Foam Sweet Foam

Some readers may be familiar with my weird love for craft foam.  I love it.  It's SO much better for classroom stuff than poster board or construction paper.

• it doesn't fade - hardly at all
• you don't have to laminate it
• it's really hard to tear!

The nation was introduced to my using it via Recorder Classroom magazine which actually spun into a product that is now for sale - check out Recorder Dude if you're not familiar with it.  It's made out of (you guessed it) craft foam.

I also despise messy boards - be they chalk boards (yes, I have taught using chalk - you kids get off my lawn!) or dry erase white boards.  In my current classroom I am blessed to have two very long walls covered completely with pre-lined music white boards that are magnetic.  I love these boards.  As anyone who uses a dry erase board daily will tell you - they start to look dirty after writing and erasing a few times.  There are ways around this, but I'll save those for another day when I just can't think about what to blog about.

I decided to take the things I do most often (phrases like "Today I will be able to" and "Please turn to page", writing notes, etc.) and turn them into something that I could stick up (with magnets) and take down - thus removing a lot of the need for writing and erasing.  Through this process (and my odd obsession with craft foam), I created an entire set of "music doo-dads" that I have used almost daily for about seven years.

I discovered a heavy-duty hole puncher at a local craft store that will punch out circles about 1½ inches in diameter - the perfect size for a note head to fit in the pre-lined staves on my boards.

I cut several circles in a variety of colors to match the colors of Boomwhackers® as well as the standard black.  I cut several stems, rests, etc. and attached peel-n-stick magnets to the backs.  Since the stems always need to be "attached" to a circle, I cut a rounded "snip" on one end so they could easily be placed on the note heads.

 This saves me from having to write and erase so much with the dry erase markers and keeps my board a lot cleaner (and makes my markers last a LOT longer!).






I keep the items handy by placing them in snack-sized zip-loc baggies and then sticking a strip of magnet on the back.  This allows me to have them handy on the side of my board to grab when I need.

Yes, these take some time to create (summer is a good time to get 'er done) but once they're done - they're done.  As I said, I've had these for several years and they're all in really good shape.  The fact that I have different colors allows for uses other than notes - placing colors in sequence to represent form, using "color rhythms" as a pre-reading activity with lower grades (blue, blue, yel-low, blue!) and other things I often think of as I go.

Here are just a couple ways I've used craft foam in my classroom:

Accessorizing "Recorder Dude" for various seasons.

I made this little guy to display outside of my room.  He holds a copy of my schedule and is wearing a working digital "watch" that's just a small digital clock I attached with Velcro® (you know, for those teachers who like to "drop 'em off early and pick 'em up late" -but that never happens - right?)

I was also going to show you a set of certain characters from a very popular children's cartoon that I made with each sea creature (oops, did I give it away?) showing a different Kodály hand sign but alas, THAT would be violating the copyright Nickelodeon holds.  Using them in "face-to-face instruction" in a "public education institution" and "not affecting the profitability" makes it okay for me to use them in my classroom, but posting them on my blog?  I'm not taking the chance.  They are very cool however and I am most proud of each of them.  This year I finally decided to give them all a chance to rest and the first thing the kids said in August was "Where's ____?"

If you have used craft foam in a creative way in your classroom, I'd love to hear about it!  Leave me a comment.

Until next week...

Ebony and Ivory (Okay, Black Plastic and White Plastic)

I decided to write a little about electronic keyboards in the classroom this week.  Two years ago, I gathered all my budget resources and cajoled a vendor to come down on the price so I could outfit my classroom with 24 electronic keyboards.  I've seen some concern of late as to how to include these tools in the general music setting, so I'm going to post a tiny bit of my take on how to use them effectively.

Rather than using a "method" or focusing on "how to play the piano" I decided to use the keyboards more as a "music teaching tool."  I have worked out some ways of using the keyboards effectively to enhance my existing curriculum rather than adding a new element (learning to play the piano) into it.  After all, using these small keyboards is certainly not the best way to teach "piano playing" anyway.

First, I wanted my students to be well aware of the many, many features that most keyboards come equipped with today.  Most have:  a multitude of sounds, accompaniment patterns, rhythms, drum kits, the ability to record, prerecorded music, and automatic chording just to name a few features available.  Let's face it, what do most young children do when they pick up an electronic keyboard?  They push the "demo" button ad nauseum!  I want my students to be able to use these instruments in meaningful ways - not simply push the demo button.

My third grade students using their keyboards (the faces have been changed to protect the innocent and reflect the true joy they always feel when in my presence...LOL)

The good news about the keyboards I use is that there is a lot of information written directly above the keys.  In the upper octaves, there are numbers written (an introduction to scale degrees?).  The lower octaves have letters written above them (leading to pitch reading).  My first few lessons with the keyboards involve basic operations and locating these letters and numbers - how to turn the keyboard on, where buttons and jacks are located, switching between features, etc.  Document cameras are so much better than the old overhead projectors for this purpose - I can show the students exactly where to find features by projecting these rather small images onto a much larger screen.

Melodic and Rhythmic Ostinati

Because the first month of school is mainly spent on reviewing basic rhythm patterns, I teach my students how to play simple ostinati or short songs using the numbers or the letters written above the keys.  I also teach them how to change the sound (tone color) by showing them where the selection buttons are (numbers on our keyboards) and how to enter them.  Additionally we learn to use the percussion pads these keyboards have for playing rhythms (reading from flashcards or playing rhythmic ostinati).  One of the simple songs we learn from their textbook is "Rain is Falling Down."  They get SO excited when they can play a song along with the recording!

Meter

Our keyboards come with a large number of prerecorded songs.  I teach the students how to access the songs.  Then, after lessons on identifying meter in three and meter in two, I have them listen to the prerecorded songs and locate three songs in each meter.  After an allotted time limit (usually no more than 10 minutes) we share which songs we discovered and their meter.

Harmony

Third grade is when I introduce canons (rounds) in my curriculum.  After being introduced to the concept and singing several songs in canon, we get out the keyboards and learn to use the "record" feature.  I teach them the first portion of "Frere Jacques" using the key numbers, then have them record the first part of the melody, then play along with themselves in canon by playing back what they have recorded.

I also teach them to use the "easy chord" feature and we practice reading cord symbols from selected songs in their music text.

Form

Splitting into groups, I assign various groups different forms - AB, ABA, or rondo.  The students use the keyboards to create pieces of music that demonstrate their assigned form.  We discuss ways to change one section so it sounds different from another (change the tone color, change the rhythm, change the melody, change a combinations of these) then, after their allotted time to work in groups, we perform for the class and have the audience guess their assigned form.


A Few Things to Consider

Power - unless you're blessed with outlets in your classroom, get batteries...lots and lots of batteries!  Honestly, these keyboards do not drain batteries as quickly as you would think.  Most of my keyboards have the same batteries we put in when we got them.  I take them out over the summer months to keep them from leaking.

Storage - I had one of our staff members build me two racks that fit the keyboards perfectly (twelve shelves in each).  He used scrap wood and left over polyurethane, so the cost was FREE!

Headphones - when we work as a group, headphones aren't necessary - but when I assign projects (listening for meter for example) the headphones are great - 24 students, completely engaged making music and not a sound can be heard in my room!  I bought these myself from a place that sells them in bulk.  I got 30 sets for under $50 - in my humble opinion, the BEST investment I've ever made as a teacher!

Feel free to comment...I'd love to hear if you use electronic keyboards in your classroom and how you integrate them.

Until next week...

There's No Hidin' Place (or is there?)

This week's post is a combo - crafty classroom tip and technology-related! 

I have a bunch (I mean a LOT) of books from my previous textbook series.  At the time I received the new text series all those years ago, I asked what to do with the old books.  I was advised "throw them out or give them away and keep a reference copy."  The thrifty cheapskate in me refuses to let them go.  Oh, I do use them on rare occasions, but seriously - I don't think I need 40 copies of each book taking up space in my room.  Yet, they do!

Since I have started using my personal "old" iPad (the original iPad) as the sole source for controlling recorded music in my classroom via Bluetooth, I wanted an extra level of security for keeping it safe.  I have two doors to my classroom - this means if I need to run to the library or the office or the restroom, and if I want my equipment to be completely secure, I lock one, then I have to run across the room and lock another as I exit.  People reading this blog are teachers, and you know every second counts in your school day, so sometimes I just can't be locking and unlocking doors with my precious time.  Security is an issue because of the amount of "stuff" located in my beloved room.

I noticed the old textbooks (Silver-Burdett "The Music Connection") are almost exactly the size of the iPad.  Since I have a plethora, why not try to use one as a camouflage case?  I chose the book whose pages were in the worst shape.

The process is simple.  The old "hide it inside a book" technique BUT...you need to be aware, the iPad is almost exactly the size and thickness of this book, so you need to know a couple of things if you're going to try this:

1)  You're going to need to trim almost ALL of the pages out.
2)  For the best camouflage job, you'll probably want to leave the tops of the pages in tact (plus, this makes the process much, MUCH easier).

I cut all of the pages out by running a craft knife down the inside spine of the book, leaving about ½-inch of page at the tops.  This takes some patience - you have to run the knife over the pages many times to get through all of them.  Then, the tiny amount of the pages that is left, you'll need to secure.  Since the only thing that needs to look "real" is the very top, I just used regular cellophane tape:

This leaves just enough room for the iPad to fit inside the book.

Now when I need to make a quick trip out of the classroom, I put the iPad in the book and tuck it away on the shelf so if anyone should happen to find themselves in the music room, temptation to "borrow" will not present itself.

Just a word of warning - the iPad is not exactly secure when in this cover - so be sure to "squeeze" the book together when removing the book from the shelf.  You don't want your investment accidentally dropping to the floor!

Until next week...

The IWB Saga

Some readers may be familiar with my music and writing for the fantastic Music K-8 magazine.  Years ago, I wrote an article about IWBs (interactive whiteboards).  It was predicted at one point that these would fall by the wayside.  Current evidence shows they haven't.  For those who are still interested in getting started, allow me to shed a little light on this sometimes confusing topic using some personal trials and successes I have had regarding this tool in my own classroom.

I was absolutely THRILLED a few years ago when my principal surprised me with an IWB.  Being the Campus Technologist, it was assumed that I would train other teachers how to use the board and then it was to be shared among the teachers in my school.  I have magnetic whiteboards complete with pre-lined staves lining two complete walls in my classroom.  As a result, I do not need the portable Wenger music whiteboard I have in my room, so we had the maintenance department mount the whiteboard onto the rolling Wenger board unit.  I did my part offering trainings, but...the board lives in my classroom and...of the six teachers or so who attended the training in my classroom, not one has ever requested to use the board.  As a result, the board became "mine."

The brand purchased was a Polyvision Eno board.  Now...let me explain what this is.  Essentially, it is a regular, magnetic whiteboard that you find almost anywhere.  The difference is that 1) it has this magnetic strip (for operating the board) that you place on the side of the board.  2) it has a Bluetooth pen and receiver that allows you to control what is happening on the computer from the board (as well as write, print, type, and a few other things).

The magnetic strip on the side of the Eno board.

 

My problems began three quarters of the way through the first year that I had it.  I keep a laptop computer, document camera, speakers, and projector on a cart in my room.  Apparently that little Bluetooth receiver sticking out of the side of the computer (looks a lot like a USB drive) was just too tempting for one pair of young hands.  I was in a panic when it disappeared but was able to purchase a new one.  Well, actually two.  I knew the purchase process via school would take several weeks and I was about to be observed by someone traveling hundreds of miles regarding my use of technology in the music room - this board HAD TO work the next week!  So I bought one myself, but I allowed the school to go ahead and purchase one too - never hurts to have a back-up, especially when the operation of the board is dependent on the operation of this little receiver.

 

The next problem was at the end of that school year.  I had developed many lessons that incorporated the board throughout the year and was using it to review with a very enthusiastic group of third graders.  After a student had taken his turn at the board, he went to hand the Bluetooth pen back to me, but missed and dropped the pen on the floor.  One would ordinarily assume this would not be a big deal.  After all, these boards are meant for student use, right?  My classroom is carpeted - again, another reason to not be alarmed by the falling pen.  After retrieving it, it refused to work.  Since it was the end of the school year I packed it away and said, "I'll deal with it next year."

At the beginning of the year after employing the use of three bloodhounds, a forensic specialist, the entire CSI team from television, and four members of the president's Secret Service detail, I found out how to obtain warranty service on my board (okay, so I didn't call all of those people, but it was that bad trying to find out how to get this taken care of).  After the nice person from the company had tried everything short of me redesigning the circuit board inside my computer, I successfully convinced him that, "The thing done broke."  Imagine my dismay when he said, "I have good news and I have bad news...the bad news is:  your warranty ran out two weeks ago..."  (nice, during the very time I was employing all those sleuths to find out how to take care of this) "...but, I am extending your warranty and sending you a new pen."  YAY!  The pen arrived quickly (a better design - imagine that) and I was in business for another year.

As another year of IWB-ing away came to a close, the pen, once again, began to fail.  One has to be suspicious.  The first pen came with several "replacement tips."  I couldn't figure out why one would need these.  The second did not have these, but I saved all the components from the original before sending it to its grave in my school trash can.  As I started this year, I tried replacing the tip, changing the battery to a fresh one, reinstalling the pen, etc.  As with the first - nothin'.   I also knew that even though this was a "new" pen, the warranty was only good from the purchase of the original pen, so getting the company to fork over a new one was not possible.  Also, buying my own was out of the question.  A replacement kit?  $230  Sorry, love my job, love my school, love my students - but forking over $230 for a pen that I can safely assume is going to fail after one year is just not in the cards.

The Polyvision Eno pen kit.

Last school year, the entire special education department in my school district had spared no expense ramping up technology for special education students.  Included in that effort, they purchased SMART Boards for every special education teacher.  This wasn't your low-end SMART Board either.  These were the whole deal - board, projector, speakers, rolling stand - the whole nine.  I went on a research quest to my special education colleagues to find out 1) where they bought these 2) how much they cost and 3) what all the components would be that I would need to purchase.  My scheming mind was thinking "I am going on a crusade to get donations from any or all of my better-off friends to get one of these for MY classroom!"  I would use Donorschoose.org, barbeque plate fund raisers, or whatever I would need to do to raise the funds needed to land one of these things in my classroom.

While on my fact-finding journey, I discovered from one of my colleagues that there was an alternative solution.  You see, this particular classroom had a Mimio XI prior to having the SMART Board.  She told me, "We obviously don't need the Mimio any more.  I turned it into the library last year.  Here, I have the pen right here..."  If I could insert angel choirs here in my blog, I would.

I located the Mimio in the library and immediately set it up.  BINGO!  It works beautifully AND the pen that is meant to work with the Mimio is much, MUCH sturdier.

 

The Mimio pen.

For those not familiar with the Mimio, it is a device you attach to the side of your existing whiteboard.  It reads where the pen is thus allowing your projected computer to be operated on the board just like other IWBs.  It's incredibly easy to set up (install the software, turn it on, push a button, tap the "targets" that appear on the screen - DONE!)

 

 The Mimio installed in its new home on my whiteboard.

It comes with tools that allow you to operate it like other IWBs (draw, save screens, etc.).  I just did a quick Google search and found one for $611.  That's a LOT cheaper than any other type of board!  There is bad news though - when you purchase one, you are purchasing the wired version.  There is a "wireless kit" available for an additional $250.  Personally, I would never use the wired version (the special education teacher gave me her wireless setup along with the pen).  Using the wired setup means you have to run a wire from your Mimio to your computer (which is, most likely, near your projector).  This means you have to have a cable running across your classroom in front of the board that goes all the way to the area from which you are projecting (unless, of course, you're fortunate enough to have a ceiling-mounted projector - then this does not apply).  MAJOR tripping hazard in an elementary classroom!  The unit has the ability to run on 4 AA batteries, which is an option that I am, of course, using.

Naturally, this free option suited me best, but if you're in the market for a more-affordable solution to getting an IWB into your classroom, this may be worth looking into for you.  Additionally, I have discovered that locating an actual PRICE for a SMART Board is nearly impossible.  There are obviously many options, models, etc. to look for (the stand is extra, some don't include the projector)  I think the only thing kept a better secret would be the nuclear launch codes.  If you have a good place that has straight-forward pricing, please leave the information in the comment section.

Until next week...

Living the Untethered Life

Okay, after promising, I'm delivering.  This week's post is technology-related.  Some have asked, talked about, or imagined (yes, I can read all of your minds, so be careful what you think) regarding wireless hookup from your iPod, iPad, or what have you to your amplification source.

When I received my textbook series seven or eight years ago, it came with an iPod (the old "fat boy" as some call it).  It's a 20GB white one and I still used it up until the end of last year.  About four years ago when the battery started to lose its ability to hold a charge very long, I purchased a Nano with school funds.  I don't know about you guys, but for the classroom that Nano (the rectangular one - not the new one) was just too small for classroom applications and even ended up being "borrowed" at one point (thankfully it was relocated and returned).

I went back to the "fat boy" last year.  I found a sweet deal on Amazon for a Bluetooth transmitter and receiver that was made exclusively for this older model of iPod (hence the $20 price tag I'm assuming).  It was GREAT...until...it just plain stopped working.  Horrible interference, static, etc.  So I went back to the ole plug-it-in-and-run-back-and-forth method.

In addition to the iPod, the textbook series included this AMAZING playdock from Cambridge Soundworks (sadly, it's no longer available - but it truly is awesome and when I looked it up back then, it was only $99!).  It truly has amazing sound and still works great AND works without being plugged in when you want to be on-the-go.  It uses the same lead-acid batteries that house alarms use.  Replacements cost around thirty bucks at Radio Shack.  I've replaced mine three times in the past seven years. 

This past summer, I decided I had fallen too much in love with being free to control my classroom recordings from anywhere in the room.  I liked not having to dart with the skill of an Olympic hurdler when an announcement came over the PA system, a person walked in to ask a question (I refuse to talk over the music), or if I just needed to stop the music to say "Let's try that again."  Additionally, I had just treated myself to the "new" iPad.  The one I had was the original.  After a few lame attempts to sell the original (my heart just wasn't in it I guess), I decided to keep it and I would use it exclusively in my classroom - mainly for playing music.  I made this decision mainly because, unlike the two iPods currently located in my music room, the iPad had the ability to connect with Bluetooth devices.  I can tell you now, controlling recorded music from the iPad is a billion times better than from an iPod.  I just keep mine on a music stand near the front of the room where I can grab it and/or walk around with it - much faster to navigate through music.  I create new playlists every week for each grade level, but sometimes I need to find "that song" and it's just better doing a quick search using the iPad than clicking through a scroll wheel on an iPod or even fumbling with an iPod touch.

I located the "WCI Quality Bluetooth Receiver with 3.5mm Stereo Output" on Amazon (could they give it a longer name?).  I was skeptical - mainly because it was only $29.99.  It arrived quickly, but I tucked it away with the old iPad to take in when the new school year started.  In two words:  it's perfect!

The unit is TINY.  It is very easy to pair with the iPad.  Once you have charged it up, hold the "on" button for about 10 seconds until it starts to flash according to the instructions.  This will put it into "discover" mode.  If you are not familiar with pairing your iPad or other device via Bluetooth, you can find step-by-step instructions here http://www.ehow.com/how_6194904_pair-bluetooth-device-ipad.html

The only other thing I needed to hook mine up was a 3.5mm coupler (female to female) so I could plug the Bluetooth receiver into my playdock (less than $5 at Radio Shack).  If you're hooking yours up to a sound system in another fashion, be sure you gather the appropriate cable or coupler before hand.  The receiver has a 3.5mm plug extending from it.

This little thing can stay on for an entire school day without running out of juice.  If you'd like to leave yours plugged in, you can; however, I noticed when I took this option, there was an annoying electronic hum whenever music was not playing.  I elected to simply turn my fully charged and unplugged receiver on before my first class, off at lunch time, back on for the afternoon, then disconnect it from the playdock and plug it in to charge it after school.

My only complaint so far is the charging cable - and this is a very minor complaint.  It has an end that I can only assume is proprietary - not a standard mini USB or other type plug.  Like the unit itself, the plug is tiny.  The other end is a USB connector (not an outlet plug) so you'll need to be sure you have a USB charging plug.  If you have an iPad or iPod, you already have one.  Or, if you're like me, you have several.

 My receiver plugged into the playdock.  Notice the 3.5mm coupler between the dock and the receiver.  The thin cord you see under the dock to the left is the power cord for it - very tiny!

If you try this out, be sure to leave a comment and let me know how it worked out for you.

Until next week...