Exhibit A: First Hour Quandary
At the end of last week, I made it clear to Lizzy and to the sixth graders that we would be introducing a new element of music this week. I made it clear to Lizzy that it would be form, and that I was thinking of introducing an improv/comp element to the class toward the end of this week, as the class ends on Thursday. She seemed to have no problem with this.
Today, I introduced the element of form to the sixth graders, after we worked on some rhythmic and melodic dictation. I pushed them a little too far in the rhythmic dictation, so that was tricky to deal with (gave them dotted quarter, eighth; we'd just learned to count and say that rhythm twenty minutes prior). I had to hurry to get even a little bit done with form today, and I think I added one too many things in the last couple of minutes of class. They probably won't remember it all tomorrow morning.
After school, once I'd had some time to look back on first hour and digest it, I had an idea for a form/composition in-class small group project. I was so excited to share it with Lizzy, but she basically shot it down, asking, "You have to think about what prior knowledge they need for that. Are they really ready for it?"
She also said I need to ask myself, "Why do they need to do this? What's the end goal?" Which was a whole other upset in and of itself. It's fun. It fits with the national standards. The kids get to work in a different setting. It's a way to wrap up what we've learned. It's an ASSESSMENT TOOL. THE END. Okay, done with that.
In my explanation of my idea, I'd said clearly that it was an idea that had just come to me, that I could toy with it and try to make it work with what we have. I feel like she didn't hear that part of the explanation. Literally, sometimes I tell her a story and she won't have heard the beginning of it. Granted, in those instances she'll ask me to repeat it, so at least I know she didn't hear it but wants to. There are also times when we just misunderstand each other, and this may have been one of those times (from either end).
This was one of those rare occasions when I really just wanted her to come out and say what was being implied: that I hadn't moved quickly enough with them this term to prepare them for this task. I'm not sure if she meant to make that point, but that's what I interpreted.
Of course, I also really didn't want to hear it. Because I already knew it was true. I did a rhythm composition group project with the December/January class, and they enjoyed it and were quite successful. However, they'd been learning from Lizzy for four weeks. She'd gotten a lot accomplished, and they were ready for it. We didn't do that project with the Jan/Feb class, partially because of the dynamics in the group, but also because they were in a different place with the class than the previous group.
I felt like the message was, "You prepared them on your own, so they're not ready because of you."
Fine. I made mistakes. But if you knew that before, you could have told me last week that you didn't think they were ready for the small group in-class project, instead of letting me hang out to dry until two nights before I want to do it.
I fumed the entire drive home, then took a walk to clear my head. That was incredibly helpful. I decided to just adjust. Scrap the comp project, finish discussing/discovering form, and get into 3/4 time a bit.
This sixth grade class has been a lesson in many things, one of them being speed.
EXHIBIT B: Beep Beep Beep
Yesterday after sixth hour, Lizzy told me she'd be setting an actual timer for 15 minutes for each piece I'd be rehearsing. An extra nudge for speed and efficient rehearsing.
Today I completely forgot she'd set it during third hour, so I only went for ten minutes. I then had to run off and observe the band director, and came back to rehearse for the last 15 minutes of fourth hour.
The timer would beep every five minutes, throwing me off a little and sometimes making me lose my train of thought. Sometimes, however, it made me realize how much I'd been talking, and how much I really needed to push on through.
I got more used to the timer as the day progressed, to the point where it was merely a friendly reminder during sixth hour. And whaddaya know: we got the most done in sixth hour!
Correlation? Oh, perhaps.
Exhibit C: Lesson Tweaks
After every class today I revised my lesson a little bit. I didn't have much time to shift gears between third and fourth hour because I was observing the bands the entire time. Fourth hour went okay, though. Between fourth and fifth hour, my "You'll Never Walk Alone" lesson improved, and it did so again between fifth and sixth hours. Then, after tripping up a bit in "My Heart Will Go On" during fifth hour, I was able to rework it, take it apart further, and make it work for sixth hour. As the day progressed, my lessons grew more effective because I was planning out exactly how to best use my allotted time.
Goal: Make that happen right off the bat!
