Developing a Music Sub Tub



Friday, Feb. 12th, 11:30am

CC Hemisfair Ballroom 2, Henry B. Gonzalez Convention Center, San Antonio, Texas

Kayla Gentry

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

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

Center format

  • 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????

If you are thinking..."I love the idea of this, but I just don't have time to make my own 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!!!

Let's "Move It!"

Let's put a center into practice!

How to extended as a Listening Activity

The movement rhythm is: ta, titi, ta, ta- - ta, titi, ta, rest

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

The movement rhythm is: titika titi titi ta - titi titika titi ta

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]

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How to Extend to an Assessment

Rhythm Feud

The Game/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.

The Rubric:

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.

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Look at "Elementary Music Sub Tubs" at Work

One of the best pieces of feedback you can get on your substitute lesson plans is gained when you give it to a non-music educator who has never been in your class!

Questions or for More Information:

Feel free to contact us if you have additional questions! We are happy to help! Also, check out our Facebook page for tips and tricks for getting the most out of your Sub Tub kits!

Kayla Gentry and Erin Pitts

© GentryandPitts 2016

For Classroom Use Only - Written consent of presenters must be obtained before reproducing these materials or presentation.