Instructional Strategies

Instructional Strategies are important for students to engage in and take charge of their own learning. Here are some examples of different strategies I have used in my lessons.

1. Work Stations: I use stations at different grade levels to promote further exploration of a lesson and for individual and cooperative learning. An example at the 2nd grade level, is students spent time learning about dynamics and tempo. In the lesson, students read the book "Slowly, Slowly, Slowly, Said the Sloth." After learning about how different animals sound and move differently, students then applied their knowledge of the musical elements of dynamics and tempo in stations. In one station, students parked "cars" with tempo markings in their correct "parking" spots of the tempo definitions. In another station, students took the animals from the book "Slowly, Slowly, Slowly, Said the Sloth" and categorized them into groups based on their tempos. In another station, groups created a composition with instruments to explore different tempos and dynamics. And in the 4th station, students got to create their own instrument by drawing a picture of it, and describing its timbre, dynamic range, and what genre of music it plays.

Here are some images of the work stations:

2. Connecting to Prior Knowledge: I enjoy connecting music to what students already know and have experienced. An example at the 1st grade level, is when we do our instrument families unit. At the beginning of the unit, we talk about instruments that we already know about and how they are played. We then move on to discover each family in more depth, and then we find out how families are different and how they are alike.

3. Cooperative Learning: Cooperative learning is essential for learning music. We work together in ensembles and groups to create lessons that reflect each students' input. Please visit the 7th and 8th grade subpages under "Classroom Experiences" for examples of student created compositions.

4. Brain-based Learning: As a teacher, it is important for me to acknowledge that student brain develop is essential to consider when creating and executing lessons. Some examples of brain-based strategies I use are taking breaks for movement and incorporating movement into my lesson plans, guiding students through stress and interpersonal conflicts, supporting students emotionally, and teaching students that each of them belong in our classroom. We put much focus on how each person in the class is valuable and an integral part of our class, and even our music performances.

5. Games: Games provide an engaging way for student learning, where students are invited to take ownership of their learning, while working together in groups. An example of a game I use requires students to dictate rhythms they are hearing. Students work together to discover rhythm, and have opportunities to notate and perform the rhythms. Please see the "Lesson Plans" page for an example of this game.

6. Technology: Technology allows students to use a tool they are quite familiar with and apply it to music instruction. Please visit the "Technology" page for sample lessons.

7. STEM: STEM or STEAM lessons allow students to integrate multiple subjects together to solve real-world problems. Please visit the 6th grade subpage under "Classroom Experiences" for a sample lesson.

8. Group-based Instruction: Whole group instruction is a strategy I use often. I believe it allows students to see the big picture of a lesson and it provides students with a sense of value and belonging. Please see my "Lesson Plans" page for examples, as most of my lessons begin with whole group instruction.