate a lot of games into my rehearsals for many reasons.  Gamification has been shown to have many benefits in education:  According to https://elearningindustry.com/science-benefits-gamification-elearning, gamification (while this website is addressing e-learning, gamification can also be implemented with the same benefits without using tech): 

• Increases learner engagement

• Makes learning fun and interactive

• Improves knowledge absorption and retention

• Gives learners the opportunity to see real world applications

• Enhances the overall learning experience for all age groups

One of the best books I've read for teaching is 'The Little Book of Talent" by Daniel Coyle.  It's a fast, easy read and contains many useful tips for coaching students to reach their potential.  My favorite quote from the book is: 

“Good coaches share a knack for transforming the most mundane activities – especially the most mundane activities  - into games.”

I love playing games and my brain is always coming up with fun new games to try.  Here are a couple of games I have recently used in my rehearsals:

LIMBO

Limbo is orchestra?  It works.  And it is fun and hilarious and it gets students working extra hard to play in tune!

To introduce the game I showed this video:

We then discussed how the girl in the video has to practice and push herself in order to do the limbo in such an amazing way.  

The limbo song goes, "How low can you go?"  Our game was about "How FAR can you go"...before your section hits a note out of tune.   I chose a passage from our concert music and had each section play for as long as they could without playing a note out of tune.   As soon as I heard an out-of-tune note, I stopped the section and counted how many measures they were able to play in tune.  After listening to each section, I ranked them by how far they were able to play.  

Next I had a volunteer come up from each section to do the limbo....for real...with the music going in the background from YouTube (https://www.youtube.com/watch?v=T54zrvXYob4).  To make it more of a game, I altered the height of the stick based on the results from each round.  For example, if 1st violins won the round, they would get the limbo stick at the tallest point.  2nd place had to try to limbo with the stick lower by one notch...and so on.  As we continued with the game for a few rounds, the limbo stick would get lower and lower depending on how sections scored each round.  It was really fun to see how low students could go on the limbo...and how far they were able to get in their concert music with great intonation.  It was so fun to watch...I kept getting groups of teachers and students watching from the doorway.   

This game is easy to play with little to no preparation.  I used an empty string tube for my limbo stick and drew notches on the white board to designate the levels.

SPELLING BEE

Last week I got the idea to do a 'spelling bee' in my class...but I didn't want it to put too much pressure on individual students.  I think there are many ways you could do a 'spelling bee' type of game, but here's how I did it:

Intro the game with a video (optional...I just like to use a lot of videos).  I showed a very short clip from the very end just to help students remember what a spelling bee is.  

Orchestra version of spelling bee is a bit different...ours is an INTONATION BEE.  Each section plays the 'words' (which are a sequence of notes selected from our concert music).  If the section plays in tune, they get a point....if not, they don't get a point.  I didn't do this like a traditional bee with one student at a time because the rest of the students would get BORED.  

To prep the game the made simple into slide:

Then I typed a list of 'words' (note sequences) in PowerPoint.

To play the game, I showed one word at a time.  I demonstrated how to play the sequence, then had the class practice it together.  Then I listened to each section play the 'word' and gave them a point if they played it in tune (as a section).  I don't like to have students sitting doing nothing...so my pacing was QUICK.  I made sure the game moved fast and kept everyone involved.  

This game helped students drill some of their tricky measures.  In the middle of the game, some students started recognizing the ' words' and blurted out...'Hey!  That's from our concert piece!"  

I could have just showed the notes and made them practice the sequences...but this kept students more engaged, more motivated, and it was fun!