In the first quarter of the school year, I spend at least one day a week on team-building activities. In a choir or drama class, students need to feel safe and supported by me and their peers. I come up with activities and games where students share information about themselves, work in small groups, find commonalities with others, and demonstrate their willingness to take risks and collaborate. In music theater classes, we also workshop monologues and scenes, both improvised and scripted.
Some of our team-building games and activities include: Would you rather, Poison Frogs, Zudio, Singamajigs, Concentration, Friend Bingo, Pair-share questions, Ribbon cup stacking, Riff offs, Karaoke, Parody-writing, Detective, Turkey Game, Pumpkin Game, Christmas cups, Valentine letters, Song partners, Spectrum line, Four Corners
If you want details on any of these, you can always email or ask!
Sometimes, things come up during the school year that make me feel the need to have community circles. This is a time where we sit in a circle of chairs and share out optionally. This might be something school-wide that is causing distress, or a class issue that needs to be discussed. Once in a while, it's just a feeling in the air that students are having anxiety or feeling overwhelmed and need to vent. I come up with a question for students to answer, such as: 'what's the one thing you're grateful for?' or 'what is one thing you're looking forward to?' or 'what's your biggest concern right now?' Students can answer or pass. There have been times where students really open up and share deep things. Then another student can relate, or gives a side hug and helps out. Sometimes, it's just a nice break from singing, with a little bit of mental relief. Middle schoolers need this! They have SEVEN classes a day, all different teachers, all different groups of kids, all different assignments and deadlines--it's harder than you think.
One of my favorite parts of being an electives teacher is the fact that I have this opportunity. In the core classes, teachers focus more on content that needs to be addressed. In the choir/drama classroom, as long as we're on track for our upcoming concerts and performances, we can take this time to connect with classmates. I believe this carries over for my students into their other classes, and reminds them that we need to find commonalities.
Wednesday, June 3, 2020
Friday, April 26, 2019
Teachers are human
Being a public school teacher is a lot to take on. The expectations are very high, and the appreciation and salary are low. In my 25 years teaching, I would say the vast majority of teachers try very hard to do everything in their power to help students succeed. But it’s a lot.
I teach middle schoolers. If you are a parent of a middle schooler, or even if you’ve Been in middle school, just take a moment to think about that. Perhaps your child has: rolled their eyes at you, given a big sigh, acted out of character for no reason, told you they hate you, etc. middle school teachers get this treatment every. Single. Day. From children that are not their own. When you were in middle school, think of the things you said and did. Think about what was most important to you. Odds are it was not “cooperating with the teacher.”
Teachers are certainly expected to be experts in their subject matter. They must also be highly organized, keeping grades for over a hundred students. Many teach different grade levels or subjects. They must research and implement new curricula, creative instructional strategies, differentiated instruction, and multiple opportunities for authentic assessments. On top of that, teachers are sometimes custodians, counselors, food service, public relations, politicians, student advocates, mandatory reporters, first responders, human shields, and virtual punching bags for students and parents. As a fine arts teacher, I’m also expected to be a sound engineer, a director and producer of concerts and shows, a manual laborer dragging set and staging pieces around, a music arranger, an accompanist, a conductor, a cheerleader, a lighting and set designer, a seamstress, an accountant, a travel agent, an event coordinator, etc etc etc.
It’s a lot.
So, the next time you are upset with something a teacher did, just take a moment to think about the fact that they are human. They are probably doing the best they can that day. Yes, maybe they were in the wrong, but, instead of shouting your complaint to the principal, or trash-talking them among other parents, give the teacher a chance to explain.
If your student came home with a story that got you upset, remember that students have selective memory. It is a part of normal adolescent development to be self-centered, and that affects their perspective with teachers and peers. It might take a little bit of discussion to get all the information you need. You might need to calmly ask your child, "what did you do to make her say/do that?" "and how did you respond?" "did you take any part in the situation?"
I would venture to say, that if you keep your cool and reach out to the teacher directly, you'll get a thoughtful explanation, and sometimes, an apology. And you've used a teachable moment with your student, and avoided future conflicts, by keeping the teacher-parent-student relationship respectful.
I teach middle schoolers. If you are a parent of a middle schooler, or even if you’ve Been in middle school, just take a moment to think about that. Perhaps your child has: rolled their eyes at you, given a big sigh, acted out of character for no reason, told you they hate you, etc. middle school teachers get this treatment every. Single. Day. From children that are not their own. When you were in middle school, think of the things you said and did. Think about what was most important to you. Odds are it was not “cooperating with the teacher.”
Teachers are certainly expected to be experts in their subject matter. They must also be highly organized, keeping grades for over a hundred students. Many teach different grade levels or subjects. They must research and implement new curricula, creative instructional strategies, differentiated instruction, and multiple opportunities for authentic assessments. On top of that, teachers are sometimes custodians, counselors, food service, public relations, politicians, student advocates, mandatory reporters, first responders, human shields, and virtual punching bags for students and parents. As a fine arts teacher, I’m also expected to be a sound engineer, a director and producer of concerts and shows, a manual laborer dragging set and staging pieces around, a music arranger, an accompanist, a conductor, a cheerleader, a lighting and set designer, a seamstress, an accountant, a travel agent, an event coordinator, etc etc etc.
It’s a lot.
So, the next time you are upset with something a teacher did, just take a moment to think about the fact that they are human. They are probably doing the best they can that day. Yes, maybe they were in the wrong, but, instead of shouting your complaint to the principal, or trash-talking them among other parents, give the teacher a chance to explain.
If your student came home with a story that got you upset, remember that students have selective memory. It is a part of normal adolescent development to be self-centered, and that affects their perspective with teachers and peers. It might take a little bit of discussion to get all the information you need. You might need to calmly ask your child, "what did you do to make her say/do that?" "and how did you respond?" "did you take any part in the situation?"
I would venture to say, that if you keep your cool and reach out to the teacher directly, you'll get a thoughtful explanation, and sometimes, an apology. And you've used a teachable moment with your student, and avoided future conflicts, by keeping the teacher-parent-student relationship respectful.
Student Leadership
Early in the school year, some students express interest in taking leadership roles in class. For the 7th and 8th grade choirs, this could include being a class officer (president, vice president, secretary, and treasurer,) acting as a section leader, or finding other opportunities as they arise (creating the concert program, creating spreadsheets or google docs to help organize the class, file music, organize classroom space, etc.) In show choir, students get a chance to create choreography alone or with a partner, by volunteering and working with me to find a song or medley section in the repertoire that they're interested in.
In music theater class, there were students who arranged with me, during auditions, to be stage manager and lead choreographer. Other students stepped in along the way to take on the jobs of costume manager, hair/makeup committee, set design, props, and other necessities.
Middle school is a great time to develop this kind of leadership and ownership in the performance classes. Students are capable of being creative, working with their peers, and developing skills to communicate clearly. All students learn how to respect each others’ different leadership and learning styles, performance abilities, and supportive strengths to make the show come together. Sometimes, students have difficulty receiving direction from their peers and have disagreements, but this is yet another opportunity to learn how to compromise and build necessary life skills.
Student leadership is also logistically very beneficial to classroom efficiency. I am a one-person team as the middle school choir and drama teacher. There is only so much one person can accomplish in the couple hours a day allotted for each emphasis. Parents are busy with their own careers and family lives—it’s unreasonable to expect a huge time commitment from them. I have invited parents to participate in the process, and have had some success with it, but scheduling is difficult when most of the work gets done during the school day.
When it comes down to it, I'm more focused on the learning experience than producing a professional-level show. We of course strive to do both, but this is a year-long class in a middle school setting. Many of the students enjoy taking part behind the scenes, and can take initiative to have a bigger part in our success.
In music theater class, there were students who arranged with me, during auditions, to be stage manager and lead choreographer. Other students stepped in along the way to take on the jobs of costume manager, hair/makeup committee, set design, props, and other necessities.
Middle school is a great time to develop this kind of leadership and ownership in the performance classes. Students are capable of being creative, working with their peers, and developing skills to communicate clearly. All students learn how to respect each others’ different leadership and learning styles, performance abilities, and supportive strengths to make the show come together. Sometimes, students have difficulty receiving direction from their peers and have disagreements, but this is yet another opportunity to learn how to compromise and build necessary life skills.
Student leadership is also logistically very beneficial to classroom efficiency. I am a one-person team as the middle school choir and drama teacher. There is only so much one person can accomplish in the couple hours a day allotted for each emphasis. Parents are busy with their own careers and family lives—it’s unreasonable to expect a huge time commitment from them. I have invited parents to participate in the process, and have had some success with it, but scheduling is difficult when most of the work gets done during the school day.
When it comes down to it, I'm more focused on the learning experience than producing a professional-level show. We of course strive to do both, but this is a year-long class in a middle school setting. Many of the students enjoy taking part behind the scenes, and can take initiative to have a bigger part in our success.
Saturday, March 9, 2019
Casting the Musical
As soon as I decide on the musical and receive scripts, we work through scenes with everyone trying different roles. This gives students a chance to 'try it out' for themselves, and to see what choices other students make with the roles. We sing through solo numbers and ensemble numbers together. We spend about two weeks doing this before official auditions. For auditions, I have students choose up to three role choices in 1, 2, 3 order, and make sure they get to read those roles during class practice. I also have them complete a written survey, describing how comfortable they are with singing or dancing alone or together, and other information they'd like to share.
To audition, they sing assigned sections and read assigned scenes for me privately for their chosen roles. I spend countless hours 'putting the puzzle together' of the cast. I consider their abilities and comfort/confidence as demonstrated in the audition, as well as what I've observed in class to that point. If a student is tremendously nervous in front of me, I have to consider what will happen in front of a large audience. I also consider: role preferences, survey responses, grade level, role last year, group chemistry, and willingness to learn.
I know, as a parent of a music theater student, that it's hard to deal with disappointment in casting. One thing I still remind my own children of, is that 'it's not about slighting YOU; it's about someone else being chosen.' I don't punish or eliminate students from being cast in certain parts--I just choose the one I feel will fit the best. When you have 12 girls auditioning for Fiona, there will be 11 who feel slighted.
On the day I released the cast list, I handed out this letter and went over it in detail with the class:
Things to remember:
- We are a TEAM, trying to put on the best show possible. Please trust that I cast students to achieve the best mix of your talents. I hope you’re challenged, but confident that you can perform your best in both shows. I am excited to make this a show we can be proud of, and hope you are, too! You will all have LOTS to do, with the named parts and with fish, sailors, seagulls, and chefs.
- If you got the part you wanted, be considerate of students who may be disappointed they didn’t get the role. Be humble. Practice empathy.
- If you didn’t get the part you wanted, know that you’re not alone. Many people were hoping for the same roles, and are just as disappointed. Try to find the good things in your assigned role--and this is a GREAT ensemble show with awesome costume possibilities!
- I will not tolerate rude behavior regarding casting. If I have credible evidence that you are being unkind or harassing any cast member, you may be recast or faced with behavior intervention. If you have school issues involving suspension, that may also be a reason to recast your part.
- 5th period will play leads on April 10. They will also be in the ensemble on April 11.
6th period will play leads on April 11. They will also be in the ensemble on April 10.
Ensemble is: sailors, fish or sea creatures, sea gulls, chefs. (Some are named parts in the other show, and some may run lights or sound, or work crew.)
- Double casting is a great way to give lots of people named parts, and to have another person to help you develop the character. We are not going to debate “who’s the better _____.” Each person will have their own way of acting and singing, and that’s part of the fun!
- If you want to start thinking about costumes, you will have some freedom as sea creatures--bright colors, shiny or sequined fabrics, google images or youtube ideas. You don’t have to start this now, but if you’re anxious, Halloween season is a great time to shop!
- If you think it over next week and are concerned about completing your part, know that I have faith in you--that’s why I gave you that part. But, if you truly want to give up your part and just be ensemble, let me know privately. I’ll help you or replace you.
I am SO excited about this show! I know it will be amazing, since you are all so amazing. I did my best. I still adore you. Have a great fall break and let’s be ready to go October 15!
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