Virtual/Remote/Alternative Music Ed

Resources for Teaching Music Online During the COVID-19 Pandemic

COVID-19

The dreaded messages came to almost every educator:

EMERGENCY ALERT:

Out of an abundance of caution relating to the prevention of spreading the coronavirus, beginning on _____, all after-school, extra-curricular, and outside group meetings and rehearsals are postponed until further notice.

* * *

Dear Students, Parents, and Staff:

All ______ school programs such as sports, band and jazz concert, spring musical, choir festival, dance and voice recitals, booster meetings and fund-raisers, and the music department adjudication trip, are cancelled.

* * *

Important announcement:

The spring concert scheduled for March 28 at the Performance Hall will not take place. A decision about whether to cancel this performance or postpone it to another date will be made as the community health situation continues to evolve.

And then, the Governor closed the schools for two to eight weeks (or more?).

Governor Wolf
Pennsylvania Governor Tom Wolf

Dear Families,

Thanks for your patience as we work through the events that have been occurring and planning for what lies ahead. We hope you and your family are staying well, and we know that many of you are looking forward to a Virtual Learning experience for your child.

We want to share some important information with all of you as we prepare this transition. While we do not know how long our buildings will be closed, we want to be prepared for ______ Virtual Learning for as long as it is necessary.

The immediate effect? Suddenly, our kids were sent home for an extra-early spring break, hopefully remembering to bring their instruments and music! Trying to “embrace” this world emergency (from a safe distance, of course), no one had a “crystal ball” to predict or even imagine the far-reaching effects, many of which we are still awaiting answers!

  • When will we be able to go back to school?
  • How can we collaborate, grow, and share our music learning, personal progress, repertoire and skills learned over the past year?
  • What will happen to everything all of us were forced to leave unscheduled, unfinished, or “in production?”
  • Will commencement be cancelled, too?
  • Worst yet, will our seniors fail to graduate, receive their diplomas, and start college on time next fall?

Every music teacher I know cried out, “How can I reach-out to my students to help them find alternative avenues to making music? The challenge is now thrust upon us to find ways to inspire our students to continue building on their “musical momentum” in daily practice, as well as stimulate other sources of artistic enrichment and the self-motivation to create new music goals.

My first act as a community youth director was to “fire up” my orchestra’s website and Facebook page. We regularly send out Fox’s Firesides of articles on practice tips, music problem-solving techniques, goal-setting, keeping a journal, developing teamwork, learning to conduct, acquiring college references, showing concert etiquette, etc. and other notices to the members and parents using a free-version of Mailchimp.

SHJOclips

In addition, we launched something called SHJO.clips, low-tech but hopefully effective in “exciting” future music enrichment and exploration: online music games, worksheets, sample recordings and videos, practice excerpts, music theory exercises, sight-reading and ear training assignments, and much more… a treasure chest of FUN things-to-do or c.l.i.p.s. to do ON THEIR OWN: Create, Listen, Inspire, Practice, Share.

Archives of both Fox’s Firesides and SHJO.clips are available by clicking the menu at the top or visiting http://www.shjo.org/ (look under “resources”).

Are we permitted access to our students and classes online during the official closures? Does your school use Canvas or other virtual educational environments to hold digital classes, post learning activities, make assignments, provide feedback, and/or assess your students’ achievement? (Are you even allowed to do so? I cannot answer this essential question because I do not know school law and I retired from the public schools in 2013.)

smartmusic and musicfirst

Are you one of the “lucky ones” who had previously set-up either the Smartmusic or MusicFirst online platforms (and the students know how to use the it) and can continue encouraging your band instrumentalists, string players, or vocalists to sight-read, practice, explore new literature, perform, record, and assess themselves?

Do you and your students need cheering up with a “pep-talk” by Dr. Tim Lautzenheiser, the famous “music educator’s guru,” guest speaker and expert motivator often presented as the kick-off keynote session at music conferences. “Dr. Tim” challenges us all to focus on what’s important and how we can put our time to good use:

“Life is about 10% what happens to me and 90% how I react to it.”

The pessimist sees the challenge in every opportunity, but the optimist sees the opportunity in every challenge.”

 

Set aside 17 minutes to recharge with this video. Then, share it with your students!

I am proud to admit that, in a single act, our profession has so far risen to the occasion. In an effort to help our “stranded” programs and motivate music educators and their students, so many tech experts jumped into the fray to post their recommendations and resources. At the end of this blog-post is a (very long) list of links from them, at least active as of today, for distance learning strategies and virtual music education.

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https://www.pmea.net/council-for-ttrr/

We have taken the time to compile many of these suggestions and warehouse them on the Pennsylvania Music Educators Association State Council for Teacher Training, Recruitment, and Retention website here. Look under the heading “Virtual Music Learning – Engaging Students During the Break.” This is the impetus for this article. The samples provided below (probably only the “tip of the iceberg” and already out-of-date) are by no means all-comprising and fully comprehensive. With every minute of the day dragging on during this crisis and we are still “shut in” our homes away from our music students, new solutions are being posted to Facebook groups like Music Educators Creating Online Learning.

Click here if you would like a printable PDF file of this revision of resources.

Take the time to research what might work for you. At the very least, pass on the music games and puzzles offered at sites like Music Tech Teacher or Cornerstone Confessions. Venture into learning new apps like Zoom.com for webinar/meeting management.

Music does make a difference in all of our lives… and we need to keep our musicians and singers “at it” even during this catastrophe!

Best wishes to you and yours. Stay safe and healthy! Thank you for your dedication and contributions to music education!

(Editor’s Note: We have continued adding many more updates to the list below at the website of the PMEA Council for Teacher Training, Recruitment, and Retention accessible from this link.)

PKF

 

 

Sources of Online Music Media and Instruction

Photo credit from Pixabay.com: “child-play-game-technology-3264751” by ExplorerBob

© 2020 Paul K. Fox

Summer or Anytime Music Enrichment

Focus on YOUR MUSIC during summer vacations, holidays, or academic breaks

foxsfiresides

The following idea-bank is a checklist offered to Band and Orchestra instrumentalists, their music teachers, and family members as “food for thought!”

Here are a few suggestions to consider as a TO-DO LIST after all the standardized tests, final concerts, and end-of-the-semester projects in all academic areas. Summertime is a wonderful way to “get to know” your instrument and build on your knowledge-base, technique, musicianship, and repertoire.

  1. Help organize your time by setting up a regular daily practice schedule. Practice a little every day. Consistency creates confidence!
  2. Create a “scale journal.” Write down on manuscript paper all your major and minor scales and the I, IV and V7 arpeggio series. Practice scales in all keys.
  3. Shriya NarasimhanCreate four new scale variations every day and add them to your “journal.” Creative new variations should make playing scales more enjoyable. Some examples are unusual rhythms (pizza toppings, desserts, interesting proper names), more difficult slurs, scales in thirds, etc.
  4. Explore the performance of one, two or three octaves of major, minor, chromatic, pentatonic and whole tone scales.
  5. To improve reading skills, play new music “at sight,” even music written for other instruments. Don’t be afraid to play a challenging piece above your ability level or even read a song from a piano score.
  6. Play through some of your “oldies” and favorites from past lessons or Band/Orchestra classes.
  7. shjo_Jonathan Pickell and Wendy HartVisit the local music store and browse. Explore new publications of Classical, pop, folk, fiddle/jazz, show tunes or other styles.
  8. Sign-up for a music camp or college classes of music appreciation, theory, eurhythmics, etc.
  9. Take a few private lessons. For enrichment, take piano, voice and/or learn a new instrument.
  10. Spend an entire day in the sheet music, recordings, and music book section at the local library.
  11. Purchase and learn the music audition requirements for your MEA band/orchestra ensemble or solo adjudication festivals.
  12. Form a chamber group with other players in your neighborhood and rehearse at least once a week.
  13. _shjo_violinistsPurchase a duet book for mix or matched instruments (such as Beautiful Music for 2 Stringed Instruments by Applebaum—Book I (easy), Book II (medium), Book III advanced). Team up with another musician (band or string) and share non-transposing parts (flute or oboe with violin, trombone with cello, etc.).
  14. Encourage yourself to “pick out a song by ear” and try to write it down on music paper.
  15. Sit in or join a local community or youth ensemble like the South Hills Junior Orchestra which rehearses on Saturdays in the Upper St. Clair High School (Western PA) Band Room. Rehearsals resume on September 8, 2018.
  16. shjo_David Levin_and_Devon AllenPlan a vacation or academic break around an out-of-state music workshop or concert series.
  17. Update your iTunes, Google Music, Amazon Music or other online music streaming services by purchasing and listening new solo or chamber works by artists who perform on the same instrument as you.
  18. Subscribe to SmartMusic, install/learn new music software, or peruse free online programs. Samples: Have you tried https://www.musictheory.net/ or https://www.good-ear.com/?
  19. Tune in to WQED FM, WDUQ or PBS and share a few minutes of classical music at least once a week. Attend concerts by professional musicians (like the Pittsburgh Symphony Orchestra, Civic Light Opera, or River City Brass).
  20. Prepare and perform a fifteen-minute recital for the residents of a local nursing home, hospital or Senior Citizen center.
  21. _shjo_in_rehearsal_031018 - 00Read books or magazine articles about famous musicians, performers, conductors or composers.
  22. Take a “field trip” to a luthier (person who makes or repairs string instruments) or the instrument dealer. Have your instrument examined, cleaned, adjusted and appraised. Purchase accessories and do any necessary repairs. If necessary, update your insurance!

How many of these can you accomplish over the months of June, July and August… or throughout the year? “Practice makes self-confidence,” and the more time you put into it, the more you take away from the experience. Please enjoy your summer or winter breaks, but learn to have fun with your instrument and EXPLORE MORE MUSIC!

Click here for a digital “take-away” of this list. Also, please feel free to share the other SHJO enrichment resources and “Fox Firesides” at http://www.shjo.org/foxs-fireside/ or https://paulkfoxusc.wordpress.com/foxs-firesides/.

seriestoshare-logo-01

Paul K. Fox, Director, South Hills Junior Orchestra        www.shjo.org

PKF

© 2018 Paul K. Fox

Photo credit from Pixabay.com: “fire” by skeeze.

 

Goals for the Musical Road to Success

Photo credit: FreeImages.com, photographer Matt Hains

Making mature and meaningful decisions to plan personal practice

As the school concert season draws to a close and summer is almost upon us, now is the perfect time to reflect on a little musical goal-setting, complete a personal inventory and needs assessment (in what areas do I need help?), foxsfiresidesprioritize what’s the most important, and define several new “practice plans.”

Do you recall a cartoon with Lucy van Pelt bossing Charlie Brown around and handing him his own very long list of New Year’s resolutions? Except for your parents and the music teachers who know YOU, it isn’t usually effective for someone else to pick your goals. (Of course, if you don’t listen to the suggestions from your music directors and private teachers, there’s a good chance you will never improve!) Sitting around doing nothing, accepting things as they are now, and randomly floating from one task to another accidentally “making music” without foresight or planning are not likely to work. Inattention and osmosis are slow ways to achieve anything in life. Obviously, you must be motivated, ambitious, focused, and committed to “whatever it takes” on the pathways towards self-improvement and musical mastery!

According to “goals experts” (such as the One Minute Manager book by Kenneth Blanchard and the Utah State University recommendations below), to create meaningful personal goals, they should:

  • Be written down (Take the time and post them in your room!);
  • Be specific (Keep it focused, simple, and to the point!);
  • Be concrete (Exactly what/how do you need to do?);
  • Be measurable (How do you know when you’ve succeeded?);
  • Be viewed and reviewed often (Look at them daily/weekly/monthly, and every time you practice!);
  • Be shared (Show them to your music teacher and/or parents/spouse!);
  • Be flexible and change as needed (Modify and adjust – set new goals!);
  • Have a time frame (When will these have to be completed?).

ALL students, parents, and teachers – CLICK ON THIS LINK! Download, print, and read Getting What You Want – How to Make Goals: https://www.usu.edu/asc/assistance/pdf/goal_setting.pdf

seriestoshare-logo-01Your practice should have well-defined goals. What do you want to learn as a musician? Are there particular pieces of music, styles, or technical skills you would like to be able to play? Knowing what you want to accomplish will help you decide what work is needed and assist defining specific learning targets. If you have a private teacher, he/she will automatically prescribe objectives for you, based on your present strengths and weaknesses. But if you desire to join the local youth symphony, participate in a music festival, play in a pit orchestra, perform solos or chamber music, become a conductor, help coach your peers, or want to improve a specific technical skill or general musicianship, make sure your teachers know it! They may be able to share warm-ups, strategies, or practice materials that will help you improve and expand your knowledge, technique, expressiveness, sight-reading and ear training.

Here are some goal-related questions to ask yourself (consider several of these):

  1. Have you signed up for the local band or string camp?
  2. Have you made arrangements to take a few lessons on your instrument or even on piano or music theory over the summer?
  3. What was the last method book you used? Did you finish it? How many pieces can you memorize from it?
  4. When was the last time you performed a solo or two and recorded yourself? Wouldn’t it be fun to video yourself playing a mini-recital and sending the DVD to your grandmother or grandfather?
  5. One of the greatest challenges in performance is sight reading. Can you pull-out a random piece of music (even something written for a different instrument) and play it straight through without stopping?
  6. Pick your greatest weakness or problem on the instrument. What needs your attention? New keys, rhythms, articulations?
  7. Ask your teacher what would be an appropriate exercise book. Can you define several new challenging goals in playing scales, arpeggios, other warm-ups, or études specifically geared for your instrument?
  8. For Western Pennsylvania residents, did you know the South Hills Junior Orchestra is always open to new instrumentalists? SHJO begins its Saturday practices a week after Labor Day (USCHS Band Room 10:30 a.m. to 12:30 p.m.). Everyone is welcome to play in 2-4 free-trial practices!

Take a trip to the South Hills Junior Orchestra website. Under “Resources,” check out the three sets of free “Series to Share…” additional “Fox’s Fireside” issues by Paul K. Fox, and “Music Enrichment Workshop” presentations by Donna Stark Fox.

PKF

© 2017 Paul K. Fox

This “Series to Share” is brought to you by… the Founding Directors of the South Hills Junior Orchestra (SHJO), “A Community Orchestra for All Ages” based in Western Pennsylvania. Feel free to download a printable copy and distribute to music students, parents, teachers, and fellow amateur musicians.

SHJO rehearses most Saturdays in the band room of the Upper St. Clair High School, 1825 McLaughlin Run Road, Pittsburgh, PA 15241. New members are always welcome! For more information, please go to www.shjo.org.