A few days ago I posted a request for creative dance materials through DonorsChoose.org. I've been fascinated of late by the many ways children can use scarves while practicing the art of dance. Here is the first video that got me hooked, a performance of 2nd graders performing to Carl Orff's "Primo Vere: Ecce Gratum" from his suite "Carmina Burana." What a glorious piece. I think this is powerful for many reasons. First, the children have to be taught how to actively listen to the musical piece, to discern phrasing, patterns, and structure. Then, after gaining a deeper awareness of the music, they have to be able to visually show what the music "looks" like through movement. Students need to be able to work as a unit, or "dance company," if you will. On top of that, this ends up being a fine opportunity for exposure to classical music! (When I say this, I don't mean to imply that classical music is better than all the other music that's out there, but simply a different genre--and one that many young people haven't really spent much time listening to.)
It is my hope that Room 17's project for creative dance will get fully funded. If it does, I plan on having my class perform our own version of this scarf dance to "Primo Vere!" For more information about Room 17's arts education project, "Dancing Our Way to Learning," visit the DonorsChoose.org site.
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Last week I went to a teacher workshop on arts integration that was absolutely brilliant. I learned so many strategies that I am excited to implement. In fact, I was so fired up, that I decided to submit a grant request on DonorsChoose.org for creative dance materials. As well as being a teacher to my students, I also happen to be a ballet dancer who can play the piano. As such, I see the exciting possibilities that I can make available to my students who need opportunities to explore creative and critical thinking through the arts, especially dance and music. I teach in a school in which the student population is culturally and linguistically diverse, and services a community that includes families from all over the world. This year I have 25 bright and enthusiastic second graders in my class, most of whom are learning English as a second language. Four children started out the school year with literally no English skills at all. Many times I have seen my students looking lost and frustrated that they cannot read certain words, or articulate an idea in writing, or tell me what they are thinking. Despite language barriers, these children are remarkably patient, diligent, and persistent in their efforts to learn English. I am often touched by the level of care and kindness with which all my students help each other in our quest to learn. It comes as no surprise that these children absolutely love the arts. When I introduce a painting project or play music for them on the piano, I can see their heightened interest and excitement. I intend to use the streamers, play scarves, ribbons, and play silks with the children as creative tools for movement. No matter what their language ability, students will be able to listen to a piece of music and articulate the feeling, mood, or idea behind it using these tools. For example, one activity involves having my students listen to a section of Camille Saint-Saens' "Carnival of the Animals," and, using scarves, create a dance that conveys the idea of fish gently gliding through the water. Another lesson I hope to teach has us listen to Carl Orff's "Primo Vere: Ecce Gratum," and manipulate scarves to express the musical phrasing of the piece. They will also be able to listen to music and think of a story behind it that they would be able to tell through movement and scarves, silks, or ribbons as useful props. These activities are highly participatory, strengthen active listening, develop gross motor skills, and can build community by having children work together. I want my students to do much more than sit for long periods of time at their desks while I teach. Children need to move! Music and dance are engaging channels through which my students can access the curriculum in ways that can be fun and non-threatening. Using scarves, streamers, and beanbags will allow them to focus their creative energy in ways that are highly participatory, strengthen active listening, develop gross motor skills, and build community by having children work together. Visit my DonorsChoose.org project page for more details. This segment aired on 60 Minutes just this evening. As shown by these amazing young musicians in Paraguay, the benefits of music education are incalculable. Prepare to be uplifted! One of the things I love most about my job as a teacher is the fact that I have many opportunities to incorporate my personal interests and passions into classroom instruction. Storytelling, art, and music have added spice to the learning lives of all my students, past and present. However, my greatest love--dance--had not been so easy to incorporate until I began teaching at Fairburn. I never expected my training in classical ballet and tap dance would ever come in handy as a teacher, but lo and behold, it's been indispensable these last two years. The spring dance performance at Fairburn this year will be Friday morning, May 23, and the 2nd graders will be performing a joyous dance set to the music of Shakira ("Waka Waka"). The children have been rehearsing nearly every day for the last three weeks on the playground. We love our choreography. Mrs. Chen, Ms. Lessner, and I compiled the dance steps after sifting through a few choice YouTube videos. Here is one of my personal favorites: I hope I am not knocking on wood when I say that rehearsals have been going quite smoothly. The children are focused, intent on learning the choreography, and taking our corrections well. It's so much fun, I can't help but join in with them and share in the joy of dance.
In Room 17 we listen to a lot of music while we work. We write about it, talk about it, and even dance to it. I have been thrilled that this year's group of second graders has proved quite enthusiastic about listening to classical music--I would say, more so than any other year I've taught. I first noticed it sometime at the beginning of the school year. I had set my iPod one morning during math time to one of my favorite albums, "Voice of the Violin," which features the incomparable violinist, Joshua Bell. I have played this album for my students in years past without them making a single comment. Imagine my delight and surprise when several students started shushing others who were talking and saying, "Ssshh!! Quiet, I want to hear the music!" A few others asked me, "Ms. Long, what is that music? I really like it!" My students have fallen in love with one piece in this album in particular - Dvorak's "Song to the Moon" from the opera Rusalka. Who'd have thought, in a youth world of Beyoncé and Bieber? The kids keep asking me to play this track on my iPod over and over during worktime. I don't mind in the least, I love it too (as well as the violinist!) (-; Spurred on by my students' interest in classical music, I began to think of
The 2nd graders were so cute and winsome during this year's winter show. "Song of Peace" was the first selection they performed, a sweet and poignant number. The next song they sang, "Born To Shop," is such a blast to perform with its sudden, surprise rock'n'roll beat that follows a seemingly mundane intro. We gave lots of props for the children to use, including fake money, gift bags, stop signs, and a giant "Fairburn Express" credit card. For a little fun, I've included an audioclip of one of our rehearsals. And here is one of my favorite performances of "Born To Shop" by students at Chesapeake Bay Middle School: |
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