My kids are so excited!  I got a big Remo floor drum, a hand-held lollipop drum, a triangle, a wooden tone block, maracas, chimes, a tambourine, finger cymbals, and six large sets of “Colorix brand pastels.  Colorix are very soft and twist out much like lipstick.  They can be “painted” using water (much like watercolor pencils), or used like a silky crayon.  The colors are nice and bright.

I made these choices because instruments can be utilized in music, dance, or theater.  The are something new and will be a different medium.  I wanted to make a lasting investment, but also to get things I can use in my classroom Monday morning.  That’s exactly what I got and I thank the Arts Academy so very much!

As I reflect upon about my experiences this past year as an Art Academy participant I am amazed at how much I much I’ve learned and remembered about good teaching practices! The arts are a powerful tool and should be utilized. As my ten-year-old son was describing a simulation (Interacts) used by his fifth grade teacher, he said, “ We’re not just being taught, we’re learning! We’re not just listening or reading it from a book, we’re doing it.” We can all learn from that statement. All it really takes is a slightly different stance, a new idea, more movement, and more music, a bit of color, beautiful words. And why not? I’ve found that if I am willing to plan ahead by identifying what CORE concepts I really want to teach (NEXUS), write down the “HIPA” (hook, instruction, practice, and access) implementing strategies we’ve learned in the Arts Academy, real learning occurs.

Inspired by the Arts Academy experience, I approached my principal about a parent-run school-wide arts program. And, lucky me! This year my class has been a pilot for our school’s new arts program, which will be implemented by parent volunteers. It is called Art Through The Ages and has been adopted by other elementary schools before us. Imagine first graders learning about ancient world history in a totally interactive way and then creating art pieces using primitive tools. I thought the vocabulary and concepts would be too much for them. But, much to my surprise, students have retained many complex ideas and can talk about what was taught. The best part is that it was engaging and fun.

The day-to-day learning in my classroom has improved! We start and end each day in “Circle of Friends” where we can practice Brain Dance, play with musical instruments, try drama games, or just share feelings. I am thankful for the experience and I can’t wait to try even more interesting new things.

Hi!

I was wondering if anyone remembered what the rules on music were for the PSA.  Can we use music we have purchased?

I wanted to teach my first graders the complex strategy of using two steps when adding three numbers.

We sat in a “Circle of Friends” and I used claps to demonstrate the two step process.  Claps on the knees for the first two numbers then claps on the floor to add the last number.  It was a great way to warm-up.  I’m sure that more of the brain was activated.  When I moved to the worksheet, we reviewed the other strategies I had taught.  Of my 22 kids, only three didn’t get 100% on the sheet.  Wow! It really worked.  Now we can discuss problem solving strategies and the kids know what I mean and can give feedback. I think if nothing else, the clapping was an engaging invitation to learn.

My focus this month has been on whole-brain learning.  I’m really enjoying it.