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.
0 Comments
Every so often when I notice the children need to get the "wiggles" out, we take a brain break. Ideal for transitions in between lessons, getting in a bit of physical activity during the day, building community, and just plain mental refreshment, brain breaks are something the class looks forward to. My students will even ask on me on occasion, "Can we have a brain break?" Each week, I try to introduce a new brain break for the class to try. So far we have enjoyed "Hot and Cold," "Coseeki," and "Hi, My Name is Joe," a rhythmic chant with some hilarious movement. The version we use goes like this: Hi, my name is Joe. I've got a wife and three kids, I work in a button factory. One day, my boss came to me and said, "Joe, are you busy?" I said, "No." He said, "Turn the button with your right hand." The chant repeats from the beginning, and subsequently adds the left hand, then the right foot, left foot, elbows, and finally the head. It really gets the heart pumping! Here is another wonderful, funny version of "Hi, My Name is Joe": Room 17 is also benefitting from our new school-wide exercise program, "Fairburn in Motion." We do this for the first fifteen minutes of our instructional day. The program originated at a nearby school and has gotten national recognition. Here's a clip of one of our favorite exercise routines, "Peanut Butter Jelly Time," done by students at another school: Listen!: Our learning community is currently focused on how to be good listeners. Truly focused listening can be a difficult skill to master, and we often underestimate this (at least, I do!). I have read two books in the past two weeks on how to listen well: Listen, Buddy! by Helen Lester, and The Conversation Club by Diane Stanley. These stories tell the importance of paying attention, speaking one at a time, and not interrupting others while they are speaking. If you can, remind your child of good listening behavior:
1) eyes focused on the speaker 2) mouth closed 3) hands empty 4) brain thinking about what is being said 5) heart listening, too--what the speaker is saying matters to them! Reading: We are deep in our reading theme of Friends and Family, which is Unit 1 in the Treasures program. This week we finished reading a sweet story, Mr. Putter and Tabby Pour Tea by Cynthia Rylant. The story is tied to the Big Question of the week (a question used as a springboard for discussion before plunging into the literature selection), Why do pets make good friends? Math: Updated link, Math Instruction Guide, a.k.a., the MIG. LAUSD's write-up of the math standards and lesson pacing for 2nd grade has been added to Learning Links. We have been concentrating on addition and subtraction concepts. The Topic 1 test was given today. Book Orders: Please refer to the updated "Policies and Little Reminders" page regarding Scholastic Book Orders. An order form for Scholastic was sent home this afternoon. If students and families would like to order books, the due date has been set for Friday, September 7. PE in the Morning: While I appreciate communication with parents, I am requesting that we refrain from parent-teacher talk during the morning PE program on the playground. The ten minutes of PE are considered genuine instructional time, even if it is not within the classroom, and I would like to focus on watching and encouraging the students. Drop me a note in the office or send an e-mail. I will do my best to respond ASAP. Homework: Many students forget to take out their homework and place it on their desks in the morning. They also must make sure that their first and last names and date are written on the coversheet. Homework packets will be looked over for neatness, overall completedness, and the amount of care taken in doing the assignments. They will be returned home the following week (my apologies for being a week behind). Have a wonderful, safe, and enjoyable weekend. |
Archives
September 2019
Categories
All
|