PHILOSOPHY
Children enter school with a background of music. A QUALITY Music Education expands that foundation through experiences in: Singing, Playing, Analyzing and Listening! In a world that demands new solutions to difficult challenges, Music Education gives the skills to be creative!
Music is.....
Children enter school with a background of music. A QUALITY Music Education expands that foundation through experiences in: Singing, Playing, Analyzing and Listening! In a world that demands new solutions to difficult challenges, Music Education gives the skills to be creative!
Music is.....
- Creative: Providing ability for personal expression and reflection.
- Demanding: To possess a body of knowledge and skills which will be studied and developed over time.
- Disciplined: Requiring concentration, problem solving, responsibility, accountability and collaboration!
- Joyful: To provide release and balance, bringing people together and bringing inspiration and satisfaction to every day life!
- Social: Preserving, Influencing and discussion of the lives of people and societies (historically and current)!
- Multicultural: Educate differences from all societies and cultures from around the world and throughout history!
MISSION
The Mission of Music Education in the Gladstone Area Public School Elementary Program is to contribute to a comprehensive and relevant education for ALL students through meaningful and sequential study of music as an art form, as a social force and as a uniquely human endeavor. ALL students are entitled to a quality music education with adequate provision for more specialized study where student interest dictates!
"In the arts our children experience much that we would like to see in all education:
They are active and involved.
They have a sense of accomplishment and exhilaration.
They work with purpose and energy.
They are not 'taking subjects; rather they are absorbed in important questions - exploring, discovering, creating, learning'."
The Arts Education Partnership Working Group under the sponsorship of The John F. Kennedy Center for the Performing Arts and The J. Paul Getty Trust
The Mission of Music Education in the Gladstone Area Public School Elementary Program is to contribute to a comprehensive and relevant education for ALL students through meaningful and sequential study of music as an art form, as a social force and as a uniquely human endeavor. ALL students are entitled to a quality music education with adequate provision for more specialized study where student interest dictates!
"In the arts our children experience much that we would like to see in all education:
They are active and involved.
They have a sense of accomplishment and exhilaration.
They work with purpose and energy.
They are not 'taking subjects; rather they are absorbed in important questions - exploring, discovering, creating, learning'."
The Arts Education Partnership Working Group under the sponsorship of The John F. Kennedy Center for the Performing Arts and The J. Paul Getty Trust
GOALS
The Learner Will:
- Sing alone, in small groups and large groups, a varied repertoire
- Perform Instruments alone, in small groups and large groups, a varied repertoire
- Improvise Melodies, Rhythms and variations
- Read and Notate music: Iconic and concrete notation
- Listen to and Analyze/Describe music (Verbally and Written)
- Evaluate music and performances
- Learn Historical and Cultural Awareness
GUIDELINES
ALWAYS TRY YOUR BEST
PERFORM WITH PASSION
RESPECT
BE INSPIRED
HAVE FUN...HAVE FUN...HAVE FUN...
PERFORM WITH PASSION
- Singing
- Playing
- Moving
RESPECT
- Yourself
- Other students
- Adults
BE INSPIRED
HAVE FUN...HAVE FUN...HAVE FUN...
RULES and GUIDELINES for 2018 - 2019
FOR JONES ELEMENTARY:
The three basic rules that I have posted on my white board are:
#1 LISTEN
#2 FOLLOW DIRECTIONS
#3 PARTICIPATE: SINGING/MOVEMENT/DISCUSSION
I also have the “Voice Spectrum” on the board and review these levels before we leave their classroom and when they leave the music room to go back to their classroom! I am also going to be incorporating a new reward system for the students that are able to keep a (0) voice level in the hallway. (I realize that the postings in the hallway allow for a ‘1’-whisper voice, but I still ask my students to show a ‘0’)
If the students are able to walk down the hallway in one single file line and silently they will receive a marble in the pickle jar. If they talk or go in pairs, they will not get their marble. They are able to earn a second marble for the same behavior going back to their classrooms. If the students are doing something above a ‘1’ or are goofing around in line, I have the ability to take a marble out of the jar! At the end of the year, the grade with the most marbles will get a pizza or ice cream party of some sort TBD. So far, the students have done a GREAT job and some of the teachers have praised their silent trek through the halls!
I also have discussed the PRIDE Pledge and the words associated with the acronym. On the first day of music class we really discussed the word “EMPATHY”! in hopes to change the climate and culture of our school in the classrooms, in the hallways and at lunch and on the playground!
IF students are not following the basic rules stated above, I will talk to the student giving them a verbal warning. If they continue to misbehave, I will move their seating arrangement in the room and let them know that their parent/guardian will be contacted. If the behavior continues I will contact the Behavior Interventionist.
Lastly, if a student is going to do any harm to themselves or other students in the classroom, I will call the office, or send a student to enact the
CPI TEAM and follow the CPI protocol. If need arises, the student will be removed from the room, or the remaining students will be asked to go into the innovation lab and wait quietly until class can resume!
The three basic rules that I have posted on my white board are:
#1 LISTEN
#2 FOLLOW DIRECTIONS
#3 PARTICIPATE: SINGING/MOVEMENT/DISCUSSION
I also have the “Voice Spectrum” on the board and review these levels before we leave their classroom and when they leave the music room to go back to their classroom! I am also going to be incorporating a new reward system for the students that are able to keep a (0) voice level in the hallway. (I realize that the postings in the hallway allow for a ‘1’-whisper voice, but I still ask my students to show a ‘0’)
If the students are able to walk down the hallway in one single file line and silently they will receive a marble in the pickle jar. If they talk or go in pairs, they will not get their marble. They are able to earn a second marble for the same behavior going back to their classrooms. If the students are doing something above a ‘1’ or are goofing around in line, I have the ability to take a marble out of the jar! At the end of the year, the grade with the most marbles will get a pizza or ice cream party of some sort TBD. So far, the students have done a GREAT job and some of the teachers have praised their silent trek through the halls!
I also have discussed the PRIDE Pledge and the words associated with the acronym. On the first day of music class we really discussed the word “EMPATHY”! in hopes to change the climate and culture of our school in the classrooms, in the hallways and at lunch and on the playground!
IF students are not following the basic rules stated above, I will talk to the student giving them a verbal warning. If they continue to misbehave, I will move their seating arrangement in the room and let them know that their parent/guardian will be contacted. If the behavior continues I will contact the Behavior Interventionist.
Lastly, if a student is going to do any harm to themselves or other students in the classroom, I will call the office, or send a student to enact the
CPI TEAM and follow the CPI protocol. If need arises, the student will be removed from the room, or the remaining students will be asked to go into the innovation lab and wait quietly until class can resume!
For Cameron Elementary
The three basic rules that I have posted on my white board are:
#1 LISTEN
#2 FOLLOW DIRECTIONS
#3 PARTICIPATE: SINGING/MOVEMENT/DISCUSSION
In music class it is rare to have students that misbehave but when this does occur I have a simple policy: First I try my best to not send students out of the classroom. This is so that the students don’t miss out on the lesson that I am teaching for that day!
The thinking chair is so that the student will continue to be in the classroom and expected to continue to listen to the lesson that is being taught, but they will not be able to participate in any of the activities. (More powerful in Early Elementary)
My hope is that when the student is not able to enjoy the ‘activities’ that are being done in music class the more they will lessen their poor behavior and choices that they are making!
Lastly, if a student is going to do any harm to themselves or other students in the classroom, I will call the office, or send a student to enact the
CPI TEAM and follow the CPI protocol. If need arises, the student will be removed from the room, or the remaining students will be asked to go into the innovation lab and wait quietly until class can resume!
The three basic rules that I have posted on my white board are:
#1 LISTEN
#2 FOLLOW DIRECTIONS
#3 PARTICIPATE: SINGING/MOVEMENT/DISCUSSION
In music class it is rare to have students that misbehave but when this does occur I have a simple policy: First I try my best to not send students out of the classroom. This is so that the students don’t miss out on the lesson that I am teaching for that day!
- First offense: VERBAL WARNING
- Second Offense: Thinking Chair
- Third Offense: Sent to office and phone call home
The thinking chair is so that the student will continue to be in the classroom and expected to continue to listen to the lesson that is being taught, but they will not be able to participate in any of the activities. (More powerful in Early Elementary)
My hope is that when the student is not able to enjoy the ‘activities’ that are being done in music class the more they will lessen their poor behavior and choices that they are making!
Lastly, if a student is going to do any harm to themselves or other students in the classroom, I will call the office, or send a student to enact the
CPI TEAM and follow the CPI protocol. If need arises, the student will be removed from the room, or the remaining students will be asked to go into the innovation lab and wait quietly until class can resume!