My students are scholars, leaders, readers, and musicians. They sing. They listen to music. They play instruments like the ukulele, the recorder, and the xylophone. They read and write music. I love the way they bring their own unique preferences and opinions to the music we study and the music we create.
My students are brimming with creativity and curiosity.
My students love to ask, "what's next?" At the end of an activity, it's not uncommon to hear someone ask, "could we try it like this?" and suggest a new way to approach the concept. Can we add movement to that song we just learned? Can we add instruments to that folk dance? Can we learn about the other musician mentioned in that story?
Six different parts- voice, bass xylophone, metallophone, alto xylophone, glockenspiels, and hand drums- are all working in harmony in third grade music this week.
Students learned all of these parts through movement and body percussion before transferring them to instruments. Unfortunately, it took awhile before everyone had a turn to play. We may be up to 15 barred instruments, enough that only two kids have to share each one, but there aren't enough mallets to go around!
In thirty minutes, I tried desperately to guide students through their parts efficiently enough to allow time for handing off the mallets to someone else. In some classes we had enough time, in others, a few disappointed kids would have to wait for next week.
With new mallets, students will be able to double up on instruments whenever possible and play at the same time.
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mrs. Nyhof and reviewed by the DonorsChoose team.
