Does S-Cubed work with High School and Elementary singers?

On March 6, 2018, I received this message from a high school teacher who uses S-Cubed Sight Singing Program for Beginners.





I am so happy that I use this program! As a first-year teacher in a high school, one of the things I was most nervous about was effectively teaching sight-singing. I knew that many of my students had never done it before, and I didn’t want it to be a tedious part of the choral rehearsal that kids dread, especially since I wanted to sight-sing regularly. I also didn’t feel like a very confident sight-reader, either. I was able to modify S-cubed for high school kids, and set a great foundation for regular sight reading. My students enjoy the games and competition, and since we use the projector, they don’t hide in their books. Music in the Middle also helped me to set a really strong procedure for my class with a structured routine that flows seamlessly and makes the best use of my rehearsal. We work bell-to-bell, and the kids have grown consistently in their music literacy and tone! At our festival this year, we not only nailed the sight-singing with ample time to spare, we also added text, phrasing, breath marks, and balanced the sound across sections. We earned a score of 100 and used our spare time to show off some of our literature! I’m incredibly proud of the work my students have put in and grateful to have this resource.

Christa Fredrickson
Director of Choral Activities
Centennial High School
Las Cruces, NM
@missfredmusic

On the same day I received the letter above from the high school teacher, I received this message from a teacher who teaches 4th and 5th grade on my YouTube Channel:

When I created the program, I called it the "S-Cubed Middle School Sight Singing Program for Beginners" because I use the program in my classroom, and I teach middle school beginners.

I wanted to be honest about where I knew the program would work because of my own experience.

Since that time, I get the same questions over and over from both upper elementary teachers and high school teachers.

Will it work with my singers?

Here is my advice.

Read all of the product descriptions in my store on Teachers Pay Teachers. I've spent many hours preparing the descriptions so people know exactly what they will get when they purchase. Read all of the reviews, consider the evidence and make an informed decision so that you can spend your resources where they will be best used for your students in your setting.

If you purchase, start from the beginning and follow every step. ...Even if you believe you have some advanced singers... S-Cubed method needs to be followed step by step and cannot be rushed.

If you are a high school teacher who teaches beginners, then you still have to start from the beginning. You will likely move more quickly, so I recommend that you purchase the MEGA Bundle which includes the entire program.

If you are an elementary teacher who wants to explore S-Cubed and prepare your students for middle school choir, use this bundle. I call it the Elementary Bundle because it only includes the first five lessons of the program. Since most elementary music teachers don't see their students very often, this bundle will likely take the entire school year to present. It will lay a strong foundation in solfege for your singers, and they have fun as they learn how to use the hand signs.

I am so glad it appears to be working for teachers at many levels.

Keep sharing the news about this program with peers who teach all age groups!

Thank you for your support!

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Would you like your Elementary Feeder Programs to use S-Cubed?

Thousands of middle school teachers are using S-Cubed Sight Singing Program.  When I created it, I had middle school teachers and students in mind.

Well...

Apparently, 4th and 5th-grade teachers and even high school teachers are using it with their beginners.

Most elementary teachers don't see their students daily, so purchasing and using the entire program isn't a great use of resources.

....but wouldn't you love it if your elementary feeder programs exposed their children to S-Cubed?

Even if it takes them all year to cover the 5 lessons 10-15 minutes per day, the exposure would help their fluency and reading ability enormously by the time they reach you!  By Lesson 4, they are sight singing notes off the staff a capella and having a great time doing it!

I shared my program with my elementary feeders a few years back, and I LOVE it when those students come into my program with exposure to the S-Cubed principals.  The students who've been exposed to the first five lessons in S-Cubed during 4th and 5th-grade  have superior ear-training skills, excellent use of the hand signs, and they sing with much better control of pitch.

Share the program with your elementary feeders!

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Would you like your Elementary Feeder Programs to use S-Cubed? A Giveaway for YOU!

Thousands of middle school teachers are using S-Cubed Sight Singing Program.  When I created it, I had middle school teachers and students in mind.

Well...

Apparently, 4th and 5th-grade teachers and even high school teachers are using it with their beginners.

Most elementary teachers don't see their students daily, so purchasing and using the entire program isn't a great use of resources.

....but wouldn't you love it if your elementary feeder programs exposed their children to S-Cubed?

Even if it takes them all year to cover the 5 lessons 10-15 minutes per day, the exposure would help their fluency and reading ability enormously by the time they reach you!  By Lesson 4, they are sight singing notes off the staff a capella and having a great time doing it!

I shared my program with my elementary feeders a few years back, and I LOVE it when those students come into my program with exposure to the S-Cubed principals.  The students who've been exposed to the first five lessons in S-Cubed during 4th and 5th-grade  have superior ear-training skills, excellent use of the hand signs, and they sing with much better control of pitch.

For all who enter...I will notify the winner on Thursday morning, and I will also email everyone who entered to share some spectacular savings on several S-Cubed Bundles.  The deals will last through Saturday, December 23rd at midnight...and the only people who will be notified are those who enter this giveaway!  

You can enter the giveaway here:








a Rafflecopter giveaway

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Getting out from behind the piano

It's such an amazing instrument.  

Children love to go to it and hit the keys because it gives them instant gratification.

The smiles....

It is so much fun for them.

To master it (and any musical instrument) takes hours upon hours of practice.  

But anything worth anything requires that....

And we have to get away from behind it when we teach.   

Seriously.  

It's like a wall.  It separates.  It's comfortable back there for folks who play it well.  ...but it stands between us and the humans on the other side of it.  

Ultimately, walls don't work.

...Especially for music-making. 

Kids need to experience our spirit...our passion.   When we get out from behind the piano, classroom management is better.  

That means that we have to figure out how to use it and not rely on it completely.  

We need the piano...for sure.

But the longer we are back there behind it, the less we connect to the humans who sit before us.

We have to help them come up with ways to solve the challenges they face in the music without it.  ...And the ultimate goal is for them only need one pitch.  

The rest should be in their brains...

It takes time and lots of effort, but it's possible.

We need them not to need us.  That's the aim of teaching.  

We can do it. 

With beginners, it's about the manner in which we help them do it...It has to be fun for them.  Otherwise, it's drudgery.  

And while we do it, we teach them life lessons.  Really big ones...about failure...about getting back up again when they struggle.   About survival...

In my 26th year of teaching public school children in a Title 1 school, I feed off of the energy of the children who have landed before me, and I love watching them beat the page.

They want to beat the page.  All I have to do is to give them the tools to do it.

If you are reading this on November 11, 2017, several of my S-Cubed Sight Singing Bundles are well over 50% off until Saturday night at midnight!  And if you missed this offer, and you need a price cut,  don't be afraid to ask.  Just email me at inthemiddlewithmrd@gmail.com.  

Dale

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They won't stop talking! What do I do?

I recently saw a post from a frustrated teacher with the following information:

*Very talented kids
*Won't stop talking
*Leave their seats
*Distract each other
*Off Topic
*Ignore procedures like raising your hand
*Don't come in quietly
*Takes forever to get things done

*They are sensitive

The teacher was thinking about having a "procedure day" to practice the things she'd like to happen but was worried they'd be resentful.

She is searching for a way to make it fun for them but was concerned that perhaps it shouldn't be fun.

The students are 11 (6th grade).

Here are some thoughts...

First of all, we have all been there!  I remember feeling this way vividly early in my career.  I was so frustrated by it.

Then, over time, I realized three things:

1)  6th graders, specifically, need an incredible amount of daily structure that is impeccably planned and executed.

2)  Yes.  It needs to be fun as much as possible.  

2)  And finally...people change when the pain of staying the same is greater than the pain of change.

...And that doesn't just apply to students!

So, with those things in mind, I'm going to share what I would advise this teacher to do.

  

Here we go...

#1:

Practicing procedures is important....but just once...maybe twice if you have the softest of hearts.

If they don't hear it, then you must, as says the navigation programs we all have access to today on our smartphones.... "proceed to the highlighted route".

That's code for "follow through".

Do what you said you would do when they don't do what you asked them to do.

With a smile of course.

Warnings are warnings.  They should get one.  Maybe two at this age...but don't be too generous.

Take action.

When a child stands up to walk over to get tissue to blow their nose while you are teaching measures 17-35, stop.  Tell the child in front of the other students.... "If you anticipate that your nose is running, then get the tissue when you walk in the door at the beginning of class.  I don't like the walking while I teach."

And then... keep teaching.

Otherwise, five more of them will do it while you are teaching.

Middle School children follow the leader...and their peers are the leaders to them.  One gets up...five get up.

So, don't let it be a "thing" in your classroom.

If it is, you are letting it happen.

And you don't have to be mean when you handle it.  In fact, you must not be...They are doing what you've allowed....So, you should just state your desire clearly while looking into the eyes of the children, and then go to measure 12 to handle the "FI" that they think is "FA" and help them sing it in tune.

That's all.

"They won't stop talking".

Ok...that's because you are letting them talk.

So stop.

Yes.   Really stop.

Just look at them.  Stand still.  Be quiet.

Stare at the talkers.

And then, watch...As the kids who would never disrespect you that way take over and start saying "sh".

Then, teach.

Postive peer pressure.

Use it.

And remember...if they are talking, it could be because your teaching isn't really that good in that moment.

Yep.

Sorry.

It happens to the best of us.  We are all human.

Maybe the method we used to teach that section of music really wasn't effective for your beginners.

So, accept it.  Go home that night and self-assess.

And don't disrespect the children.  When you do, you lose them, and they talk more because they don't like your energy.

They ignore procedures because you allow them to do so...and sometimes because we encourage them not to like how we treat them.

Things I do to get them quiet:  Use echo clapping....use "follow the hand" from S-Cubed Sight Singing Program.

Both are magical...if you've built a culture of mutual respect in your classroom.

Otherwise, they'll ignore you.

And this is big...

People change when the pain of staying the same is greater than the pain of change.

So...what are the consequences for not following your procedures?

There have got to be some.

Work with the child first.  Give them a chance to fix it themselves.  If they don't, go to their parents.  For me, it works almost every time.   I almost never have to write up a child.   It should be rare that we turn it over to a principal or assistant principal.

Do you have your email parent contact list ready?  Is it easy for you to access?

Do you write digital notes in the grade book?  It's the 21st century.  Parents and children can keep up with what is happening if they want to do so.  They appreciate info that is given in time for corrective actions to be taken.

...And this is so important....

We must praise publicly and criticize privately.

If a child is doing what you want him to do, honor him quickly in public...and then go to measure 17 and keep on rollin'.

So, if a child isn't doing what you expect, handle it in private.

Swiftly.

Should it be fun?

Yes.

These are children.

It must be fun as often as you can make it so.

If you find that you can't or don't want to try to figure out a way to make it fun for your middle school students, it's time to consider moving.

These children need us to self-access and come up with ideas to help them succeed in a way that brings them...and YOU...joy.

Enter the S-Cubed Sight Singing Giveaway November 6-9, 2017! Click here!

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How should I teach literature? Moving away from "rote" teaching...

I often get questions like the ones listed below from teachers who are using S-Cubed, the program I created to help teachers learn to teach sight singing to their beginners:

*When do you start teaching literature to your students?  
*When do you actually "make them read"?   
*How do you introduce a song?  
*What do you do with your students in terms of teaching literature until their sight singing skills match their abilities to learn songs? Do you just teach them from rote?

I've written and spoken about it before and that is why I included the links to the videos above (just click them!), but I realized that I haven't actually written about it yet!  So, here we go!

Let's start by answering the questions right up front and then I'll do some explaining.  The answers are in blue:

When do you start teaching literature to your students?  
My students begin holding folders in their hands sometime during the first two weeks of school.  When I give them the music for the first time, I use my Smartboard to project the music they are holding, and I teach them about staffs, systems and measure numbers so they can properly follow along.  I also teach them how to follow "part 1" and "part 2" because beginners struggle with this. If they get lost while holding the music, mass hysteria can break out!  So, we must take time to help them unravel the mystery of staffs/systems/measures so we can cross over and begin to teach literature.  


How do I introduce a song? 
During the first two weeks of school, I teach rounds from rote as a part of their daily lessons.  This gives me the chance to focus on proper vowel production, breath support, tall mouth position, and singing posture, and it also helps them learn how to watch me.

I use solfege when I introduce the melodies to their first songs.  It helps reinforce the use of the hand signs and it gives them the outline to the main melody of the song they are learning.

I use "form" to teach songs later on as well.  I have shared some creative ways to do that in this link.

I combine these techniques and many more as time passes so I get to vary my daily approaches as they begin to assemble the tools they need for their toolbox in order to learn songs more quickly and more independently.  

Until their sight singing skills catch up to their ability to sing difficult songs, do I just teach them by rote?   When do you actually "make them read"?

This is where we all have to really be careful.  If we push too fast with how we teach repertoire, our beginners will get frustrated and disengage.  

We must remember that becoming musically literate is a process that takes years and years just like learning language.  During my first years of teaching, I was completely insensitive to this important fact.  I took piano lessons at age five.  I sang in boys choir at age 10.  I would get so frustrated with my beginners.  Why wasn't it innate for my students to be able to follow the music and successfully interpret the hundreds of various dots, curves, and symbols in a single song?!

Over time, I learned!

With 8 months of work on S-Cubed, my students are able to sight sing an 8 measure two-part melody with skips as wide as an octave and rhythms that include dotted quarter eighth note combos a capella within in five minutes.  

...But I don't expect that sort of work in an actual 10 page piece of literature until much later.  First, I have to build the skill sets required for them to do so and that takes time, tenacity and patience.

I think of it like this: When we were first able to speak a full sentence, we had no idea what a noun and verb were. 

We just did it. 

In S-Cubed, I purposefully don't introduce many of the details of music theory until Level TWO because it would be like trying to teach a 6 year old how to diagram a sentence.  Teaching noun/verb/predicate is the easy part because by the time they are ready to learn it, they are experienced enough to really understand it. 

So, here are some thoughts to consider:

When teaching literature, you apply what you can from the sight singing technique of your choice...whatever that is.  When your teaching of that method intersects with the literature you are teaching that day, use it. 

Do some rote teaching for sure...especially in the early days of the teaching the program.   Don't beat yourself up over it or feel guilty about it!  As I mentioned above, when teaching by rote, you are also teaching some valuable skills: Listening, connection between conductor/student and much more.  ...Just don't plan to teach by rote forever!  Doing so would be the same as reading a book to an 8th grader rather than teaching him to read it himself over time from K-7th!

Until the sight singing skills catch up to their ability to sing songs, we must constantly brainstorm about ways to teach literature that are engaging including:

*Using solfege to teach melodies
*Teach them to listen for FORM...melodic/rhythmic/thematic. I let them draw pictures of the form of the song when they are working to learn a new song. ABA can look like "duck/dog/duck". It doesn't matter what they draw as long as they are listening and hearing differences in patterns both rhythmic and melodic. 

We have to meet them where they are. If we get too focused on connecting the dots directly from our sight singing method of choice to the literature, we limit ourselves and we frustrate the students who simply don't have the tools yet in their toolbox.

Final thought:  

If you move to France for one year, you may become quite well spoken in French by the time you return to your native country, but if we are totally honest, most of us wouldn't be able to call ourselves completely fluent. Fluency takes years and years of work and requires speaking, reading, writing and comprehension on a very high level.

Dada
Dada-Candy
Daddy-Candy pwease
Daddy-May I candy pwease
Daddy, may I have candy please?

And to have them write it brings an entirely different set of challenges:  

Learning to read music follows the same process. The idea is to make the process of the learning of the literature valuable and enjoyable for the students who are "early and mid-process" and that is what I strived to create with S-Cubed.  We want to keep them engaged and excited to come back to sing the next day!

That's what middle school chorus should be all about!

If you have ideas to share about ways that you introduce a song, "connect the dots" between S-Cubed and teaching literature or anything else related to helping your students on their journey toward becoming competent, fluent readers of music, please comment below!  Let's help each other!



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How and when does one begin to incorporate sheet music to the methodology?

I received this question from an S-Cubed user:

How and when does one begin to incorporate sheet music to the methodology?

Hello!

I start S-Cubed on day one of the school year.

I see my students daily for 50 minutes, and my students begin using sheet music at the end of week 2. 

When I begin teaching rep to the kids, I take time to teach them how to follow the system.  I usually teach staffs, systems, measures, and how to find the soprano line and alto line.  Expecting 6th graders to follow systems without our guidance is like expecting English speakers to understand something that is written in Japanese or Arabic.   I know because I learned the hard way!  

Here is a video I made a while ago that explains a bit more about what I do with repertoire while they are becoming proficient.    

I hope that helps you!

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Wrapping the arms of structure around your Middle School Singers

Wrapping the Arms of Structure Around Your Middle School Singers

 I’m not sure whether it’s a good thing or not, but I have been asked many times after a concert with my 300+ middle school choral music students, “What do you SAY to the students that keeps them so disciplined?”

When I hear that, I chuckle inside because it isn’t just one thing.  I wish it were.  It would be so much easier!

Middle school students thrive on structure.  How many times have your students walked into your class and said, “What are we doing today?” 

I usually make up a funny thing like “We are going to dissect cockroaches and sing songs about it” and then point them to the promethean board where the first activity of the day is ready for them.

From the first day of school, I make sure that when they walk into my room, they know that my classroom is a place where we have a plan.

Is it ok to let up on that structure once in a while?  Sure.  But only after you have established strong scaffolding and the daily routines are set in stone.

When I first started teaching public school middle school chorus, I didn’t understand how important structure is for them.  My verbal instructions were not clear.  I hadn’t thought through the sequencing with the brain of a sixth grader…which is different than the brain of an 8^thgrader…which I didn’t realize in those early years…and which caused me so much grief.  The kids wanted to do the right thing, but I was clueless about how to convey the information in an effective manner that yielded results.

We can’t just talk when we give directions. 

We have to demonstrate, and they must experience what we are teaching…not just hear it. 

We have to bring the learning objectives to life.

It all goes back to the three types of learners:  visual, auditory, kinesthetic.  In my experience, we have to hit all three when we are teaching this age group…whether we are teaching music or a process/procedure,and it helps if we can do it with humor.  Everyone likes to laugh. 

I created this videofor my students, and we worked to make it as silly as possible.  I show it to my students at the beginning of the year, and they absolutely love it. 

 So, back to the question I get asked…”What do you say to the students that keeps them so disciplined”?

I have no idea.

…but I do know that I’ve learned to anticipate what they need.  I take time to teach processes.   I give them structure.  And we laugh. 

I think that all of those things combined encourage respect that is mutual and circular.   

Hope you are enjoying your summer rest!  I know that I am!

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District Purchases and Multiple license discounts!

When I started teaching 400 years ago, all we had were text books that someone else purchase that I rarely used, and a small budget to purchase sheet music and warm up books (that I DID use!)

Times are changing, and they are changing quickly.  

I received the email below last week.  

We are looking at sight singing methods for next year in our district. One thing that our district is having a question with is "Is there another way that this is published other than Teachers Pay Teachers?" I'm good either way, but if I can get the district to buy it, bonus!
Potential Buyer

Here is my response:

 Hello!

 I appreciate your support in getting your district on board with S-Cubed. S-Cubed is a 21st century textbook. Text books are part of the past. Young teachers realize that there are other ways to find resources. The text books that the district buys every few years will likely sit on the shelf while resourceful teachers focused on being the best they can be for their students are going to do some digital research and find the answers they need as they work toward creating paperless classrooms. It is the district's job to catch up and support those teachers for the good of the children, and it is our job to work them in that direction.

Here is some information for you to help you as you make your case to the people who will decide whether or not to purchase S-Cubed as a digital resource:

1) With the advent of Chrome books, Ipads, and Smartboards, classrooms that use digital resources are the future.
 2) Text books are far more expensive than purchasing digital resources because you have to purchase many text books, and you have to do it every few years. With digital resources, that is not the case. And on TPT, each teacher gets all product updates for free after they purchase.
3) Digital resources offer things that text books cannot. In S-Cubed, I offer specific lesson plans, video teaching tips to help teachers teach each lesson plan and video teaching examples of me teaching the actual lesson to my public school students...all by clicking a link. Text books can't do that.
 4) TPT offers a multi-license discount. A district can purchase a digital resource and then purchase the same resource for other teachers in the same district/school from 10%-50% off the original price.
he amount of the discount depends on the number of teachers for whom they are purchasing.    If they are considering purchasing S-Cubed for the district, have them contact me directly at inthemiddlewithmrd@gmail.com, and we will work out the details.
5) These are resources that are created by real teachers in real classrooms. I hope that helps you as you work to convince your district to purchase the curriculum for your middle school choral music students.
6)  S-Cubed has been vetted, rating and reviewed for four years by teachers who are using it all over the world.  

Digital resources are the modern-day textbooks.

Thank you for reaching out, and please let me know if there is anything else I can do to facilitate the purchase.

And lastly, click this link or click the video below to watch a video I made about this district purchases and multiple license discounts.  

If you convince the district to purchase it for multiple teachers, and they need to use a purchase order, here is how!



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