The weeks pass by and I feel more tired at the end of each. The biggest drain is simply trying to provide the energy level the kids need to be engaged. They are curious and excited, bottles bursting with emotions they may not understand and cannot always control.
My favorite part of class is at the beginning (unless we have to keep practicing sitting quietly). We listen to different varieties of music with a video performance and we discuss features of the music. First graders to fifth graders all have something to say about what they are listening to. Each day I am surprised by some of the responses. “This made me miss my uncle who just passed away.” “This is like Tarzan with lots of drums in the jungle!” “There were lots of forte and piano sections.” The kids want to be heard and as we learn more musical terms, I hope they will recognize more of those traits along with the more personal connections.
A moment that sticks out to me from this week came yesterday and has actually happened several times now. During a discussion about the music we were listening to, a student said “I can do that!” The initial response from other students and even myself was, “No, I don’t think so.” It is disappointing I let it go in that direction.
What if instead of saying, “No, you can’t,” we responded with, “Sure you can, I’ll show you how to get there!” The tone we interpret as egotistic or unappreciative to the time it takes is really just an interest in doing the same thing. We play some percussion instruments in music class. When we are watching a percussion ensemble a student recognizes that they are already working on those basic skills, it is terrific to hear that they may want to continue learning.
The next step in this process is in planning. What can I do to provide more opportunities to practice those skills? More recorders? Other instruments and singing? So far the routine for my lessons has helped to create a good template to work with, but there is only so much time. I keep coming back to time and energy. Students need time to explore and practice to feel successful, multiple chances to try, and more than a couple ways to explain the information for it to really sink in. I have forty-five minutes every fourth school day with each group. It makes the process take longer, not to mention management. There is also the curriculum dictated by the district the kids will be tested on in a purely written setting.
Music, like many subjects, is a practice. The more often and with regularity we are using the information and skills, the better we can be. Besides the obvious benefits and engrossing parts of learning musical skills, music is flush with information and practice in other subject areas. Reading, writing, literature, math, science, history, politics, sociology, are all aspects we can discuss and work with. And yet we push for more math worksheets, spelling tests, and tests. In any case, this is not a blog griping about the system, but it can be frustrating to not have many options or time to provide students who are interested, wanting to know more about what is happening in your class.
So yes, of course they can do whatever it is they put their mind to! We do what we can and hope to have the energy and resources to make it worthwhile during the limited time we have in music class. It helps when every kid in the school knows who you are and waves/hugs/says hi whenever you are around. That has to be the best part so far.