Keeping Music Students Engaged

Online teaching was definitely a time of challenge, exploration, and new learning for myself and for my students. Keeping music students engaged during online learning was difficult. My students loved to hide behind their quirky on screen icons. But luckily, I did find some techniques that worked well most of the time. Now that students are returning to the classroom, I plan to incorporate some of these new techniques I have learned during Covid, as well as my tried and true classroom strategies.

Before I discuss techniques, however, I need to say that I believe students are only truly engaged in learning when they feel valued and respected. This happens when I create a safe learning space where they know I care about them, I value their ideas, and I provide the support they need. I try to communicate this respect through kind words, a positive attitude, and by providing students scaffolded instruction with clear expectations.

Providing Student Choice

I have been a part of several UDL (Universal Design for Learning) training sessions during the past 2 years. A big part of UDL is providing student choice. By giving students options, I am able to differentiate instruction so that I don’t need separate assignments for EL and Special Education students. So whenever possible, I give students a choice in how they demonstrate their learning. When assessing student performances this past year, I gave students the choice to perform individually for me during class time, record on their own device, or record on Flipgrid (an awesome online recording platform). During our spring Jazz Music History unit, students had the option to present their final presentations in an essay, using Google slides, or by making a recording. My students responded well to this, and I really enjoyed the variety of their presentations. I’m excited that in-person learning will provide more options for student choice!

Getting Students Working Together

I taught the Elements of Music to my students last fall, introducing a new element each week. We also listened to performances from the Classical Period. After discussing together the elements of music in a performance, I asked students to write a short written analysis. I provided a rubric and gave students time to work on these reflections on their own during class. But what I found disturbing was that many of the students wouldn’t complete the assignment. Ever. So I decided to form small groups in breakout rooms. Students were assigned to write a short essay together. What happened was amazing! Students began talking with each other, discussing the music, and answering each other’s questions. I had one Special Ed student emerge as a leader of his group. Students began greeting each other at the beginning of class. I was thrilled that I received almost every essay that was assigned and the group assignment made grading a whole lot easier! This fall, I want to continue to get students talking and working together, whether it’s with a partner, in small groups, or in sections of the choir.

Keeping Students Moving!

Many creative students are not good at sitting still. They have a lot of energy and ideas. These are my favorite kind of students! This fall I am excited to get my students moving around the choir room again. I like to change formations and have singers sing in circles. My top choir has a favorite formation we have dubbed - Buddy Mixed (which means they stand in an SATB mixed formation with one person from their own part standing next to them). The act of standing then sitting is proven to help students learn better, and singing in a different part of the room encourages students to actively listen to other singers. I also like to include warm-ups that include body movement to keep students engaged and singing with their whole bodies.

Developing Student Leaders

I love to have student leaders reinforce new learning. When my students learn solfege, I have experienced singers demonstrate the hand motions as they sing. When learning new rhythms, my students like to volunteer to create their own rhythm for the class to clap. When we prepare for our big Variety Show each year, student leaders often create and teach the choreography to other students. I still monitor the classroom so my student leaders do not have to deal with poor behavior that creeps in from time to time, but it's a great experience for them and a blessing for me. It’s so fun to watch how proud students are when they are able to teach something they know to someone new. And I would not be able to run my choir program without my phenomenal student-led Choir Executive Board. They assist and support me and provide leadership and motivation for all choir students.