Earlier this year I began my “Classroom Cantatas” teaching internship with Boston’s own Cantata Singers.Â http://www.cantatasingers.org/ Cantata Singers Teaching Artists hold semester-long residencies at local public schools where, aided by teaching interns from New England Conservatory of Music (NEC) and other local colleges, they provide an exciting introduction to singing and composing. Â Over the course of a Cantata Singers residency, students will compose, memorize, rehearse, and perform their very own cantata.
At Ellis Mendell Elementary School in Roxbury, MA, where my internship takes place, the theme of our cantata is “Mexican Culture.” Â For the past two months I have been working as Co-Group-Leader with fellow NEC student Soo-Kyung Chung to assist our small group of four 2nd-graders in setting our poem, “La vÃbora de la mar” (“The Serpent of the Sea”), to music. Â Meanwhile, three other small groups have been working on setting their poems to music. Â Next week, we will all begin teaching our new songs to the rest of the class.
For a peek into what we do in a “Classroom Cantatas” teaching internship, here are a few pictures and two short videos of me with my small group:
Editor’s Note: This post is the eighth in a series by MIE guided intern Devin Ulibarri. Devin is a first year graduate student of Eliot Fisk. His internship at the Wang YMCA is supported both by the MIE department and NEC Prep’s Community Engagement program. Read others in the seriesÂ here.
â€œI Think that the Camera to be a Casual Thingâ€
Having a camera in every class could be a very scary thing and I didnâ€™t want anyone to be scared of the camera so I chose a couple of tactics to lessen the cameraâ€™s â€˜intimidation factor.â€™ One of the things I decided to do is have transparency of the footage, which is one thing the blog is about. The students and their families all have access to the blog at anytime, so they know what the purpose of the footage is â€“ it is for my development as a teacher and for their own feedback. The other thing that I decided to do from day one is to let the kids hold the camera and record each other. I wanted them to feel somewhat in control of the documentation experience. This has been a success. They are aware of the camera throughout the lesson, but in a very beneficial way. For example, Jason and Janea both have adjusted the camera for me so that I can get the best shot of the class for my research. This shows me that they are not only comfortable with the camera being around, but that they are willing to help me and my research. I really enjoy this kind of positive feedback. Thank you both for being such wonderful sports about this!
A further exploration of the efficacies of the MIENC’s ‘Music Plus Music Integration’ (M+MI) initiatives in laboratory school settings. This video highlights the work of the Atrium School (Watertown, MA) and its M+MI Choral Program, led by music director (and former MIE@NEC Guided Intern) Michael Glicksman, who is now in his second year of teaching at the Atrium School.
At long last, we have posted a video of the violin program’s learning demonstration, presented at the Atrium School’s Winter Solstice Assembly. (Video of the choral program coming next!)
In addition to the demonstration and performance by Atrium 2nd and 3rd graders, you will also hear reflections from violin teacher Helen Liu, program visionary Larry Scripp, Atrium parents and co-principals Susan Diller and Linda Echt.
Hi blog readers! The video below documents some activities and conversations in the 2/3/10 meeting ‘Improvisation in Music Education,” and a clip from a lesson I taught on 2/4/10. I’ve had a lot of fun applying these ideas to my teaching and my music this past week! Enjoy the video by clicking on the link below.
On October 13th, Michael Glicksman presented a video of a composition lesson with his 2nd grade students at the Atrium school in Watertown, MA to the Music-In-Education Introduction class at NEC. In the lesson, students listened to a poem written by a fellow student earlier that year and, with Michaelâ€™s guidance, were able to analyze the repetition of words or phrases within the poem. The students then composed a piece of music using various percussive and pitched instruments based on the poem. The video shown in MIE class documented the process of creating and performing music, from talking about the poem, picking instruments, deciding where an how to use instruments, all the way to the actual performance.
Before the video began, Michael and professor Larry Scripp asked a question of the class: â€œTo what extent does studying music increase understanding of poetics, and vice versa, to what extend does studying music increase understanding of music?â€ Professor Scripp also reminded students to use Triple Entry Journals while they viewed the video. These three column journals are tools for learning and note-taking: the first column is reserved for objective information in the form of quotations, observations, etc. The second column is reserved for a subjective or personal response, and the third column is used to draw meaningful implications to Music-in-Education.
As the current documentation specialist for this class, I am most interested in researching how class participants are encouraged and inspired to use the key topics in class in their own learning and exploration of MIE. I feel that this presentation by Michael Glicksman was designed, at least partly to encourage students to inquire and to use the five learning processes (Listen, Question, Create, Perform, Reflect) of Music plus Music Integration. Inquiry, the question presented before the video, created a context for an educational activity. The use of triple entry journals provided structure for engagement in that inquiry.
It took me a while to look at triple entry notes critically. The idea was first presented to me a year ago, when I took Intro to MIE solely as a student. Since then, Iâ€™ve been involved in MIE in a number of ways, and triple entry journals have become vital to my learning. I find that, especially when I get overwhelmed with concepts, ideas, or just too much information, creating an inquiry question (setting context) and setting that MIE context in the third column of a triple entry journal focuses my attention completely on the task at hand. Suddenly, Iâ€™m able efficiently engage myself in a learning experience in which Iâ€™m always setting goals (converting objective experience in the other two columns) and getting feedback about my work.
I think Michaelâ€™s presentation, while a great opportunity for Michael to explore his own teaching and get feedback, became, at least for me, an opportunity to explore key MIE ideas about learning.
Please use the following links to view a clip of Michael’s inquiry question and part of a class discussion after Michael’s presentation: