My students are amazing individuals...all unique and so special in their own special way! These third graders are part of a 700+ member student body (PreK - 5) from a diverse community blend of cultures, ethnic origins and languages. This really defines who they are and how they relate to, communicate with, and support each other in their daily activities of the school day.
Our magnet school community is over 75% low income.
Every student receives free breakfast and lunch. Very often, families are so burdened with meeting their own family and home basic needs that they cannot afford school supplies, or 'added extras'.
My students deserve the best that I can offer them...they are ready to take charge and take on the world! I do not want them to lose out on opportunities to shape the person they will become due to their family situations.
Many of my students speak two languages, and they are so intrigued at how a non-English speaking new student can understand the concepts of rhythm, melody, and musical symbols so easily!
Music is the universal language!
While teaching non-English speaking students, or ELL's, or ENL's is a challenge in the written and dialogue formats, when it comes to playing and reading music, it's easy! For these students, music is just another language for them.
Part of our Third Grade music curriculum is the study of the recorder, as a precursor to the study of band and orchestra instruments in the Fourth Grade. They learn to read music, the finger positions, embouchure, and instrument care and responsibility. The students love learning an instrument and take pride in practicing and preparing for an end-of-unit recital.
For this project, I am in need of soprano recorders for each one of my students. I create the booklets for them to save them the expense, but they need a recorder in order to practice at home. The students take the lesson as part of their general music class and then take their OWN instrument home to practice all week, learning the fundamentals of solo melodic instrument playing for the very first time! I have experienced success with the program when students have their own instrument to take home and practice, and then bring to school on classroom lesson days. They take ownership and develop a sense of responsibility that transfers to many parts of their school day and their lives. They invest an interest and reap the rewards and benefits the payoff when they perform. It's a win-win all around!
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