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My arts space is all about sharing who you are, what you think and what you like. I have a standing invitation to any student in all of my classes to share a song, poem, instrument, story or dance that they have learned in their home or community. In the last couple of weeks I have had one of my new students from Spain teach us a hip-shaking Spanish dance, another student teach us a song in Punjabi, and another student demonstrate the beginning of a Bollywood song on a xylophone. It is a great way to start a class and a great way to encourage others in the class to be the teacher. It also helps build our community as a group of artistic collaborators. As the students share over the year, I bring in a song that my dad wrote when I was a kid and share some of my own culture as well. I come from an East Coast family where humour is an important part of the arts.

Yesterday in class, a student came in and told me that she had been practicing a song at home and wanted to share it with the class. She played the song and the students in the class quickly realized that it was a song they recognized. One student gleefully said “This is the apple pen song.” I had no idea what they were talking about but quickly realized that every student in this grade 3/4 split class knew exactly what the apple pen YouTube phenomenon was all about.  They all had seen the video and loved the silly song. Using their excitement to enhance music class, we wrote songs using the rhythm of the song as our inspiration.  They quickly worked on their own lyrics and wrote a melody that they could play on the recorder. They were creating with happiness and energy and in 30 minutes everyone had created their own lyrics and melody to the song.

It was a great lesson in getting to know my students and using their interests as an inspiration for their creations.

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Creating our very own version of the “Apple Pen” song:

 

As we were walking into the forest last week, one of my students commented that he didn’t like winter. I asked him if he enjoyed tobogganing and building snow forts and he said, “Yes, but I don’t like getting dressed for winter. All I want to do is to wear shorts and a tshirt and my shoes so I can go outside and play.” I couldn’t argue with that.

Getting kindergarten students dressed in snowpants, boots, coats, hat and mitts (why would anyone think that gloves were a good idea for 4 year olds?) is a regular cause of frustration for kindergarten educators as well as for their charges, without a doubt. I remember seeing a meme someone had posted with a photo of a bear, its mouth wide open in a roar. The caption beneath the photo read, “MITTS! ON! LAST!” Clearly a joke best understood by those of us who have lived through the chaos of dressing a group of little ones in wintertime.

There’s no getting around the fact that we live in a wintery country where, for at least for 4 months of the year, it is necessary to wear warm layers of clothing. When winter weather hits, it is definitely time to read Robert Munsch’s hilarious story, ‘Thomas’ Snowsuit’ as a way to acknowledge the fact that getting dressed in winter is a pain, but that, if you want to play outside with your friends, you have to be dressed properly. It takes a great deal of organization, support and (sigh) patience to get a whole crew of kinders dressed to go outside so that at least they will be warm and dry, and at most, they are protected from getting frostbite. It is understood that a few lessons on how to dress and regular reminders are part of the job for kindergarten educators. This is especially important for those students who are new Canadians and whose families may be unfamiliar with the best ways to dress their children warmly.

On a good day, a child may take an average of 10 minutes to get ready to go outside, and thankfully, we all have a handful of students who are ahead of the game when it comes to independence and self-regulation. And then… there is the rest of the class. It is a wonder that we manage to get outside at all when there are a host of hurdles each day which inevitably delay our departure. There are the common hurdles such as individuals who are distracted from the task at hand (i.e. getting dressed NOW), or those who flatly refuse to get dressed. If you combine these personalities with: zippers that are wet or get stuck or are broken; mittens where the thumb liner won’t go back into the thumb; gloves (argh!); snow pants with snaps that won’t snap closed; pants that crawl up if not properly tucked into socks before putting snow pants on; and ‘lost’ mitts, hats, scarves, etc.; what you end up with is often described as the ‘herding kittens’ phenomenon.

We are lucky that we only have to go through the getting-dressed routine once a day, because our outdoor learning is first thing in the morning when the students arrive at school already dressed. That means having to only get dressed once at school for the play block at the end of the day. In the afternoon, when they do get dressed for outside, we dismiss students one at a time as they finish up an activity so that there will only be a few at a time in the cloak room rather than the whole crew. On the wall in the coat room are visuals for everyone to remember the order one gets dressed (snowpants on first…mitts on last), and we sing songs while students get dressed to help them stay focussed (“Put on your boots, your boots, your boots….let’s go outside…”). I have also found that sometimes you have to cajole and be creative to discover what strategy works with students who would rather wander around the classroom and continue to play instead of getting dressed. For instance, there is an SK student who, I discovered, is only motivated to get dressed if I time him (his record is 1 ½ minutes!) otherwise, he will use every delay tactic he can, even enticing others to join his boycott.

It is definitely not the part of day I most look forward to, but regardless of the time and effort, getting dressed independently, in winter or in summer, is one of those life skills that requires a lot of patience. Students are learning how to dress themselves so that they can be comfortable and warm while they play outside. The key is finding ways to make it as seamless (no pun intended) as possible for everyone involved while you wait for warm weather.

 

When grade one students start in my music class, we spend a lot of time engaging with and having fun interacting with music. We sing songs, play games and chant a lot of poems and stories. This action helps the students solidify the feeling of concepts such as beat or rhythm in their bodies and minds before we try and analyze it with proper notation. I use colour cards and we make up rhythms to colours such as blue, blue, purple, green. We have also created chants connected to holidays such as Santa, sleigh, reindeer, reindeer. Below is a lesson that I wrote to help my students create rhythms around Easter time last year. However, this lesson can be substituted with any time of the year, using any group of words that have one and two syllables such as sports, food, school subjects etc. 

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Title:  Bunnies and Eggs

Grade 1, Music

Time: 1-2 classes

Critical Learning
1. Two eighth notes (words with two syllables) are played more quickly than one quarter note (words with one syllable).

2. Two eighth notes and one quarter note each take up one beat. How many claps do we need with the word “bunny,” “egg,” etc.?

3. Which claps go faster, bunny or egg?

Curriculum Expectations
C1.  Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music.

C1.1 sing songs in unison and play simple accompaniments for music from a wide variety of diverse cultures, styles, and historical periods

C1.2 apply the elements of music when singing, playing, and moving

C1.3 create compositions for a specific purpose and a familiar audience

Learning Goals
At the end of this lesson, I can:

1. Rearrange words that represent quarter and eighth notes
2. Perform a 4 beat rhythm two times in a rondo form

Prior Knowledge and Skills

Keeping the beat to a variety of songs, poems and chants

Terminology

Ti-ti

Ta

Beat

Rhythm

Materials

Music K-8 Vol.17 no. 4 “Shaky, Shaky Egg”

Shakers

Minds On  

Show the students the foam bunny and egg and ask them what they think we will be singing about today?

Action! 

1.    Teach the students the song “Shaky, Shaky Egg.”

2.     As a class, put four foam bunnies and eggs on a music stand and ask the students to figure out how many shakes they need to match the words bunny and egg.  After students have discovered that you need one shake for egg and two for bunny, create a variety of ostinatos(repeated rhythms)  and practice them with the class.

3.    Put students into groups of four and give them four foam shapes ( a variety of eggs and bunnies). Assign each group a letter starting with B, C, D etc. Have each group practice shaking their rhythms with their shakers.

4.    In their groups students will make their own rhythm pattern and practice it.

Consolidation

Have the whole class perform a rondo with the song “Shaky, Shaky Egg” as the A part and each students rhythm as the B, C, D etc… part. The order of the performance will go A, B, A, C, A, D, A, E, A, F, etc.

Assessment

Assess students accuracy in playing their rhythm and ability to stay with the beat of the song

Differentiation (DI):

For students struggling, have them recite the words only for the rondo

To extend the activity, have students perform their rhythm with no words and using body percussion

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Here are some pictures of materials that I use in my class to teach rhythm to my grade 1 students:

 

 

 

 

 

 

 

 

I can still remember the exact moment I found out that I was successful in landing my first LTO. I had only been on the supply list for about a month and was less than a year out of teacher’s college. On my drive home from the interview, my phone rang so I frantically pulled over and found myself accepting a position teaching Kindergarten for the rest of the year. This was the moment I had been waiting for since I was three years old. My childhood, teenage and adult dreams were all coming true. As a little girl, I used to arrange all of my stuffed animals, “my kids”, in assigned seating for circle time where I would recite the exact same songs and lessons that my daycare teachers did. As I got older, my stuffed animal students all had names and personalities, which I still remember to this day. I would teach them, make work sheets for them, complete them wrong, and then mark them with a red pen which I had borrowed from my mom’s office. Can you tell I was an only child?

Here’s me, circa 1996 with my very first class. If you told this little girl she’d have her own class one day, she’d tell you she didn’t doubt it one bit. The resume building started as soon as I was deemed old enough to babysit. I spent most of my teenage and university years working with kids, loving it along the way and always knowing where I was headed.

Now I was 24 years old and it was all coming together. I was beyond excited to get started. Finally, I could put everything I’d learned in school, everything I’d practiced in teacher’s college and everything I’d pinned on my Pinterest boards into action! I’d have a place to call home, familiar faces every day and most importantly, students to call my own – even if just for a while.

As a new teacher, permanent employment seems so far in the distance that I often don’t even think about it. The reality is that our profession is one that many people want to be part of – and of course they do! Teachers get to change lives every day and our payment is to have our own lives changed by our students in return. It is this life-changing passion that we need to hold on tight to, even in times we feel discouraged. The road to permanent employment may be a long one, but the journey there is not one bit less important. For now, I’m proud to be an LTO teacher.

I began my first day as a Kindergarten teacher and immediately fell in love. I put everything I had into my planning, my classroom and my students. I woke up each morning feeling excited for the day ahead. I arrived early and stayed late after school. I spent hours thinking about what I could do next, do more or do better. I spent way too much money on things for the classroom, which my bank account can vouch for. I probably talked all my family and friends’ ears off about my class. Those kids became my kids. I knew them, I loved them and I genuinely cared for them. I lost sleep over them. I still think about them all the time.

As an LTO teacher, I will change lives and my life will be changed. Whether I spend three months or an entire year with a class, they become a part of my story and change who I am as a teacher and a person forever – and that’s what three-year-old me knew all along.