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Kagan and 4th Graders Make Beautiful Music Together
To cite this article: Cunningham, L. Kagan and 4th Graders Make Beautiful Music Together. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall 2007. www.KaganOnline.com If you were to walk by my fourth grade general music class at Lincoln Elementary School, you would most likely wonder two things: how could any learning possibly be taking place, and how in the world can she stand all that noise? But behind the closed door (tightly closed!), students are fully engaged, motivated, and excited to have thirty minutes to practice their recorders,which are instruments that help prepare students for beginning performing groups in fifth grade and beyond. To teach recorder playing to my fourth graders, I use a method by elementary music teacher Barbara Philipak called Recorder Karate. Basically, this method is a positive rewards system in which students earn "karate belts" to hang from their recorders (or zipper pull rings on their recorder cases). Colors range from white to black as in karate, earned one color at a time for playing progressively more difficult tunes. I post a chart of song names and the corresponding karate belt colors, nine in all, on a bulletin board in the music room. I've noticed kids studying that chart similar to a Christmas catalog! For example, a white belt (signifying birth or beginning, as a seed) is earned by successfully playing a three-note song, "Hot Cross Buns." The second song, for a yellow belt (the first ray of sunshine for growth of the seed), adds a new music symbol, and subsequently, each new song requires the students to learn at least one new music symbol or concept. The "belt" is actually a piece of yarn approximately two feet long. For the first few music classes with the recorders, I teach basics (hand positions, tricks for not squeaking, the first three notes, etc.) Students remind each other that the left hand goes on top, watching for "flat, flabby fingers" totally covering holes, etc. By the second week (I see my students every other day), some students are ready to fly on their own (many have older brothers/sisters helping them progress at home!), but some are still struggling with rigid fingers or reading the music. In order to meet everyone's needs, I have found the strategies of Kagan Cooperative Learning to be enormously helpful!
One day I was thrilled to witness an otherwise quiet, reserved student who caught on to playing a new song quickly then confidently assist another who did not. Another day I had to look twice when I noticed a student who struggles both academically and behaviorally in the regular classroom coaching another student with a new fingering. What an achievement it was for him to know he could guide a student who usually catches on to schoolwork much faster than he does. Seldom was any time wasted by anyone during class. Seldom did I have to take away playing privileges for the day because of misuse of the instrument. Students were almost always fully engaged in individual or group work, encouraging one another, assessing one another, making beautiful music together. "Students were almost always fully engaged in individual or group work, encouraging one another, assessing one another, making beautiful music together." Years ago my recorder instruction was mostly traditional. I would begin with basics, and as a whole class we would practice a few drills repeatedly for a couple of weeks, gradually working into the first song. Most students would conquer "Hot Cross Buns," but after that I'd gradually lose one or two students with each new song. Only 25%, 13 of 52, achieved black belt status last year. It was extremely difficult to find time outside of music class to tutor those who were getting discouraged and falling behind the rest. And those who caught on quickly were not being challenged at all. Now, when most of the class is fully engaged either practicing individually or with a partner, I'm free to assess and answer questions one or two at a time. Thus, very rarely does a student give up, frustrated and discouraged. We concluded the school year with a recorder recital, inviting parents, grandparents and available staff to the music room to hear their students' accomplishments. I allowed students to form small ensembles on their own, and we decided together what songs would be most appropriate for which groups. Even previously reluctant students excitedly prepared for the recital. The excitement was palpable! It was quite apparent that each student felt successful and confident in his/her performance. Thanks, Kagan Cooperative Learning! Your ideas and direction helped Adrian fourth graders turn their squeaks and diligence into beautiful and meaningful music!
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