Developing a Music Sub Tub
THANK YOU FOR JOINING US!!!
Friday, Feb. 12th, 11:30am
CC Hemisfair Ballroom 2, Henry B. Gonzalez Convention Center, San Antonio, Texas
Kayla Gentry is in her 7th year as a music teacher at Wayne A. Cox Elementary in Northwest ISD. She earned her Bachelor of Music Degree from the University of North Texas and is currently pursuing her Masters at Southern Methodist University. Mrs. Gentry is a certified Kodály educator having earned her OAKE endorsed certificate in July of 2013 through the Plano Kodály Teacher Program at Southern Methodist University. She served for 2 years as the North Texas Representative for the Kodály Educators of Texas. Mrs. Gentry was one of the directors of the NISD All-District Honor Choir that performed at TMEA in 2013.
Erin Pitts is in her 8th year as music teacher at Roanoke Elementary in the Northwest ISD. She earned duel Master Degrees in Conducting and Music Education from Southwestern Seminary, Fort Worth, TX and a Bachelor of Music Education from Anderson University, Anderson, SC. Mrs. Pitts is a certified Orff educator having completed Level 3 Orff training at SMU in June of 2010. Mrs. Pitts’ Roanoke "Loud and Proud" choir, consisting of 160+ students, grades 3-5, was invited in March of 2011 and 2013 to participate and perform at the "Arts Education Day at the Capitol" in Austin, Texas. Mrs. Pitts was invited to be the guest director of the South Carolina ACDA Elementary Honor Choir in October of 2012.
The Big Ideas for a Sub Tub
Standards driven activities
- Meets National and State Standards
Reinforces classroom learning
- Practice known concepts
- Can be leveled by the students
- Playing cards need some indication of level; color, sticker, symbol, etc.
- Can be implemented by a substitute without an understanding of music
What Should be in Your Sub Tub?
1. Sub Survival Manual
- Center Based Lesson Format
- Daily Schedules - include any possible schedule
- Emergency Plans and Contacts
- Classroom Expectations
- Substitute Feedback Form - Think Positive
2. 5-6 Center Based Activities
- Game Format
- Self Leveling
- Think about simple set-up and break down
3.Literature for Closing or Cool Down
- Books based on musical concepts, composers, or song
How to implement center based activities
- We recommend all activities be pre-taught to your classes before implementation to create a higher student success rate.
- Based on your class sizes pre-determine a small group ratio for your class and note this within you lesson format.
- Based on the number of minutes your class meets, pre-determine allotted time per center. We suggest 10-15 minutes per center.
- We always hold student groups accountable to clean up each activity so that the next group can transition and begin playing quickly.
Don't Have time to make Centers????
Check out our Facebook Page or Square Page to get information on how to purchase ready made centers! Both pages and our email are listed at the bottom of this page. :)
We can also help districts purchase center base Sub kits for all of their elementary campuses!!!
How to extended as a Listening Activity
Extended by: Have students repeats first four beat three time before the last four beats.
Listen: Find that new pattern in the song "Symphony number 7 in A Major, Op92:II Allegretto " by Beethoven
1st Grade TEK:
- recognize known rhythmic and melodic elements in simple aural examples using known terminology;[6.B]
How to Extend for New Song Material
Extend by: Have the students preform the last four beats over and over as they listen for that pattern in the new song. Students should be able to identify where/how many times the pattern appeared in the new song.
New Song: "Chickalileelo" from 150 American Folk: To Sing, Read, and Play Song by Peter Erdei and Katalin Komios
4th Grade TEKs:
- read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2 / 4, 4 / 4, and 3 / 4 meters as appropriate;[2.A]
- recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary;[6.B]
How to Extend to an Assessment
- Students have to buzz in to answer a question related to: Historical Periods, Composer, Melody ID, Genre, etc.
- First team to buzz in with the correct answer gets to pass or play. Teams are awarded 10 points for correctly answering the buzzer question.
- Each additional teammate will then be given an 8 beat rhythm pattern to say and clap. If they perform incorrectly it is a strike, after two strikes the other team can steal the points. Each rhythm is worth 5 points.
In the pictures below you can see a copy of the rubric and check system used by the teacher. You can also find the symbol system used:
Plus - Student met an E on the rubric for that turn
Check - Student met an S on the rubric for that turn
Minus - Student met an N on the rubric for that turn
X - Student met a U on the rubric for that turn.
Questions or for More Information:
Kayla Gentry and Erin Pitts
© GentryandPitts 2016
For Classroom Use Only - Written consent of presenters must be obtained before reproducing these materials or presentation.