1. Orff Music Back to School In-service: Recorder, Classroom Management, and Movement, Oh My! ……. And Portfolio, too! with Allen Moody, Betsy Carter, and Jerry Sanders District Learning Day Shelby Oaks Elementary 8:30-11:15 AM and 12:15-2:55 PM August 6, 2015

2. Do Now How do you use recorder in your classroom? What questions do you have about teaching recorder? Take a sheet of paper and jot down your questions. Next: Think, Pair, Share!

3. Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

4. Objectives What will participants: Know  The Orff Music curriculum ensures a high quality approach to instruction that results in high levels of student growth in the arts through active participation in music and movement lessons.  The district’s vision for school and student success includes support for literacy and language development in all content areas; Orff music teaching and learning strategies support student growth in literacy and language development.  The TN Fine Arts Student Growth measure is an effective instrument to demonstrate student growth in the arts and teacher effectiveness in facilitating that growth.  Positive teaching and learning environments ensure higher levels of student engagement and achievement.

5. Objectives What will participants: Understand  Participants will understand that the Orff Music curriculum should be utilized to plan and deliver engaging lessons that ensure student growth in music.  Participants will understand that to support achievement in literacy and language development, music instruction can purposefully focus on a musical skill and a literacy skill.  Participants will understand that student growth and teacher effectiveness scores are generated through the implementation of the TN Fine Arts Student Growth Measure; teachers are responsible for developing a high quality portfolio of student achievement in two points in time to demonstrate student growth which then determines teacher effectiveness.  Teachers will understand that developing and maintaining a positive teaching and learning environment is essential to high levels of student growth.

6. Objectives What will participants: Be Able to Do as a result of this presentation?  Plan an Orff music lesson using the resources in the district’s Orff music curriculum that will actively engage students in mastery of specific music skills.  Include a purposeful focus on a literacy skill in order to reinforce the district’s vision for school and student success by supporting literacy and language development in Orff music instruction through singing, moving, and instrument playing.  Be able to implement the process of portfolio development, particularly regarding any new information, changes, or requirements; complete the portfolio planning document.  Use strategies presented from the book Classroom Management for Art, Music, and PE Teachers [Michael Linsin] to develop and maintain positive and safe environments for teaching and learning in the Orff music classroom.

7. Why support literacy skills across all content areas? Building Bridges: Using Orff Practices to Increase Reading and Music Literacy / Orff Echo, Summer 2013  As Orff teachers, we can make a case for daily music learning when we explore both reading and musical skills and concepts in our lessons. By combining the two, we can reinforce both without sacrificing the integrity of either.  Music and reading go together because singing is a celebration of language. Children’s language naturally has rhythm and melody. Children bring this natural ‘music’ language with them to the task of learning to read, and so using singing to teach reading draws on this natural understanding. [Harp, B. (1996). Integrating music with reading: Getting started. The Reading Teacher Vol. 50 No. 1. ]

8. Recorder, Classroom Management and Movement, Oh My! … and Portfolio, too! How can literacy skills and language development be supported through music lessons that focus on recorder skills, movement skills, instrument skills and classroom management skills?

9. Recorder, Classroom Management and Movement, Oh My! … and Portfolio, too! How do you implement recorder, movement, instrument and classroom management processes strategies into your instruction?

10. MODEL the skill – Participants will be actively engaged in presentation though hands on learning activities/strategies and Orff process. Align to objective Check for participants’ understanding Give explicit instructions Have participants give feedback Recorder, Classroom Management and Movement, Oh My! … and Portfolio, too!

11. Allen Moody Orff Music Teacher at Idlewild Elementary, will share lesson activities for teaching recorder. His strategies will support literacy and language development, as well as student growth in music literacy skills, using selected pieces from the books “I’ve Got to Play” and “Singing Wind, Breathing Drums.” Mr. Moody will model instructional strategies for teaching recorders skills in activities that could be used to develop portfolio collections.

12. Betsy Carter, Orff Music teacher at Bruce Elementary, will share lesson activities for teaching songs and/or instrument orchestrations while modeling classroom management strategies from the book “Classroom management for Art, Music, and PE Teachers” by Michael Linsin. These strategies will support literacy and language development, as well as student growth in music literacy skills. Ms. Carter will model best practices for teaching singing/instruments skills in activities that could be used in the classroom to develop portfolio collections.

13. Jerry Sanders, Orff Music teacher at Peabody Elementary, will share lesson activities for teaching movement in the music room through creative movement and structured choreography activities.. These strategies will support literacy and language development, as well as student growth in music literacy skills. Mr. Sanders will model best practices for teaching movement/dance skills in activities that could be used in the classroom to develop portfolio collections.

14. Reflection: MODELING /APPLICATION What resonated with you? What is similar to your current practice? What is different than your current practice? What are you going to change as a result? What was easiest for you? What was most difficult? What else do you need to learn/do prior to applying to your classroom? Think – Pair - Share

15. Closing How are you changing what you do to implement CLIP strategies for literacy/language development support? Destination 2025: We are all in this together Rigor of Instruction: Teaching towards high quality performance readiness

16. Revisit Objectives Place session objectives here in KUDOS format What will participants: Know Understand And Be Able to Do as a result of this presentation?

17. Revisit Objectives What will participants: Know  The Orff Music curriculum ensures a high quality approach to instruction that results in high levels of student growth in the arts through active participation in music and movement lessons.  The district’s vision for school and student success includes support for literacy and language development in all content areas; Orff music teaching and learning strategies support student growth in literacy and language development.  The TN Fine Arts Student Growth measure is an effective instrument to demonstrate student growth in the arts and teacher effectiveness in facilitating that growth.  Positive teaching and learning environments ensure higher levels of student engagement and achievement.

18. Revisit Objectives What will participants: Understand  Participants will understand that the Orff Music curriculum should be utilized to plan and deliver engaging lessons that ensure student growth in music.  Participants will understand that to support achievement in literacy and language development, music instruction can purposefully focus on a musical skill and a literacy skill.  Participants will understand that student growth and teacher effectiveness scores are generated through the implementation of the TN Fine Arts Student Growth Measure; teachers are responsible for developing a high quality portfolio of student achievement in two points in time to demonstrate student growth which then determines teacher effectiveness.  Teachers will understand that developing and maintaining a positive teaching and learning environment is essential to high levels of student growth.

19. Revisit Objectives What will participants: Be Able to Do as a result of this presentation?  Plan an Orff music lesson using the resources in the district’s Orff music curriculum that will actively engage students in mastery of specific music skills.  Include a purposeful focus on a literacy skill in order to reinforce the district’s vision for school and student success by supporting literacy and language development in Orff music instruction through singing, moving, and instrument playing.  Be able to implement the process of portfolio development, particularly regarding any new information, changes, or requirements; complete the portfolio planning document.  Use strategies presented from the book Classroom Management for Art, Music, and PE Teachers [Michael Linsin] to develop and maintain positive and safe environments for teaching and learning in the Orff music classroom.

20. Next steps and activities for follow up Use the information and resources presented today in developing and planning lessons that are effective in supporting student growth in both music and literacy skills. Attend future DLD sessions …..  Music and reading go together because singing is a celebration of language. Children’s language naturally has rhythm and melody. Children bring this natural ‘music’ language with them to the task of learning to read, and so using singing to teach reading draws on this natural understanding. [Harp, B. (1996). Integrating music with reading: Getting started. The Reading Teacher Vol. 50 No. 1. ]

21. Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

22. District Contact Wincle Sterling Arts Instructional Advisor Orff Music Office TLA Annex, Loc. 8217 2485 Union Ave, Memphis, TN 38112 Office: (901) 416-5787 FAX: (901) 416-3436 sterlingwl@scsk12.org