Music Department
Adapts Creatively to COVID The impact of COVID on teaching, curriculum, and pedagogy has been profound in all grades and all departments. Music, however, faced some of the greatest obstacles. No singing indoors. No woodwind instruments. State requirements of 12 foot spacing rather than six. What’s a school that takes the benefits of music education seriously to do?
These young children still had an opportunity to create a "performance" by recording a song that was shared with parents to celebrate December holidays (Early Childhood) and Halloween & Lunar New Year (1st Grade).
Pre-Nursery through 1st Grade New to Green Vale but not new to teaching music to young children, Jessica Beja has leaned into what is allowed: singing outside, distanced and masked, long into the mild fall and as soon as warm weather arrived in March. Green Vale’s vast amphitheater was uncannily helpful in providing outdoor seating and even acoustics right outside the door of the usual music classroom.
2nd & 3rd Grades Green Vale’s recently renovated chorus room is spacious, but not so much that spacing of 12 feet between masked singers is feasible. Therefore, Ms. Chen has seized the opportunity to offer a rich program of music appreciation and literacy. In particular, 2nd and 3rd graders have done many activities involving rhythmic poems and instruments. Ms. Chen's students can be heard singing outside as well.
4th-8th Grade Music Theory & Composition During class periods normally devoted to instrument instruction, small groups analyzed performances and demonstrations to become more familiar with the nuances of different instruments offered in GVS’ band and orchestra. Next, they moved on to music theory, note-reading and basic composition. Using Google’s “Flat”, a music notation program, students learned to write short pieces of music on their Chromebooks. They then took turns projecting their pieces on the big screen and having faculty musicians play them. Students are learning how to read and write notes in 3 different clefs: Many of the traditional components of early music instruction involve shared soft materials, hand-holding and partner clapping games, or other activities that are too risky or impossible due to distancing. During the colder months, children instead used materials that were easier to clean, including hand drums, rhythm sticks, triangles, and maracas, exploring the timbres of different instruments and their contribution to a song or style of music. Lessons also added body percussion and unique movement to songs. Speaking or chanting folk songs and traditional nursery rhymes was a safe alternative to singing while still engaging with rhythm. Often, Mrs. Beja would sing or play a song and students would engage through movement and instruments. In this way, they still continued to work on expression, sound differentiation, following instructions, and synchronizing with peers.
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