Embedded Files
- Who:
Self-Contained Classroom Teacher
Self-Contained Classroom Teacher
- Date of activity implementation:
4-11-22
4-11-22
- Date of activity feedback:
4-12-22
4-12-22
- Activity Goal:
The focus of this project is to provide an elementary self-contained classroom with musical activities that meet the physical and emotional needs of the students.
The focus of this project is to provide an elementary self-contained classroom with musical activities that meet the physical and emotional needs of the students.
- Blog:
Scarves to sticks were a hit in Ms. Foster’s self-contained classroom. What would you do if someone handed the students in your self-contained classroom a pair of drumsticks? Most people would rather not take on the challenge due to safety reasons, but Ms. Foster happily did. She was excited by the activity and thought her students would love it.
Scarves to sticks were a hit in Ms. Foster’s self-contained classroom. What would you do if someone handed the students in your self-contained classroom a pair of drumsticks? Most people would rather not take on the challenge due to safety reasons, but Ms. Foster happily did. She was excited by the activity and thought her students would love it.
To prepare her students, she and her class watched the video and air drummed to learn the basic movements. Once the students were comfortable with the air drumming routine, she quickly handed out the sticks to her eager students. They began the activity and were successful according to Ms. Foster.
To prepare her students, she and her class watched the video and air drummed to learn the basic movements. Once the students were comfortable with the air drumming routine, she quickly handed out the sticks to her eager students. They began the activity and were successful according to Ms. Foster.
She commented that the students did well. One student we will call Dee got a little overstimulated and had to be prompted repeatedly to follow the movements on the video. Overall she said, “they loved the drumsticks.” She mentioned that one of the students said the song was too fast. That is when another student chimed in to set the playback speed to 75%. This was a great example of collaboration which was one of her goals for the service-learning project. Not only were these positives, but she did mention a student had improved crossing the midline during this activity. She also mentions the activity produced moments when students used problem-solving skills, technology, and teamwork.
She commented that the students did well. One student we will call Dee got a little overstimulated and had to be prompted repeatedly to follow the movements on the video. Overall she said, “they loved the drumsticks.” She mentioned that one of the students said the song was too fast. That is when another student chimed in to set the playback speed to 75%. This was a great example of collaboration which was one of her goals for the service-learning project. Not only were these positives, but she did mention a student had improved crossing the midline during this activity. She also mentions the activity produced moments when students used problem-solving skills, technology, and teamwork.
My experience with this project was excellent. I will admit, I was taking a bit of a risk with the drumsticks but learned that to know what someone can do, we must take risks. Playing it safe doesn’t always yield the best results. In the case of air drumming in the self-contained classroom, we hit a home run. I also learned that listening to the needs of the community partners and varying the media I use in the activities when done on a consistent basis yields positive results.
My experience with this project was excellent. I will admit, I was taking a bit of a risk with the drumsticks but learned that to know what someone can do, we must take risks. Playing it safe doesn’t always yield the best results. In the case of air drumming in the self-contained classroom, we hit a home run. I also learned that listening to the needs of the community partners and varying the media I use in the activities when done on a consistent basis yields positive results.
What I have learned from this activity is to make two different recordings of the video for the class to practice at varying tempos. While the students were excellent at problem-solving, this solution would save time and allow them to enjoy making more music during their class. I also learned how to air drum with popular music chosen by the students from Ms. Foster’s classroom. I also learned that I like to make up air drumming and movement routines for other people, especially when it is focused on a specific goal the teacher has in mind.
What I have learned from this activity is to make two different recordings of the video for the class to practice at varying tempos. While the students were excellent at problem-solving, this solution would save time and allow them to enjoy making more music during their class. I also learned how to air drum with popular music chosen by the students from Ms. Foster’s classroom. I also learned that I like to make up air drumming and movement routines for other people, especially when it is focused on a specific goal the teacher has in mind.
When I approach activity three, I will go back to the needs of the classroom and incorporate a scaffolded approach to the activity that will build the students up to do desk drumming. Beginning with scarves, students will use large motor skills utilizing the movement of the arms and legs. Then, students will air drum to music on a steady beat, crossing the midline, and end with a desk drumming routine that incorporates beat and rhythm.
When I approach activity three, I will go back to the needs of the classroom and incorporate a scaffolded approach to the activity that will build the students up to do desk drumming. Beginning with scarves, students will use large motor skills utilizing the movement of the arms and legs. Then, students will air drum to music on a steady beat, crossing the midline, and end with a desk drumming routine that incorporates beat and rhythm.
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