When I observed Adam, I got to see his 2nd grade general music classes and his 6th grade general music class. Overall, his Kodaly teaching style was very effective at keeping things moving and having kids quickly transition from singing, to movement, to using white boards to write out rhythms. There were a variety of activities that clearly corresponded to Kodaly's prepare, present, practice. To prepare for full notation they sang a song with different pitches being represented by pictures of bells on the staff. He presented syncopation by teaching the song "Liza Jane" and coloring the lyrics where there was a short-long-short rhythmic pattern. Finally, there were several activities that practiced musical skills such as arranging magnets with rhythms and reading them aloud as well as marching to Engine Engine.
Classroom management was incredibly smooth due to fully laid out lessons and strict routines. Every class starts with a welcome song, which Adam will often sing in different languages, that students walk in singing. The class then says their class pledge, which is simply expectations for music class such as being respectful, being good listeners, and being musical. Next Adam has the objectives, or goals, written out for the class that he has two volunteers read, helping to connect english and music for the students. Finally at the end of the class, the expectations stated in the introduction are revisited where a student gets to check mark on the board if they met the expectations which is determined by reflection on the part of both the students and the teacher. This creates a reward system for the entire class to follow expectations in a positive and communal way. I learned a great amount by observing Adam's brilliant use of routine and planning. He created a very welcoming and productive classroom environment while being a great example of a Kodaly teacher.
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AuthorReese Massey recounts her observations of elementary and secondary music teachers during her time in pre-practicum. Archives
November 2019
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