Jazz Update

Remember that post I made a few weeks ago about the improvisation curriculum we were going to put in place in my jazz band class? Remember how uplifting it was and how I was going to lift my students out of their musical shells and take musical risks and create? We were going to gel as a musical unit and overcome our instrumentation problems and our shyness. Remember how musically and personally rewarding it was going to be?

My kids hated it.

The entire concept was met with incredible resistance, as my kids wanted nothing to do with musical risks, creativity, and self expression. It really is hard for me to describe how much they resisted participation in our improvisation games, in the idea of playing for playing's sake, and in the value of playing this type of music.

Needless to say, this was super frustrating. I was so excited about the prospect of making improvisation the centerpiece of the class (since the instrumentation stinks and they read really poorly anyhow), and I couldn't believe it when I saw it completely fall apart.

So I want to briefly analyze the failure, because I want to put it in my back pocket to try it again later, I think it is incredibly valuable, and I want to see how I can improve as a teacher. I see two main reasons why it didn't work.

1) One of the key components of the failure of the improv curriculum lies in the fact that it was completely different than anything they had done before. People hate change. Kids hate change. It is clear to me that they are very used to a very different system than what I was trying to implement. That system, which is probably practiced by the majority of band directors (which I have resorted to often this year, sad to say) goes like so: 1) Pass out some music, 2) sightread it terribly, 3) kids wait for band director to tell them how to play it, 4) perform at a concert with varying quality.

In this system, the kids learn nothing, don't do any of the work, and the director does all the work. (I've already had to do this with my 6-8 grade band that marches parades, because we had a parade right at the beginning of the year. I see how easy it is to slip into this system).

Well, the kids are very used to this system, and when I presented a different approach to our class, they did not handle it very well. They responded to the improv curriculum with comments like "when are we going to play real music?" "this sounds dumb," etc. (The irony of the first comment is that they can't read a lick, which is one of the reasons I went the improv route in the first place. If I put music in front of them, at this point it's pretty much always a disaster).

So this is one of those things that, as the students get used to me and as I develop a reputation over months and years and I get to start doing things they way I think they ought to be done, this'll change. They won't be so used to it anymore. Our fellow blogger Nick sagely reminded me that "Rome wasn't built in a day."

2) The second point of failure in the improv curriculum is a classroom management one. This lies on me and the teacher before me. It was clear from day one that my kids are used to talking whenever they want, getting up whenever they want, and pretty much controlling the class. Obviously, that's something I wanted to change, and I'm working hard at it. My mentor teacher said that it's going to be December before I make a lasting dent, but I'm working hard at it, and we're getting better, but man, it is exhausting.

The 8th graders in particular are tough to deal with. They think they know it all, are super cool, and they are used to having zero structure and zero consequences. So they didn't immediately see the value of the improv lessons, and they just went buck wild. They didn't do what I requested of them, sometimes flat out refusing to do so, and they just wouldn't focus or work toward any goal. They're content with sub-mediocrity and goofing off.

And I guess this comes back to a problem that's even larger than the failure of the improvisation lessons. I hate being the bad guy. I have this concept of a good classroom manager in my head as someone who just doesn't have to punish students because of their mystical, esoteric ability to inspire respect, motivation, and a healthy amount of fear in their students. And man, I am so not there. If I were totally consistent with my rules, I would hand out 20 demerits a day, and that just seems ridiculous to me. I am striving for consistency and firmness, and it's easier in jazz band with just 12 kids, but in band with 45, it is just out of my reach right now. It's overwhelming.

So I guess the nexus of the problem really lies in motivation. If I can sell to my kids the value of my educational vision for them, then they'll focus, do what I ask of them, and put in the work. If I don't, then I'll be fighting my kids, dragging them along forever.

Wow, this reflection was helpful. And now I'm pumped! I have a renewed zeal to just impart my passion for music and music making in my students. I know it's not gonna stick for all my kids, especially some of these hardened 8th graders, but 5th grade beginning band is just around the corner.

Playing Racquetball with Harry Wong

No, that's not the title of a cheesy informational movie about how to play racquetball. It's my dream. I'm somewhere around halfway through his "First Days of School," and was zapped by inspiration and awe for about the millionth time when he said:

"At 4 o'clock, I go play racquetball, drink margaritas, and teach my Itlanian bride how to cook Chinese food. You don't see me dragging out at the end of the school day groaning, 'I can't take this any longer'...The reason teachers are so tired at the end of ths chool day is that they have been working...The person who does the work is the only one doing any learning."

I've been preparing for the beginning of the school year at my middle school by setting up 5th grade band demonstration nights, applying to march in local parades, sending out letters to my students, thinking through curriculum, etc, etc, etc, this serves as a great reminder. Instead of thinking about teaching in terms of what I, the teacher, am going to cover, I should be thinking about what my students will accomplish and experience. I can whip up all the snazzy powerpoints full of the most exciting information, but as long as the students are not doing work, they aren't really learning. That's not to say that I don't think I should prepare these kinds of things, but every lesson I prepare should be centered around students doing something, working toward a goal.

This section hit me particularly because I have been mentally preparing for long, arduous days that result in me feeling exhausted and lost. But maybe it doesn't have to be that way? Obviously, I'm going to find out. I'm going to work hard to prepare myself, but I have a renewed desire to make sure that my preparation is centered around I want my students to accomplish and experience. This obviously benefits my students, and it certainly benefits me. And my racquetball game.

Preparations

It seems like Glenn, Mary, and I are all starting to prepare things for the new year (our first year!). Mary is working hard on curriculum and packing, Glenn is getting a lot of information from his predecessor and getting things organized, and I am teaching 6th grade lessons and reading material on teaching methods like nobody's business. (I seem to be doing the least work right now....reading isn't actually planning yet i guess...oops)

Anyway, it's that time of summer where we have to start focusing ourselves and getting in the teacher mindset. I've been telling my students this week during lessons that if they haven't yet practiced this summer now is the time to start getting back into the swing of things to prepare for school in the fall. And "Back to School" ads are coming out right and left!

It can be really overwhelming to prepare for something you've never done before and for something new and exciting but quite challenging. I've been trying to combat stress over all of these preparations by reading inspiring and useful texts such as "First Days of School" by Harry Wong. I heard it was a great book to use to prepare for...well, the first days of school! I just started it but I love it already. It emphasizes that the first days of school are THE MOST IMPORTANT days of the whole year by far... but the book doesn't leave you hanging there. It helps the reader know how to actually make the best of these important days and start the year off right with practical tips and suggestions.

That's what we all want anyway - to start the year off right. It's clear that the first year is not going to be easy. But it will help if we can at least start the year off on the right foot and prepare as much as we can for it.

Up to my neck in papers and websites...

Hey all, Mary here...

One of the unique challenges of working in a private school is the lack of a set district curriculum for music. I'm not sure if that is the same everywhere, but for me, I'm pretty much on my own. I know that I need something set and extremely organized. I'm teaching 10 grade levels -If it's not written down how to sequence things and when to teach what, I'm going to be lost. It's really a daunting task! Luckily, I have collected a lot of curriculum info, now I am just sorting through... how is my curriculum going to be different than the ones I experienced in unit 4? What do other districts have that I think would be useful to include? What are the most important things for my students to learn? Lots of questions... I have Kindergarten and 1st grade pretty much done, although I acknowledge that anything I write up now is going to to change, and maybe change drastically when I actually am working with the kids and know fully what resources I have. At least I feel organized. I must say, even though sorting through all the different websites and papers is overwhelming, I am really enjoying it! It's fun to see my classroom take shape in my head. I'm excited for all the things that my students will learn, and I'm excited to create lessons plans to encourage that learning! (We'll see how long this zeal lasts...)

In other news, Not only am I planning my curriculum, but I am also packing boxes. I'm pretty much set to move to Springfield on the 15th of July. 8 days from today. Once I get there, I will continue working on curriculum while setting up my apartment AND my classroom. I am so ready! (freaked out and a little stressed, but excited and ready!)

Well, time to get back to work. Here's to a years worth of funny stories, concerns, and advice from the three of us! I'm excited to see this blog develop!!

~Mary