How are you all? It’s crazy to think that it’s June! If I’m being honest, I never thought I’d still be teaching middle school orchestra from my living room. Now that it’s getting nicer out, I can at least go outside and teach in the sun. Have there been pros to this experience, to teaching virtually? Absolutely! Are there cons? Obviously. But let’s focus on the positives.

What Have I Done?

My kids gave a sigh of relief at our first virtual Google Hangout lesson. I showed them my pets, they showed me theirs. Their hair was messy, and I didn’t tell them I was wearing pajama pants. We got right back into it like school had not ended, and I continued to teach them what I could. There was a sort of unspoken agreement between us during those lessons: this was real, and we were all in it together.

FlipGrid Videos

I needed to get creative. I held a competition for students to submit a video of them practicing a piece of music in the strangest, funniest, most creative spots their little minds could think up. They played pieces in the key of A major, not even realizing I was using it to monitor their progress and understanding of this brand-new key signature. Kids went all out! Here’s just a sampling of what I received, and boy did it make me laugh:

• Playing the violin while floating in a pool on a raft
• Hanging upside down on the monkey bars playing a viola (this one actually made me scream a little, but he got parental permission)
• Ziplining in the air while playing the violin
• Rollerblading and playing the violin
• Playing in a Porta Potty—not even going to comment on this one!
• Laying down with his bass in the tub…he plucked the piece because he couldn’t bow
• Playing the cello with two parrots on her head

Winners will soon be announced and musical prizes ranging from snark tuners to magic rosin will be delivered in the mail to the winners. All in all, the participation was OUTSTANDING.

Teaching Sixteenth Notes

We want our students to continue to progress! For some of these kids, these music lessons are their only chance at accessing your district’s curriculum so they can continue to progress on their instruments. Please check out Mr. Phil Tulga’s website, Reading Rhythms. He offers a free version that is perfect for budget-tight programs. My kids and I were DYING with laughter as we made rhythms together and pressed the playback button to hear a virtual voice say the rhythms back with the correct number counts. We nicknamed this scary (albeit funny) voice “Garfield” and students composed original rhythms. The rules were simple:

•         Create a four-bar rhythmic melody and use some sixteenth notes
•         Play your rhythms on an open string
•         Count the tune with Garfield…yes, with him
•         Count the tune without Garfield
•         Share your screen and show us what you created
•         Print or email your original rhythm to yourself

What did we do next? Usually in school, I tie (pun intended!) things together and have the students study a solo with sixteenth notes. Please check out the Learning Together aeries by Winifred Crock, William Dick, and Laurie Scott. I used scanned versions of “Cripple Creek,” a jaunty and fun sixteenth-note-based melody to reinforce skills learned in previous lessons. Sometimes I would ask, “Hey, how do we count that rhythm?” The response? “Mr. Granata, can we ask the creepy voice thingy for help?”

Finally, to top off our unit on sixteenth notes, I had students transfer those four-bar rhythmic melodies they created into a notation program, add notes, and then perform their original melodies. I was able to work with each student in real time and access their compositions. It was incredible! The kids could hear their melodies performed by a wonderful sounding virtual cello. The results were wonderful, and the kids didn’t want to stop at four measures.

I have an array of hundreds of original tunes written by my students that I can now compile into a virtual folder and share with parents at the conclusion of this year.

What was Virtual Orchestra?

For my students, virtual orchestra was a break. It was their moment to let go, have some fun, and enjoy music. Of course learning happened, but that’s not the only thing that was important to me. I wanted them to know I was still there for them and that I cared about them!

To the 30% of kids that dropped off and I never heard from, I continued reaching out. Hey, I miss you! I hope you’re doing okay. If you ever want to pop on and say hi, I would love to see you. Sometimes, they just need to know that we’re thinking of them.

Anyway, thank you all for everything you’ve done for your kids. We’re not done yet, but believe me, these kids will remember this year because we went through it together. In twenty years, I can’t wait for these to come back and say, “Mr. Granata, remember that year when we were quarantined, and you made a bet with us that if we got more students on for virtual lessons, you’d shave your head?” Needless to say, I shaved my head. Not my proudest moment, but I got more kids, I got more laughs, and…my head was a lot cooler.

Please stay safe, and in the meantime, enjoy the beautiful weather that is hopefully coming very soon!

Musically yours, 

Anthony Granata

The post Reflections on Remote Teaching: We’re in this Together, We Experienced this Together appeared first on SmartMusic.

In preparing ourselves for school closures in the midst of COVID-19, as a dedicated middle school orchestra teacher, I have wondered what support I can offer my students during this crazy, strange and utterly “scary” time. Their concert is only two months away. Many of them already don’t have time to practice, so our rehearsals and lessons together are so important, special, and in many ways, intimate.

Trying to tell a room full of sixth grade orchestra students that school was closed was no easy task. Sure, at first they were overjoyed. But then, they realized the seriousness of the situation. This wasn’t a vacation, where they could visit each other or even leave and go somewhere else: they were homebound. Many were confused, nervous, and even sad. As their orchestra teacher, their one “break” from all the academic chaos they receive on a daily basis, I asked myself what I could do for them.

Set the tone

I let them know from the start that I would still be there for them. My computer was home, email open, and I would answer them as soon as I could. I made funny videos: how to practice, how to tune, how to clean their instruments, etc. In other words, the trust I had spent months and months building with them would not disappear with the abrupt closure of school.

Inspire them

Because they were home, with essentially nothing to do (i.e. academic teachers were not really assigning work), I took advantage of the opportunity. I reconnected with them. Our school uses Schoology, which is sort of like a home base platform for all students. In many ways, it’s a district approved version of Facebook. Here, I can post videos for my students, and continue to joke with them and show them I still care for them. It goes a long way when they can physically see our faces and our smiles, especially since for many students, it can be a scary and sad time for them – their lives have suddenly changed. For students who have issues with change, this can be crucial for them. Also, these videos can help both your visual and auditory learners. So, I can play a series of measures in one of their orchestra pieces and demonstrate the bowings, slow things down, and show them ways to practice. Your district might have a similar program for doing this.

Assign Fun Activities

Now is the time to take control. After all, they are home, with nothing to do, and their instrument is there. Carpe Diem! Seize the day! I can’t even tell you the number of performance videos I have received from eager students that need something to do. What did I do? Our district said students couldn’t submit work for actual grading because it technically “didn’t count.” So, I offered them extra credit challenge opportunities. Play me this, or play me that. 

To organize their videos, I used a website called FlipGrid. It’s free for us educators. Essentially, we can create “assignments” (or topics) and the students can submit videos to us via a link they copy and paste into their computer. It’s a free-for-all: violins, send me this; violas, send me this. Best of all, it’s an approved educator tool. Double check with your administrators, but this should be okay! You’ll need your school email to use it. When students submit their video, you can send them instant feedback. Their videos remain private, just adjust the settings.

Try an Orchestra Scavenger Hunt: Have them find that accidental in measure 54; notate the rhythm on beat 3 of measure 1; tell me all the notes in this measure. They will eat it up!

Mix-It-Up Practice Challenge! Oh, you have two sudden weeks off from school? You’re bored? Find 14 different locations to practice. Make sure they’re safe, and most importantly, unique. Offer up a winning prize to the student with the most unique practice spots. They need to tell you what “specifically” they practiced, where they practiced, and sign their signature and their parents’ to hold themselves accountable. I’ve had students practice measures upon measures on their trampolines, in their closets, and even in their bathroom tubs.

My Advice

Teachers, let’s remain positive. I admit, this is strange. But, we might as well take advantage of the opportunity. As we all know, our students feed off of how we react in certain situations. Be you! Continue to be the same teacher you’ve always been for them: just do it long distance. Encourage them, be demanding, and remind them of how much work they put into their music. Laugh with them, love them, joke and tell them how much you miss them. It will all be okay.

I hope it goes well!

Musically yours, 

Anthony Granata

The post Letter from a Fellow Remote Teacher appeared first on SmartMusic.