Hello Dan,

Have you had a look at th UK's Sing Up! programme? Details at http://www.singup.org

 

It's aimed at primary school level - working on the principle like you are that if you start people young they're more likely to continue - and it's done a lot to produce singing material that can be used in other classes to support learning across the curriculum.

 

Hope that helps,

 

liz

Hi, Dan,

 

My daughter's former private K-8 school of 85 students holds chapel once per week, as does yours; but they also have 15 minutes of singing and prayer together to begin each day. They try to make the singing enjoyable for the youth with clapping, sign language, and other movements. In observing the students and staff, all seemed to enjoy this time of singing tremendously. An outside parent volunteer pianist was enlisted to help out on the piano when he could; but sometimes they would have to sing a cappella when he wasn't available, and I noticed happily that participation was just as hearty even in this context.

 

You have a fantastic attitude and approach! You will take these children far!

 

Cherwyn

Dan - I'm not a teacher in school, but a dedicated choral musician and director, and I just saw something on national TV (NBC) this week about a private school in (I want to say in Chicago, but that may not be right) which uses "chant" as a way of teaching more challenging concepts.

 

You have the right idea - music ought to be more integral in our lives - but it really isn't.  It's somehow divorced from the general culture around us (our kids and ear buds notwithstanding) - because it isn't integrated into daily life and action.  Part of the problem is our own personal approach to music:  we love it so much we can't understand why anyone else can't even breathe without it.  YET, and yet, you've also realized that the number of demands and distractions outside of the "trivium" and "quadrivium" of classical education, especially in a hugely fragmented society such as we're in, makes bringing music in (like foreign languages) a very discouraging prospect at age 14 and beyond.  But, like language, music isn't "taught" in the best sense, but "learned" by experience.  Think about it:  are we "taught" to speak English, or does that come long after we've actually "learned" to speak the language, and all we're doing at that point is giving a formal construct to what experience has already long given us?

 

So, what do we do?  Perhaps we need to start first by recognizing how music IS a part of a young child's day - in play, particularly.  I've lectured on chant at one of the local high schools here in N. Virginia, and the first thing I try to point out to these International Baccalaureate students is how fundamental "chant" (in the broadest sense) is to what they do - on the athletic field with cheerleaders calling for a response (call and response) - or, playing tag or hide-and-seek, little kids "chant" naturally ("Ollie, ollie, oxen free" - or whatever).  Okay, so challenge the little kids, who really aren't "too cool" to do silly-seeming stuff, to "chant" about various things.  Ask them to "chant" about their day - don't worry quite so much (and it seems, from your description, that your school is liberal enough in thought and format to encourage this) about the formal construct of music - that can and should come later.  If you really want to get into some music, introduce them to formal chant, and challenge them to both learn that (after they've realized what "chant" really is) and then do it.  Talk about learning lyricism, a legato line, breathing, phrasing - and you don't even have to use those words with them!

 

So much (as a starting point) for grades 1-3.  Grades 4-6 is much more of a challenge, and when I was a long-term sub for music in a local elementary school, I found this group much harder.  Part of the problem is you haven't had a real chance to develop the program in a way that satisfies you or them - but they may still take to chant - but now, perhaps, with a more "intellectualized" approach, bringing in visuals (videos/DVDs of groups singing - such as Chanticleer - or visuals of places where this kind of music took place), and use that as a discussion starting point not just about the music but about the art and the sound and the physical experience of making music in a space and how cool it really is to do that.  (I think about our son, now 18, who as a toddler of about 1 1/2 years LOVED going into churches we'd visit when we were in England, because he realized very early on, not in an intellectual way, but in an intelligent way, that when he made a sound - "BAH!!" - this neat thing happened all around him.  Incidentally, he hasn't changed - and he's going to be a double music/computer science major.)  Take them into various places around the campus - outdoors, indoors - and let them experience what "sound" really is all about - sound in a space and place - and what happens when you do it LOUDLY and oh so very softly and everything in between.  When we get to school as teachers, we forget how much we squeeze out the physical sensation (e.g., less and less recess) that we all need in the interests of cramming as much intellectual junk (90% of which, let's be honest, we forget by the time summer comes around!!).  I'm sure you remember that not everyone learns the same way - some do, some see, some hear - and some need all three (me!) - so you've got to be creative and willing to be silly (sometimes) to get to the larger objective - which is, and you've said it, to integrate music into their lives both in and out of school.

 

For the older kids, your hill is a much harder climb, and I'm not sure exactly what to tell you - except to keep plugging away, maybe integrating some of these other ideas.  Obviously, here you need to be switching more to a formal musical program - but don't cut out the "silly" stuff altogether, the physical realization of what they've been doing (we hope) as littler kids - because, when you get right down to it, the problems you may be experiencing at JH and HS are the same sorts of things your colleagues are encountering - they're afraid.  Afraid of "being laughed at."  Afraid of "not being cool" (oh, yes, teachers DO suffer magnificently from this problem - where and when do you think it starts?)  So find your leaders - the ones who aren't afraid to take risks - and give them simple stuff (the teachers, I mean) that begins to release the little kid in them musically - don't be afraid of "chanting" with them - and show them some of the techniques you develop and have them go through it with you.  Once they've shattered that little shell of safety that we all build around us, then you can possibly develop means and methods to help THEM become more effective teachers - and their students better learners.  (Really, you've got to watch that NBC-TV article from the "NBC Nightly News" with Brian Williams - I think it was on the Tuesday night broadcast.)  Omigod!  You mean music can be INTEGRAL to the whole idea of learning?  What a concept!

 

Ron Duquette

Catholic Choir Director

Fort Belvoir, VA

Hi Dan - You are right about the wonderful opportunity, being able to work with all those children throughout their school career.  Something that you could do is a combined number with the adult teachers AND the children.  There are many things that could work.  Also, bring in a top-notch high school choir nearby or a [semi] professional choir to sing during your chapel or/and during the day...could become even a mentoring project?

 

Good for you wanting even more opportunities for your children and their school...and their lives!

 

Best,

 

Bill Adams

Fort Bend Boys Choir of Texas

www.fbbctx.org

wra(a)fbbctx.org

 

 Hi Dan,

 

When I taught elementary school,  I had a "Song of the Month" (SOTM). Each class sang it at the beginning of every music class, which was once or twice a week depending on the grade level. It was a good way to blow the dust off the voices and get ready to sing. It also gave the kids something to while materials were being passed out or whatever setup was needed as I had back to back classes. It was as easy as putting a song chart on the wall, the kids knew what it was and what to do with it. Since the grades you teach are so varied, you may want to select a few for different levels.

 

I selected songs that I thought kids should know, but weren't necessarily in the curriculum. Patriotic songs, folk songs, canons, rounds, anything really. I had an all-school sing along every year and had about 10 songs the whole school knew! 

 

I knew I was onto something when a mom stopped me and asked a question about the current SOTM. She went on to explain that she has three children in my school and when they get in the car they all start singing the SOTM, they teach it to her and her husband and they sing as well. Talk about creating a culture of singing.

 

It takes about four minutes at the start of class and they run with it. It's one of the smartest things I ever did.

 

Good luck!

~Cath