Before I go further, I am speaking from the perspective of a music educator in the USA. The language and processes are centered in the American public education system (this includes charter schools). Those who live and work outside of the USA are encouraged to share your country-specific information in the comments. Also, I acknowledge that some IEP and 504 goals will not translate to all classes. Goals can be course specific. That said, more often than not there are targets, accommodations and modifications that music educators can and should address. 

IDEA is very clear that all educators who serve a child with an IEP or 504 are required to have access to documents for each child they serve. Some music educators are told that they do not need to see the IEP or 504, this information is false. You can be held liable in court if a lawsuit should arise, even if you were told by your school it was not necessary to comply. Legally, we are responsible for knowing the law and reviewing the documents. 

But what if my school or district blocks access to special education documents?

In this case I recommend first contacting your union (if you have one) and/or the school or district special education office. Express your concerns, and take note of the response. If that does not solve the issue, contacting your state department of education special education office is your last stop. In each instance, use school email to ask for access. If you are attending an in-person meeting, ask a union rep or trusted colleague to come with you to take notes. After the meeting, send an email (again using school email) summarizing the conversation to confirm that you understood correctly. In both instances, Bcc copies a personal email address to have a record at home. School email communications are considered public record and cannot be destroyed. In the instance of legal action documentation requesting access will help to protect you from liability.

I have so many students! How could I possibly read and understand so many documents?

I understand! I am old enough to know what teaching was like before the use of computer databases for documentation. It feels really overwhelming. Here are a few strategies to get the information you need.

1. Talk to your special education teachers. MOST special education teachers will be thrilled that you are interested and willing to work with them. I have had special education colleagues share a “greatest hits” list with me at the beginning of each year. Special education teachers review each child’s IEP at the start of the year. While they are doing that they make a list of children who have an IEP, and areas where they need support in the general music setting. The guidance counselor does the same for students with 504 plans.
   
2. Use online tools. My school used PowerSchool for gradebook and student documents and most online tools have similar options. There was a class list with symbols for each student that had an IEP, 504, Mastering a second Language, Heath Alert or Gifted Identification. Click on the icon and the documentation is right there – no more shredding paper.
   
3. Use the “IEP At a Glance” page. For most children, understanding the needs outlined on this document will be all you need. If there is an area where more research is necessary, the document can tell you where to look in the larger IEP for more detailed information.
   
4. Don’t do it all at once. Most of us do not teach the same classes M-F. After the first time I meet a class, and before the second meeting I go through all of the materials for special education, students learning English, gifted identifications, and 504 plans. Looking over these materials helps when I am making seating charts. The only exception is health alerts. I look those over before school begins. I always want to be prepared for any medical emergencies for the first meeting.
   
5. Keep a list of questions or areas for clarification and send it to the appropriate service provider all at once. I keep a document with my notes and questions. After I have reviewed the documentation for all classes, I copy and paste into an email for the appropriate service provider (Special ed teacher, OT, speech etc.) If you have a team of “special subjects,” (art, music, PE etc.) you may wish to do this together. One email streamlines the process for getting the information we need in a timely manner, without causing stress for the service provider.
   
6. Never, under any circumstances, sign an IEP unless you were in the entire IEP meeting. This is a violation of federal law. Not a violation to take lightly, there can be serious consequences.
   
7. Do the best you can and ask for help when needed. When servicing large numbers of children we are likely to make mistakes, forget to implement an accommodation or support. It is OK, we are human. Own the mistake, apologize to the student, and/or family if needed, make the appropriate adjustments to grade records and move on. If you are having problems meeting needs, ask for help. If help is denied, document. I have found when I am asking the appropriate provider and center the needs of the student, most of the time help is offered.
   
8. Keep positive, efficient and compassionate communication with grown ups consistent. Communicate the amazing things the child can do as well as the parts that need more growth. Remember that some parents and/or family members of children with disabilities may have the same disability. Be selective and careful with how you express your concerns.

When I am serving children I think of how I would want to be treated as a child and how I would want others to treat my child, especially if they have a special need or accommodation. Understanding the needs and goals of our children with special needs will make their experiences in music positive and will create a more pleasant learning environment for all students and YOU too.

What else would you like to know about serving our musicians with special needs? Let us know in the comments.

For more from Three Little Birds Music Education Services, visit LeslieAnne’s website.

For a deeper dive into this important topic, check out our webinar with Dr. Patrick Ware, NBCT – Elementary General Music and Special Education: Focus on the Self-Contained Classroom.

The post General Music and Special Education first appeared on Teaching With Orff.

For most of us, school is not back to “normal” and now that we understand much more about how COVID is spread, we are back in the music room, able to use our classroom instruments and have a bit more freedom to move. We are excited to dig into as many of our favorite lessons as quickly as we can. The children are so excited to have instruments in their hands and to do all the things.

And then………disaster.

Let’s keep a few things in mind:

• It has been a LONG time since anything about “school” has been “normal”
• Just like the rest of us, the children have experienced a collective trauma as we navigate through the pandemic.
• Many children have spent over a year either learning from home or spent a much larger portion of their school day behind a desk and a computer with limited movement to maintain social distance.
• The children have changed.
• WE have changed.

Here are a few suggestions for refamiliarizing our children with making music together in our spaces.

GO SLOW: I am guilty of being so excited to teach some of my favorite lessons again that I rush through the process because we are having so much fun. Then, the lesson breaks down, behaviors pop up and everyone is frustrated. 

Practice personal space. Define the space for the children. Use hula hoops, tape squares, shoe polish to mark the floor or large sections of yarn to make a circle. 

• Spend time talking about the “personal space” in a playful way. 
• Grab a drum and have the children move to the beat in their personal space. 
• Make up a story that their space is “safe” from an unusually fast turtle with slimy feet who is lurking around the room waiting to “hug” little children and cover them in turtle slime. EWWWW The turtle is mesmerized by your drum, so it is safe to venture out while you are playing, and when you stop they need to hop back into their “safe space” or its SLIME TIME!
• Play one beat for them to hop out, and then hop back in. 
• Try a different direction, then another one.
• Walk two beats away from the “safe space” and back.
• Hop out and in, tip-toe, change levels, move with big and small steps.
• Repeat this game over several classes for SHORT sessions (Always leave them wanting more!)

Plan shorter learning “blocks” in each lesson, and choose activities that teach procedures in a playful way. Like this one for older elementary students.

• Use a short speech piece like Good, Better, Best by Michael Chandler
• Chant the proverb in rhythm 
• Compose body percussion ostinatos
• Perform together THE END, Now go do something else.
• The next lesson, get out just hand drums (If you have enough) or hand drums and rhythm sticks.
• Take time to remind (even the older students) how to handle and care for the instruments. 
• Plan time to teach them how to sanitize after they play.
• Play the ostinato’s they composed the previous class while chanting the rhythm in three or four ways. THE END, Now go do something else. 

If we leave them wanting more, we can reuse this activity the next lesson and reteach the sanitizing procedure again. 

Advance in small steps. Perform the chant as a round while we play our ostinatos, the next class create an instrumental B section.

REMAIN CALM. Remember that collective trauma I was talking about? Find two or three moments in your work day where you can take 30 seconds to a minute just to breathe and clear your mind. These mini-breaks will allow your nervous system to settle and help us stay calm. Many of us are feeling over-stimulated after being home and isolated for some time. Many of us are experiencing conflicting thoughts and emotions that can be confusing to our mind and body making us feel unsettled. If we take some time to reset our own mind and body we can be better leaders and models for the children and remain calm when problems arise in the classroom.

Repeating procedures and routines in a playful and musical way, with short bursts of active music making and a heavy dose of patience and compassion for our students will help them to re-learn how we have fun while learning in our music spaces. Taking care of our own needs as educators will allow us to do the same. 

We would LOVE to hear about what has been working well for you and the mini-musicians you serve.

The post Making It Work: Relearning the Music Room first appeared on Teaching With Orff.

The end of the most challenging year of teaching is here. I am going to take a little brain break before I dive into my summer professional reading list. As I have stated in previous years, I set aside time to read three teaching-related books each summer to get the wheels turning and learn something new, and improve as a music educator and human. Here is my list for this summer.

Elementaria First acquaintance with Orff -Schulwerk, Gunild Keetman

Every few years I read through this text again to learn and dig deeper into the mind of this brilliant woman and her work with children. I like to read Elementaria in small chunks over the whole summer so I can think through and process new ideas and discoveries as they come.

Inside Arabic Music Arabic Maqam, Performance and Theory in the 20^th Century, Johnny Farraj and Sami Abu Shumays

I am interested in learning more about Arabic music and experiencing and performing Arabic music with children more often. This book is one step in expanding my knowledge and learning best practices. Learning from practicing musicians will help me to do my best to be culturally respectful when preparing and guiding my musicians in learning experiences. Which type, style, genre or form of music are you interested in learning about? Do a bit of research and find a reputable text to advance your level of understanding. There is so much music to explore.

Pedagogy of the Oppressed, Paulo Freire

This text has been sitting on my shelf for over a year. It is time for me to dig in and do the work. Having a better understanding of how the education system as a whole is failing children will better equip me to speak up and advocate for change in the schools where I work and in my community.

BONUS:

If you are a bit depleted and need a reset, look back to Teaching with Vitality to get you back on track for the 2021-2022 school year!

And for more ideas check out our lists from summers past!

• Summer Reading List 2019
• Summer Reading List 2018
• Summer Reading List 2017
• Summer Reading List 2016

What does your summer professional reading list include?  Please share titles you plan to read or re-read in the comments below. It may be just the inspiration someone else is looking for to make their summer reading list work. Happy summer!

The post Making It Work: Summer Reading 2021 first appeared on Teaching With Orff.

Incredibox to the rescue! The free web-based version of Incredibox is a series of “loops” that musicians can use to compose their own arrangements. It is essentially, manipulation of layered percussive and melodic ostinati, and our musicians can’t get enough. The Little Kids Rock folks made the lesson preparation even easier with a set of YouTube videos that explain all the details in a kid friendly way. The feedback from the children is overwhelmingly positive and full of excitement at a particularly difficult time of year made even more challenging due to COVID restrictions and state testing.

This year I am traveling to classrooms and I see our classes for an entire week then rotate to the next set of classes. The children have 1:1 devices. Due to a shortened day, our lessons are thirty minutes instead of our regular fifty minutes. These lessons were taught in five consecutive days, and they will work well spread out over a rotation or weekly schedule as well. We never have testing on Fridays so we can make some noise at the end of the week.

Here is what we did: (This is exactly what I posted in the Google Classroom for our musicians)

Lesson 1: Introduction to Incredibox

Incredibox is another fun way to create and compose music without traditional instruments.

1. Watch the three REALLY SHORT videos showing you what incredibox can do.
2. Use the link to access the web-based version of Incredibox and mess around with creating and exploring all the fun ways you can create music using what you have available to you!

Links:

Into to Incredibox: https://youtu.be/IJuYyh0IFLE

Selecting a Version: https://youtu.be/VTeQPLVB5a0

Musical Elements: https://youtu.be/uU9UhEIal1k

Lesson 2: Incredibox Part 2

1. Watch the three short videos on how to use Incredibox below.
2. Move on to today’s assignment and turn it in.

Links: 

Sample Groups: https://youtu.be/aYj81fFIExg

Singing Characters: https://youtu.be/GRlYFdpZfF8

Stopping Singing Characters: https://youtu.be/tdESPEjVREE

Incredibox Composition Level 1

Watch the screencastify video below. I show you how to save, share and paste your link in the Google Classroom. (This is the ONLY video I needed to make for this lesson.)

Create Version 1 of your Incredibox composition. The music must:

• Be at least 26 seconds long (Incredibox will not save it if it is shorter.)
• Have at least two places where you stop a loop (character) and bring them back in.
• Have at least two places where you change a loop. (Change a character’s shirt.)

I can’t wait to hear your creations!

Lesson 3: Incredibox Part 3

1. Watch the two short videos on muting and soloing characters in Incredibox. 
2. Move on to today’s assignment when you are finished.

Links:

Muting Characters: https://youtu.be/Xn7kVZ-ATOY

Soloing Characters https://youtu.be/xLuh-6mNw8Y

Incredibox Composition Level 2

Create Version 2 of your Incredibox composition. The music must:

• Be at least 26 seconds long (Incredibox will not save it if it is shorter.)
• Have at least one place where you change a loop (Change a character’s shirt.)
• Have at least one mute
• Have at least one solo

(I attach the save and share video from the last lesson for those who need a review.)

The music from yesterday was so much fun to listen to. I can’t wait to hear more!

Lesson 4: Incredibox Part 4

As a “warm-up” I have them watch this YouTube video using “Dystopia” as an example of a final product. https://youtu.be/sZCrrW3wZQ8

1. Watch the video to learn how to unlock a chorus in Incredibox. This feature is super fun.
2. Move on to creating your final mix when you are done!

Link:

Unlocking the Chorus: https://youtu.be/JeRb94ERCLg

Incredibox Composition Level 3 THE FINAL MIX!

Create Version 2 of your Incredibox composition. The music must:

• Be at least 26 seconds long (Incredibox will not save it if it is shorter.)
• Have at least one place where you change a loop (Change a character’s shirt.)
• Have at least one mute
• Have at least one solo
• Include at least one chorus

Save your composition in the PRIVATE COMMENTS of the assignment. If you want others to be able to listen to your mix, paste the link in the PUBLIC COMMENTS of the assignment.

Lesson 5: DJ Party!

On Friday we are able to make some noise. I hook up my laptop to the projector and we listen to and celebrate as many compositions as we have time to share. The musicians volunteer to share by placing their link in the public comments. Below is an example of one of my favorite final mixes so far by a fourth grade student “Best DJ” https://www.incredibox.com/mix/89fa81af7a46e1c7f4ff-v2

Several of the children have purchased the app version to have access to all of the features and I have heard that quite a few parents have been creating mixes with their children at home! I was dreading attempting to keep all of the kids quiet off and on for four weeks and we are having so much fun. 

The post Lesson: Incredibox to the Rescue first appeared on Teaching With Orff.

Last summer, many folks who had been preparing to take an Orff Schulwerk Level saw the opportunity fade as the pandemic spread. As more and more folks are vaccinated and we better understand how to manage and prevent the spread of COVID 19, opportunities to create joyful music, make life-long friends, and become better facilitators are available throughout the country. Elaine Larson, tells us what to expect when taking Level I, Betsy Kipperman Sebring sheds light on what happens in Level II and Rob Amchin demystifies Level III. We have also included a link to the American Orff Schulwerk Association’s teacher education course list so you can find a course near you.

The way I approached teaching and learning was forever changed after Level I and I could not wait to go back for more!

Making It Work: Level I by Elaine Larson

Making It Work: Level II by Betsy Kipperman Sebring

Making It Work: Level III by Rob Amchin

AOSA Teacher Education Course List

The post Making It Work: Summer Orff Levels first appeared on Teaching With Orff.

When thinking about taking my classes outside for music, keeping the children in their own space to maintain social distancing was my first concern. Here are a few ideas:

1. I have access to a blacktop area near the music room. I asked permission to spray paint markings on the black top so each child will have their own space to make music. 
   
2. If painting is not an option, thick sidewalk chalk is a less permanent option. 
   
3. Talk to the PE department and borrow large hula hoops, lay them on the ground to create a “music bubble.”
   
4. If you have a grassy area, orange sports marking paint works well, and is cut away when the lawn is mowed.

Next, I thought about how we would sit. Black top is not super comfy on a warm day.

1. I use plastic “Ikea-Style” stools as a seating option. They are easy to bring outside and move back in at the end of the day.
   
2. Ask around for old carpet squares that classroom teachers may be willing to donate.
   
3. A foam square, (the type that fit together like a puzzle) is great for sitting on any type of ground.
   
4. If you have a grassy space a square of thick plastic or blue tarp is an inexpensive option that can be easily cleaned between classes, or provided for each student. Classroom teachers could also use the squares to take the children out for reading or other work that can be completed outside in the sunshine, and for mask breaks on warm days.

*I always have a few chairs with backs available for students who need them to be comfortable.

Lastly, what will we do when we are outside?

1. Sing! Finally SING! If I am outside with children six feet apart we can sing. Check with your district leaders for specifics in your situation.

2. Dance! Any folk dance can be modified for self space. Modify partner movements to move forward, backward or side to side. Sashay around your hula hoop or chalk circle. Instead of a right hand turn, wave your right hand in the air and walk in a circle in self space. Line dances of any kind are awesome in self space! Pata, Pata is one of my favorites for spring. (Pata, Pata can be found here: https://sannafolkstyle.com/)

3. Drum! I will take my tubanos outside and drum with the children. I can’t haul them up the stairs and carry them class to class and on nice days I sure can set them up in the morning and put them away at the end of the day. If you have access to Tubano’s they can be cleaned with a wipe or spray without damaging the drum head.
   
4. Creative Movement with (or without) props! If you made or purchased music kits for the children, bring them outside to use those scarves and streamers to make big movements in the fresh air. We are moving to “Popcorn” this week. The children choose what they want to use from their instrument kit while they move. We move in self space until the “popcorn” starts. We used leveled movement (low, medium and high) to match the changes in the popcorn theme. Adapt any movement lesson for self space and take a break from sitting at desks.

5. Look back at the original “Take it Outside” post from 2018. Most of the ideas for outside learning suggested in the post will work with Covid restrictions, some just need a few tweaks to make them work for 2021.

After months of traveling class to class and being limited to what we can do behind a desk at the computer, I am looking forward to spending time with my classes outside. What ideas do you have for outside learning in 2021? Share your ideas in the comments on the blog so we can help each other to “make it work!”

The post Making It Work: Take it Outside, 2021 first appeared on Teaching With Orff.

Two years ago, I was excited to present a workshop out west. I had worked really hard to prepare and had loads of lessons and techniques to share. I was proud of the content I had to offer. As the workshop drew near, there was an emergency that caused the workshop to be rescheduled to the Saturday after my spring break. I had a fantastic trip to New Orleans with my husband planed for break, so I flew home from my vacation, and got on the plane for my session the next day. I failed to consider the effect spending a week in New Orleans below sea level and then traveling to the mountains out west in a 24-hour period would impact my body. I regularly hike at high elevations and have suffered only mild headaches; this time would be different. As I began the presentation my body started shutting down. I kept having to run to the bathroom to vomit. I tried laying down during the break, when I returned I patted my legs and they buckled from the elevation sickness. It felt like the WORST flu I had ever experienced. I did my level best to continue on, and I physically could not. I had to admit that I could not continue. I was devastated and ashamed. Many of the participants had traveled long distances to attend, and the Orff Chapter paid for my flight and hotel room. I had let them down. Later, when I was finally feeling better, the chapter president came by to check on me. I was so embarrassed and upset that I just kept talking really fast and apologizing over and over, which was not at all helpful. I did not handle it well.

Reflecting on the experience, there were some really beautiful things that I experienced from this “failure.”

• First, the folks from the chapter were so gracious and helpful. When I admitted that I could not continue, one member thanked me for taking care of myself. Another offered medicine to help with the elevation sickness. The women who drove me home told me that she was going to make me stop the workshop if I threw up one more time. They cared about me as a human, not just as a presenter and what I had to offer them. What a gift they gave to me. I think back on how they cared for me often.

• Secondly, I am a human being and I need to listen to what my body needs. This revelation has extended to every aspect of my life. As music educators we take care of everyone. Our families, our students, our pets, other teachers, our homes, our classrooms and we strive to meet the wants and needs of everyone around us. If my needs are not met, I cannot effectively meet the needs of others. Taking care of my body is not selfish. I can do a better job of what is most important, and not worry so much about what isn’t important when I am healthy and well rested.

• Lastly, sometimes things just happen, and it is not my fault and I can’t “fix It.” There was nothing I could have done in this situation to make it through the presentation. It just happened, there was no way to fix it. I spent WEEKS after this incident beating myself up and “shoulding” myself. I should have cancelled my vacation, I should have rambled less when I was feeling better, I should have drunk more water….none of these thoughts were at all helpful and I was miserable and upset for nothing. Now I have learned to acknowledge the situation, repair what I can and then move on. Being gentle with myself has made me feel better all the way around.

I am writing about this now, because a lot of us are feeling like failures. For most of us nothing is happening in any way like we have been used to and many of us are working with constantly evolving situations that make feeling successful a challenge.

• Let’s look for the beauty in our challenge when we can find it. It may be hidden and it is worth the search.
  
• Listen to your body, it will tell you what it needs. Eat well, sleep as well as you can. Rest when you need to, participate in joyful movement, find quiet when you need to recharge.
  
• Recognize what is in our control and let the rest go if you are not feeling your best. If you are choosing to exert influence in areas that are not in your direct control, have reasonable expectations for your work.

We are not “failing” right now, we are learning. Learning to live and teach in a new and different way will take a lot of mistakes and practice. What are you doing to keep yourself healthy and learning this year? Leave your thoughts in the comments so we can all Make it Work.

The post I Am a Failure … first appeared on Teaching With Orff.

Here is your permission slip to search YouTube tonight and share a lesson in your Google Classroom that some other teacher with more energy today or a lighter workload posted because they wanted to share it with you.

Here is your permission slip to stop at the store and get a rotisserie chicken and a bag of salad as a nourishing meal for you and/or your family because you don’t have the energy to cook.

Here is your permission slip to not grade those assignments tonight and ask your students to look at their work tomorrow and self-reflect because you are exhausted and need a few hours of downtime.

Here is your permission slip to post lessons and slides that are plain and do not look like they are ready for publication. Then use the time you would spend decorating on taking care of yourself.

Here is your permission slip to set an automatic email response that says: “Thank you for taking an interest in your child’s music education. I am currently behind on back grading. If your child submitted the assignment, I assure you I have received it. I will be working as hard as I am able to catch up. Please be patient with me as this is a new and different school year and we are all learning how to navigate school differently than we have before.”

Here is your permission slip to have a “just ok” lesson this week, next week you if you can, you will do better.

Here is your permission slip to use only ONE of the 10,000 tech tools available in your lesson planning this week.

Here is your permission slip to ask for help, receive help with grace, and that it is ok, to not do everything yourself.

Here is your permission slip to make videos of you (or link videos of others) just singing songs to your children, and talk about those songs as your lesson this week. It is ok if they are not making or creating all the time, the world is a lot.

Here is your permission slip to negotiate with your own children or family members for time and space to recover and rest. You will be able to be present and attentive to the needs of others when you take time for yourself.

Here is your permission slip to not clean the house this weekend and just rest.

Here is your permission slip To eat your lunch alone in your classroom with the door shut and the lights off, or in your car. Turn off your phone, be completely unavailable and just breathe.

Here is your permission slip to be a human being. Not a superhero or a machine. A human being who has good days and bad days. Who has joy, fear, excitement, worry and all the emotions in between.

These messages were weighing on my heart today. What permission slip do YOU need to write for yourself? Please add it to the comments, it may be what someone else needs “permission” to do too.

Here is my permission slip …

Breathe.

The post Making It Work: Permission Slip first appeared on Teaching With Orff.

The post Lesson: Aliens and Cows and Questions – Oh My! first appeared on Teaching With Orff.

ButtOn chairs help kids integrate movement and creativity in the classroom. It is an active sitting chair that allows and encourages kids to be active when seated. Originally intended as a flexible seating option for any classroom, our team at Teaching With Orff recognized the particular value of integrating the ButtOn chair in an Orff-inspired classroom.

The ButtOn chair is freely distributed as a digital file which can be downloaded at: www.ButtOnchairs.org  Using some plywood, a tennis ball and bungee cord, a ButtOn chair can be made for about seven dollars! Students at schools with CNC routers and/or woodworking shops can make Button chairs as an applied science project. There are two download options: a file for a CNC router and a file using regular wood shop tools.

See Dr. Turner Osler’s TedTalk featuring the ButtOn chair.

The ButtOn Chair is a social mission of QOR360.

The post Making It Work: Active Sitting first appeared on Teaching With Orff.