PK-12 General Music RI Newsletter
Rhode Island Music Education Association
November 2023
Kodály Based Sequencing and Scaffolding in the PK-12 General Music Classroom
In last spring’s GM Newsletter, Lori Jones invited us to share with her testimonials from GM teachers on the curriculums they are using and why they believe those choices are the right ones for their students. These 3 veteran teachers share their experiences incorporating Zoltan Kodály’s practice of sequencing and scaffolding student learning. Representing high school theory, middle school piano and elementary movement all can apply to curriculum development a sequence that builds readiness for the next level of learning a particular skill
or concept. Jonathan, Donna, and Betsy share their thoughtful approach to answer Lori’s call to “open the “golden box” together!”
[HS] Interval Explorer: A Game-Based Approach to Music Mastery by Jonathan Medeiros
The Interval Explorer game is an engaging educational tool appropriate for middle school students through college. It is specifically designed to deepen their understanding of musical intervals—an essential component for mastering instruments and comprehending musical structure. It aligns with the Kodály Method by incorporating interactive learning with a structured approach to music education.
During the first round of the Interval Explorer game, students are actively engaged in a multifaceted learning experience, where they are tasked with identifying musical intervals. To accomplish this, they employ solfège hand signs, a dynamic method that promotes the integration of sight, sound, and touch. By translating the abstract concept of intervals into concrete hand gestures, students begin to form a more tangible association between the names of intervals, such as a 'major third' or 'perfect fifth,' and their physical counterparts on the keyboard.
Progressing to the second round, the game shifts its focus from theoretical recognition to practical execution. Here, students must apply their freshly internalized knowledge by playing the intervals they’ve learned on the piano, beginning with a single starting note. The immediate physical feedback from the keyboard helps students internalize the sound and feel of different interval sizes.
As students advance to the third round, they face a new challenge: identifying intervals within the context of a melody by ear. This round is especially aligned with the Kodály Method's emphasis on developing a sharp aural perception. Students must discern and isolate intervals amidst the complexity of musical phrases, which helps them to develop a sharper ear for music. This not only reinforces their understanding of the intervals but also cultivates an acute awareness of how they are employed in real music, an essential skill for any musician and a core tenet of the Kodály philosophy.
Incorporated into my semester-long piano classes, the Interval Explorer game is more than just a teaching aid—it is a reflection of Kodály's instructional principles, encouraging active participation and experiential learning. Through its competitive points system and adaptable rounds, the game not only promotes interval mastery but also instills a lasting appreciation for the intricacies of musical structure, proving to be an enjoyable and effective component of modern music education.
Bio: Jonathan Medeiros is a fourth-year music educator and composer, holding dual degrees from Rhode Island College—a B.M. in Music Education and a B.A. in Music with a concentration in composition. Currently at Ponaganset High School, Jonathan teaches a diverse curriculum that includes three levels of Music Technology, Guitar, and Piano.
[MS] Piano Pronto - Prelude by Donna Valente
Depending on the class and the amount of previous instruction they may have had on the piano, I always start with a basic review of the keyboard layout, playing position, and reading notes written in the grand staff. Students will play songs written for the right hand in C position and then we progress to adding the left hand in C position.
For the students who have more experience in playing the piano, I supplement with songs from the Alfred Piano method, Book 1. I try to find where their playing level is and adjust their music to move to another key such as G playing position which is very similar to C. Students are also using note trainer exercises from musictheory.net to support their reading in both the bass and treble clefs.
The next step after the left hand is added is to start the conversation of adding harmony by playing basic tonic and dominant chords in the key of C. (C and G7) For the beginners, the students play the root and fifth of the C chord (C- G), and the notes (F-G) for the G7 chord. For the advanced player, I add the notes to the full chords for C, G7, and also add the subdominant chord F.
I also incorporate a google slide assignment where the students select a pianist from a generated list that includes musicians/ composers from several musical genres from Bach and Chopin- Little Richard- Aretha Franklin, to more current artists such as Alicia Keys and John Legend. I want them to try to broaden their musical perspective and learn about the musician and more importantly, listen and watch them play the instrument. We also spend some time on scale technique where the students learn the difference between a major scale and a chromatic scale. Students will play the C major scale and the C chromatic scale using each hand separately and then try performing the scale together. For the more advanced player, I will change the scale to either a G major scale or the relative minor scale to C (Am) so that they could have the opportunity to hear and perform different tonality.
The last part of the piano unit will conclude in a class recital where students will select and perform a song for their peers. The song must use both hands in either performing a melody or a melody with chord accompaniment.
Bio: Bachelor’s of Science in Music Education at Rhode Island College
Master’s in Music from the University of Rhode Island
Orff -Schulwerk Levels I,II, and III Certified from Bridgewater State College
I have had the opportunity to teach music to students in both New Bedford and Portsmouth public schools in grades K-12 for 27 years. My classes include band, chorus, guitar, piano, string ensemble, and general music. I am also musician and teacher at the St. Anthony’s Band from Fall River, MA. For 41 years, I grew up playing music and learning about my culture with this band, and I am committed to keeping this tradition alive by continuing to perform and teach more future musicians.
[Elem] Scaffolding an Activity in the Elementary Music Classroom by Elisabeth St. Pierre
Scaffolding in the elementary music classroom is different for each song or activity you are including in your lessons, but I am going to attempt to be broad and simplify the process. The easy part of lesson planning is skimming through a book and selecting an activity for a class. The hard part is breaking down that activity in the ways that are necessary to meet the developmental needs of the students in front of you, which are different in each class even within the same grade level. It is always our job to meet our students where they are, so knowing your students and your repertoire are the first steps in being able to scaffold appropriately, but I am going to give you a general example of how I scaffold activities in the music classroom. On day one, I teach the movements by explaining and demonstrating each movement separately, then adding the song in using part-part-whole sequencing, but only I would sing the song. The goal for this first day is to get the students to respond to the music in the appropriate ways, expressively and to the beat, and hear the song. For the second time I teach the activity, I may sing the song and see how the students respond, or I may start with a review of each phrase or section of the song. I am looking for the students to be able to predict the next section of the song and transition to it smoothly with their movements by the end of the second class. The third class, I am looking to have the students sing the song while completing the movements almost effortlessly. The movements take the back seat on this day and the words and melody take the front. In the fourth and final class, I would sing the song once for the class while they responded appropriately. They would sing the song while responding appropriately and repeat it a few times. Finally, I may evaluate their learning by putting them in small groups, using a 1-4 scale for their accurate pitches and rhythms while singing and accurate responses by doing the correct movements at the correct times during the song. It is hard to be so general about how to break down a music activity because of the details required of different repertoire, but if you notice the hiccups while you teach it, you will know at least where to reevaluate your process and add steps to break it down further. Remember to remain open to learning from your students. They will show you where they need more help or if the activity is not developmentally appropriate for them. Your research and meticulous planning on what repertoire you have chosen is great, but it will be even better if you are attuned to student needs and scaffold based on that.
Bio: My name is Elisabeth St. Pierre and I am a music teacher in Bristol Warren Regional School District at Hugh Cole Elementary in Warren. I have been working in Warren for 8 years and been an elementary music teacher for 11 years.
Educator Spotlight - Christopher Depot - Pothier-Citizens' Elementary Campus - Woonsocket
"You're in for a treat!" That's what I heard from my fellow elementary educators this past summer when I made the decision to step away from the conductor's podium and embark on a new journey. Back in 2011, fresh out of URI, I applied for every available music teaching position in Rhode Island. I didn't have a specific grade level in mind, but my heart was set on imparting my passion for the arts to children and guiding them to become discerning appreciators of quality music.
In 2011, I was appointed as the Band Director at Woonsocket High School, where I've been honored to uphold the rich tradition of music education in the Blackstone Valley. After a decade filled with parades, concerts, and football games, I took a leap of faith this September and returned to my roots, the very place that initially ignited my love for singing, dancing, and playing – Elementary Music. I am now proudly serving as the music teacher at Pothier Citizens Elementary Campus in Woonsocket, where I have the privilege of teaching over 500 students ranging from preK to 5th grade. I want to express my profound gratitude to RIMEA and RIACDA for providing outstanding professional development sessions that have armed me with invaluable resources and the opportunity to collaborate with fellow educators. Their unwavering support has provided me with inspiration and tools I have brought to my classroom.
Every morning when I step into our school, I am welcomed by the enthusiasm of young, eager minds who are ready to dive headfirst into the world of musical exploration. In the words of the wise Ron Stabile, "We don't teach music; we teach children." Whether it's my own children at home or my students in Woonsocket, my mission is to foster a sense of community filled with joy, love, and music.
RIMEA Supports General Music Teachers - Invite a Colleague to Join!
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Workshops and Events
Giving Tuesday - 11.28.23
Giving Tuesday is a day that reminds us of the incredible impact we can make when we come together to support the causes that matter most to us. This Thanksgiving season, and Giving Tuesday, we are asking our membership to:
Share and repost our Giving Tuesday image to help get the word out about our All In Music Fund.
Print the donation request letter linked below and share with three Friends of Music Education
Share a story about how your former students were prepared to participate in All-State or IHF. Be sure to tag RIMEA and #givingtuesday with the link https://www.rimea.org/donate
URI/ RIMEA Michele Holt Series Workshop - February 3rd, 2024
Saturday, February 3rd - 9am - 12:30 pm at the URI Fine Arts Center
Leah Murthy leads a hands-on session about ukulele with a focus on middle school, covering contemporary tools for teaching with “the gift that came to Hawaii“. Participants will explore the history and cultural importance of the ukulele in Portugal and Hawaii and the skills, materials, and instruments to consider upon beginning a ukulele program. Plus, current trends and best practices in ukulele general music will be shared. The group will discover exciting resources and activities by playing and doing them together. Delve into ways to differentiate instruction, build 21st century music making skills, and create a modern ukulele ensemble. Participants are encouraged to bring their own ukulele and laptops.
Bio: Leah Murthy is a music educator who endeavors to create positive change in the lives of students and teachers through music education that emphasizes relevance. She facilitates the sharing of new ideas in arts education worldwide in her capacity as Associate Editor of the International Journal for Education and the Arts, and is completing innovative research as a doctoral candidate in music education at Boston University. It has been her honor to promote the richness of world cultures and the importance of diversity in her roles as Associate Conductor and Voice Teacher at the National Children’s Chorus over the past seven years. In addition, Leah has 13 years of experience teaching music in the public schools from Kindergarten to 12th grade as well as teaching undergraduate and graduate students. She has taught and performed as a vocalist and organist around the world (Europe, Asia, and Africa) and across the United States. The opportunity to share her ideas about music education at state and regional conferences, on the NAfME Academy, and in national professional journals is something she has valued deeply. This past spring was a highlight, when Leah presented two research projects at the International Conference for Research in Music Education.
RIMEA General Music Council
General Music Council Mission: The establishment and mission of the RIMEA General Music Council is to strengthen general music education in Rhode Island by…
Advocating for the value of building a strong foundation in students in pre-K through 12th grades.
Connecting general music teachers to resources and each other, fostering a network of support.
Promoting cultural diversity, inclusion, and engagement in music and our general music community.
Celebrating general music teachers and raising the quality of music instruction.
Email: sjohnson@rimea.org
Website: rimea.org/gm
Location: 667 Waterman Avenue, East Providence, RI, USA
Phone: 401-248-7080
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Twitter: @RIMEAorg