December 2021 – This post has gotten a much-deserved update! Several links were added to make the ideas even more actionable. Good luck, and have fun!
We’re seeing a lot of posts on social media about what to do after a concert, what to do during testing, and even, what to do when your students can’t to play because of the pandemic! So, whether any of these scenarios resonate with you, or if you are looking for something different to try, here are five ideas that will motivate learners, tap into creativity, and help you move towards a more learner-centered environment.
Reflecting is an invaluable tool that we do not use enough – with our students or as teachers – but the fact is, it’s essential for a learner-centered environment. If reflecting is not already a part of your routine, following a concert or performance is a great time to try it. Students should reflect not only on their performance but also on their preparations leading up to it and how it will impact their future learning. This process of “thinking about thinking” is known as metacognition. It allows students to take their learning to the next level.
If your students are new to reflection, begin with sentence starters to as guidance. “I was good at_____.” “Next time I might_____.” “I still struggle with______.” You could also try providing students with graphic organizers such as a PMI chart: Plus, Minus, and Interesting. Students fill in items for each category. Remember – when reflecting, the process is as important as the product.
For more ideas on how to incorporate reflection in your music classes as well as free downloads, check out these resources:
“We do not learn from experience…we learn from reflecting on experience.” John Dewey
For many teachers, especially those with ensembles, most of our rehearsal time is teacher directed. After a concert is a great time to try giving students the opportunity to stand in front of the ensemble. I have had students conduct our performance pieces, run warm-ups, teach new skills, or introduce lines from the method book. And they love it! Students should have their voices heard, and allowing them time in front of the ensemble gives them a new appreciation for how an ensemble works outside of their sections. Learn more ways to incorporate student leaders here: Use Student Leaders to Empower Your Musicians.
The Makerspace movement has been finding its way into classrooms around the world, but how many music teachers have tried it? A Makerspace project is an excellent choice for a day when playing instruments is not an option. For those that are new to the Makerspace concept, it is primarily intended for students to create, invent, and learn. Some Makerspaces are very involved, including things like 3D printers, electronics, and computer software. Others are more simple and contain found objects and art supplies, such as cardboard tubes, rubber bands, string, etc.
I created a Makerspace Instrument Challenge for my students using everyday materials and recyclables. Their task was to create an instrument that could produce a sound. I gave them 5 minutes to look at the materials and plan their instruments, 1 minute to “shop” for materials, and 10 minutes to create. I enjoyed watching the students work, and their creativity was evident throughout the project. Here are the project details: Makerspace Instrument Challenge. I guarantee you will love the results! Pair this with an exploration of sound or instruments families to make it more cohesive unit. For more ideas and a free download, check out the Makerspace Challenge from Pass the Baton.
I love having students work on composition projects. Composing is an essential part of being a musician. It’s also another way to build creativity and give students ownership of their music making. There are many ways to do this. This year I took my composition project in another direction and incorporated a Design Thinking strategy, the LAUNCH Cycle, by John Spencer and A.J. Juliani. The finished products had some similarities to previous years, but using the LAUNCH Cycle, students started the process with empathy and conclude by receiving peer feedback and making revisions based on that feedback. It is definitely something I will try again. This document explains the details of the project: Music Composition Project – Using the LAUNCH Cycle.
“Genius Hour is a movement that allows students to explore their own passions and encourages creativity in the classroom.” A.J. Juliani
Genius Hour is an opportunity for students to work on something that interests them. Something they are passionate about, or something they wonder. In music, especially ensembles, students are usually working on music chosen by the director. With a genius hour project, that is not the case. The students get to pick what they learn, research and create. How can this work in music? With a little imagination and some planning. While this is probably the most complicated idea here, I think it could also be one of the most rewarding.
The Genius Hour project I completed with my 5th-grade band and orchestra students was called “Mozart Minutes.” The students had four weeks following the Spring Concert to work on anything they wanted relating to music. I write about that in these two posts: Mozart Minutes and Inquiry and Mozart Minutes. Amy Rever, a middle school band director, has tried it with her students on more than one occasion and has great things to say on her blog, The Noisy Room Down the Hall. I think if you are ready to try something big, this is the perfect challenge!
I’d love to hear if you have done any of these things with your students after a concert, or if you decide to take the plunge and try one, let me know how it goes! Don’t be afraid to try something new. Give the students choice, encourage them to be creative, and take risks of their own. The results are worth it.
Check it out! Added in 2019: Five More Ideas To Try After a Concert
Have you checked out Pass the Baton: Empowering All Music Students yet? If not, what are you waiting for?
“This book is a must read for teachers who want to empower students to become self-sufficient lifelong learners. It is a guidebook for creating a vibrant classroom where student learning is the first priority.”
-Kristin Gomez, MA, Director of Orchestras at Jefferson Middle School & Abingdon Elementary School