Feelings in a Music Poster

Source/Reference: Branden Listh Description of Strategy: Have the students listen to a piece of music then have them write about their feelings about the music during class. Have the students take their descriptions of their feelings and come up with one sentence to describe the piece of music. With this done have the students make a poster that would fully represent their feelings and what they believe this piece of music represents. Have them share their posters within the next couple days of class. Suggested Application: This strategy would be great way to change things up and get students to think about music in a new way. Adjustment: Student can write down single words that represent their feelings not full sentences.

Halloween Music Door

Source/Reference: "Music with Mrs. Dennis: October 2012." Music with Mrs. Dennis: October 2012. N.p., n.d. Web. 11 Nov. 2012. <http://musicwithmrsdennis.blogspot.com/2012_10_01_archive.html>. Description of Strategy: Students hear a piece of music (for these lessons have it be Halloween, but it could be during any time of the year) then have the students try to explain what made this song a Halloween song. We talk about it as a class and this gets them to talk about minor keys as well as other emphasis in the music. Then have them listen to another piece of music that is scary or spooky. Have the students write up a short paragraph on why this music is what it is using the terms and styles that we just talked about. The teacher who made the original lesson posted them outside the door for Halloween but for a high school setting I might not suggest this. Suggested Application: This strategy would be a great way to incorporate the holidays into the classroom. Adjustment: Instead of writing a paragraph students write one sentence.

Read-Alouds
Source/Reference: http://www.pbs.org/teacherline/courses/rdla220/docs/fisher.pdf Description of Strategy: Teachers read to their students every day in every class for at least five minutes. Some teachers read the text aloud while students listen; other teachers read the text aloud while students read along. Most often, the selections are not from the textbook; instead, teachers select other materials that build students' background knowledge, provide them with interesting vocabulary words, and ensure they are hearing fluent reading. Suggested Application: This strategy could be implemented in any classroom as often as everyday. Adjustment: Student could read on their own or listen to smaller portions of a book on tape.

 Source/Reference: http://www.lpb.org/education/classroom/itv/litlearn/strategies/strat_sq3r.pdf Description of Strategy: 1. Survey Survey title, key signature and changes in key, tempo changes in tempo and dynamics. 2. Question What parts of the piece look like they are going to present a problem and what might be the best way fix them? 3. Read The student is to read through the piece. 4. Review Were the problems in the places that they were expected to be in and what might be the best way to work on them 5. Reflect What were the issues with the piece and what strategies were beneficial and which ones werent. Suggested Application: This strategy could be used any time the group is about to sight read a new piece and is a great way to incorporate literacy and music. It could also be used when students are going to read through a solo or chamber ensemble piece. Adjustment: Students requirements for the amount of writing for this assignment can be adjusted to be less then the other students.

SQ3R

Story in the music

Source/Reference: Hannah Livingston Description of Strategy: Students listen to a piece of music either without words or in a different language. The students then write the story that they hear happening in the music. Suggested Application: This strategy would work well when working with the English teacher to help the students polish their work. Adjustment: Students would write sentences describing the story but connect them all in a story format.

Write to Learn
Source/Reference: Hannah LIvingston Description of Strategy: Students write a detailed description of a new concept they just learned as if they were explaining it to someone including strategies they used to understand the concept. Suggested Application: This strategy could be used in any subject area and would be very helpful to students as the best way to learn is to teach what you are learning. Adjustment: Students with difficulties describing the whole process could dictate it to the teacher or only describe a portion of the process.