Or -- how do you grade SINGING?
(Of all things? Singing?)
Sometimes, part of my assignment within the district changes. When I arrive at a new school and begin teaching, one of the most common comments from parents is:
"I don't understand how you teach or grade singing. That's not fair. Either a kid can sing or they can't."
I assure you, that's been said. Many times. With great bluster.
I just listen.
Then those parents hear the concerts start to improve, and they sheepishly realize you CAN teach singing.
The thing to realize is we aren't using "natural" beauty of the voice to determine whether a child is meeting standards in school. i agree, that would be quite unfair.
Beginning in kindergarten, I teach the fundamentals of pitch matching and tone. Sirens, especially over the break. 5 note major patterns. Oo, Oh, Ah, and Ee vowels. Tonguing, placement, all manners of articulation. The deliberate timing of the breath. We have "warm ups" every single class -- and that's where the basics happen.
Basics, warm-ups, whatever you want to call them -- they are a calming and centering time for the kids. It's a familiar and comfortable routine, where I check in with their faces, assess the mood of the class, and listen for beautiful sounds. Believe me, even in kindergarten, you can hear a lot of beauty.
We are what we repeatedly do. Excellence, then, is not an act, but a habit. -- Aristotle
(RIGHT??? Love it.)
So we repeat. And repeat. Every class, every week, every year. Thus, they learn to sing open vowels, with good breath support, excellent articulation, and correct and forward placement of their air. They learn to shift registers, to avoid throat tension, and to sell it. They just plain learn, and it's beautiful.
Every few weeks, as I've said, I'll listen to them individually. How do I assess if they are "meeting standards," which is the desired mark here in the GPPSS?
Here's my benchmark -- right words, right breath, audible volume, right notes. In ANY key.
That's right. Any key. If the kid can't (or won't -- in the case of a few boys) sing the song high enough to match our original key, I will find a key where they can. Eventually I will convince them it's ok to sing high.
Remember, this is a song we've been working on for weeks, and they don't have to have it memorized. 95% of the time, they knock it out of the park. What if they don't? Well, I'm a patient coach, and I will help them to feel successful. 99% of the time, they do.
To go higher than meeting standards? Effort in, results out. Most of my 4th and 5th graders score far above the "meeting standards" level. They are truly extraordinary musicians, and they have worked hard to become so. Hallmarks of "excelling at standards" -- artistic presentation of text, deliberate dynamic contrast, excellent breathing, significant facial expression, strong embouchure, and looking like you're having fun. Tell me a story. Take me somewhere. Yes. 6 and 7 year olds can do that. Three of the top five scores at my schools right now are held by a first grader and two second graders.
Evaluating singing is just like evaluating any other subject.
1) Examine prior data to determine what needs work.
2) Present the skill/concept to be assessed.
3) Properly teach the skill over a period of weeks.
4) Check in with students throughout the process to make sure the learning is happening and they know what they are working towards.
5) Formally assess, look at your data, and begin again.
"Coloring Day" is a celebration. The kids KNOW they're going to do well. They've been prepped, they've been given confidence, and they're ready to perform.
(Of all things? Singing?)
Sometimes, part of my assignment within the district changes. When I arrive at a new school and begin teaching, one of the most common comments from parents is:
"I don't understand how you teach or grade singing. That's not fair. Either a kid can sing or they can't."
I assure you, that's been said. Many times. With great bluster.
I just listen.
Then those parents hear the concerts start to improve, and they sheepishly realize you CAN teach singing.
The thing to realize is we aren't using "natural" beauty of the voice to determine whether a child is meeting standards in school. i agree, that would be quite unfair.
Beginning in kindergarten, I teach the fundamentals of pitch matching and tone. Sirens, especially over the break. 5 note major patterns. Oo, Oh, Ah, and Ee vowels. Tonguing, placement, all manners of articulation. The deliberate timing of the breath. We have "warm ups" every single class -- and that's where the basics happen.
Basics, warm-ups, whatever you want to call them -- they are a calming and centering time for the kids. It's a familiar and comfortable routine, where I check in with their faces, assess the mood of the class, and listen for beautiful sounds. Believe me, even in kindergarten, you can hear a lot of beauty.
We are what we repeatedly do. Excellence, then, is not an act, but a habit. -- Aristotle
(RIGHT??? Love it.)
So we repeat. And repeat. Every class, every week, every year. Thus, they learn to sing open vowels, with good breath support, excellent articulation, and correct and forward placement of their air. They learn to shift registers, to avoid throat tension, and to sell it. They just plain learn, and it's beautiful.
Every few weeks, as I've said, I'll listen to them individually. How do I assess if they are "meeting standards," which is the desired mark here in the GPPSS?
Here's my benchmark -- right words, right breath, audible volume, right notes. In ANY key.
That's right. Any key. If the kid can't (or won't -- in the case of a few boys) sing the song high enough to match our original key, I will find a key where they can. Eventually I will convince them it's ok to sing high.
Remember, this is a song we've been working on for weeks, and they don't have to have it memorized. 95% of the time, they knock it out of the park. What if they don't? Well, I'm a patient coach, and I will help them to feel successful. 99% of the time, they do.
To go higher than meeting standards? Effort in, results out. Most of my 4th and 5th graders score far above the "meeting standards" level. They are truly extraordinary musicians, and they have worked hard to become so. Hallmarks of "excelling at standards" -- artistic presentation of text, deliberate dynamic contrast, excellent breathing, significant facial expression, strong embouchure, and looking like you're having fun. Tell me a story. Take me somewhere. Yes. 6 and 7 year olds can do that. Three of the top five scores at my schools right now are held by a first grader and two second graders.
Evaluating singing is just like evaluating any other subject.
1) Examine prior data to determine what needs work.
2) Present the skill/concept to be assessed.
3) Properly teach the skill over a period of weeks.
4) Check in with students throughout the process to make sure the learning is happening and they know what they are working towards.
5) Formally assess, look at your data, and begin again.
"Coloring Day" is a celebration. The kids KNOW they're going to do well. They've been prepped, they've been given confidence, and they're ready to perform.