Submitted by Marcia Hall, Longmont, Colorado
Idea posted March 22, 2004
These are some things that I have found successful:
*I have given the students an expectation rubric and checklist both for behavior and performance accomplishments. Students are required to practice each song by counting, saying the finger numbers (at first), saying the letter names, and by playing it fluently (doing all three silently). After they have practiced the songs so they can play them fluently, they can try the song using five different voicings, and then they must choose the one they think is the best to put with the song. On their check-off sheet, they must list the voice of choice for each song. I also require them to play a song with the style of their choice. Again, they must make a value judgement on which is the best choice for the song. Of course, they must have the correct number of beats in the rhythm. This encourages them to practice each song more, and to be more selective about what they are hearing. It's a great motivator.
*I require a personal goal or growth plan directly related to the rubric which is signed by the student and their parent, with a check-off list of the things that they must accomplish to make that grade. For example, if the student wants to get an "A," they must complete the following things with 80% accuracy, etc. I include prizes, recitals, and teacher cheers for those who reach personal goals or exceed my expectations. Sometimes prize moments are on the spur of the moment when someone is being good and the "rowdies" are at their worst, or sometimes they are a challenge for the end of rehearsal. I have gone broke with candy bar challenges (bribes).
*I also have worksheet packets that cover the same information. Students can make a choice of doing the keyboards or doing the paper work. Quite frankly, I padded the worksheets a bit with extra work. It really LOOKS like a LOT of work. Most students choose to do the keyboards. I also have the choice to take offending students off the keyboards who are not working according to the rubrics. (Playing the Demo is automatic worksheet city!) I tell them I don't want their grades ruined if they can't handle the keyboards. I know they can handle worksheets and they will be successful doing them, and I want them to be successful. The students usually beg to be allowed to play keyboards again after a few days of worksheets and rarely mess up the second time. However, I have had habitual offenders who get to do the entire pack. It's not pretty, but it is effective.
*Another technique is to have half of the class do worksheets, while half plays the piano. It's easier to handle the keyboards that way.
*I have challenged the kids to see if they can learn on their own with very few directions from me. In the real world, they won't always have someone to teach them how to do things. I model situations at first, speaking my thoughts aloud so kids can observe my thought process and begin to learn on their own. I also have assigned student mentors who help.
*I am also making a recording of their progress so they can keep in mind how far they've come. Students practice audience behavior as well as performance behavior. Recording day is quite stressful for some, but they learn by critiquing their performance and make plans for improvement. The second recording day is always much better, and when students see what others have accomplished, it makes a tremendous difference in the amount of material covered.
*We do group songs like simple duets that are fun, and usually showy.
It took some time to set up, but it was worth it. The kids love the unit.