Rhythm Karate - FREE Download! - when the best ideas of others foster the best ideas in me!

Last year around this time of year I looked up at the clock and noticed that my 2nd graders had finished our entire lesson, AND played several of my best games AND we STILL  had 10 minutes left!!!!  ...  I'll admit that I wasn't feeling particularly inspired, but I wanted to try my best to review known concepts because being May, I knew that I would only see my kiddos a couple more times.... AND I wanted to have fun because once again, being May I knew that nothing less than fun would be motivational for my students.

So across the room I spied my set of handy dandy color coordinated rhythm flashcards.  At this school I have the ones created by Denise Gange.  They can be purchased HERE!  

I looked at the clock one more time and I said, "Let's play Rhythm Karate!" Even as I said it, I was remembering the fantastic motivation that happens with Music K-8 Recorder Karate and doing some quick thinking about how to turn my borrowed idea into a fun whole group review of rhythm on the fly....  and what about belts?  I didn't have any!  YIKES!   

 I asked my students to look the first  card over and figure out how they would read it, play it and say it.... 

 Then the entire class played and said the first card.... and the second.... until we reached the end of the first color...   If the performance was sloppy, we repeated it and cleaned it up....   If a rhythm was unfamiliar, I would pause and ask questions until the students could teach each other how to perform the rhythm... As the cards flew by the students got more and more excited and more focused,  Because effort and focus was high, even my students who would ordinarily be left behind were keeping up...   Once a color was completed, we cheered and I wrote down on their seating chart that they had earned their white belt... that's it!  I just told them, "You've just earned your white belt!"  "Hooray!"  At which point they were SOOOOO excited that they literally BEGGED to earn another belt right then!  Did I mention that they were excited?  No physical belts required!  If time allowed, we would do a couple of cards from the next belt and then I'd notate on their seating chart the number of the card where they left off.... easy as pie!  

   

The students were so excited about it that I tried it again  the next day and my partner teacher next door tried it and loved it!  Everyone was on task, everyone was excited and everyone was able to progress at a good pace through the cards.    

The next time I saw them they immediately asked which belt they would get to earn today and in about 15 minutes they were able to read, say and play all of the orange cards (that contained most of the 2nd grade rhythms)  and had started the next set of cards that we were preparing for 3rd grade...

This year we decided to include the activity in our lesson plans for 1st, 2nd and 3rd grade... Because of natural mobility, we decided it might be best to start on the first set of cards regardless of grade level.  This is great because it gives some of my struggling students the confidence early on because as the colors change the cards get progressively harder.... Starting from the beginning also helps correct lazy and thoughtless habits of students who really have it but need to practice precision. 

Additionally, when you have a class that doesn't immediately fall under the "karate spell" (I have one out of 12 classes) adding unpitched percussion is awesome!    You will want to have a plan for rhythms that contain notes with longer duration like half notes... How do you want those notes played?  However with a plan in place, it is a great strategy because the karate mindset promotes personal discipline which means that poor instrumental technique can cause a class to have to perform the flash card a second or third time. No more sloppy practice!  

We also started posting the belts earned on our board.  I put a class name and then the belt earned next to it.... They enjoy the posting of results so much that my older students are asking when it will be their turn to play.  I have also created a certificate that classes can post on their doors that will declare which belts they have earned.  

This is a GREAT end of the year review activity! I hope you enjoy! 

Download the certificates for FREE!  below! 

3 belt rhythm karate certificate 

1 belt rhythm karate certificate  

I plan on using this poster with 1st grade

This version is nice because it's not limited to certain colors and you can give out as many as you like. 

Video Wednesday - String Vibration video - really cool!

These videos demonstrates VERY clearly how the size of the string and it's tuning affect the size of the sound wave created.  Very cool! 

Remarkable Farkle McBride - REMIX

I am dedicating this post to my friend Tami Boltz because she is one AMAZING music teacher and the information I am about to tell you absolutely made her week!!!


So there we were, a small group of music teachers from various schools in the district.  We were sharing our TMEA discoveries and finds.  One of the things that Tami showcased was the book "I've Got Two Dogs" by John Lithgow. In addition to sharing her love of reading/singing with her students, she was sharing with us about how this book offers an excellent opportunity for vocal exploration.

One thing led to another and before we knew it we were talking about the book "The Remarkable Farkle McBride"

Did you know that our favorite book "The Remarkable Farkle McBride" has a CD recording?

Well, it does!

It is called "Farkle and Friends" and it features a fully orchestrated retelling of the "The Remarkable Farkle McBride" narrated by John Lithgow.   It's marvelous and we love it!

 For a complete list of books by John Lithgow that are in my music library, please click HERE!

Plus, there is a new-ish book by John Lithgow that you can find here called "Never Play Music Right Next to the Zoo"

Baby Steps to Teaching Music Composition - Part 2 FREE DOWNLOAD!

Based on my previous post, I am not ashamed to admit that I was thrilled when I was able to help my students travel through a composition process that got them to where they could create work that looked like this.   However, when I consider this work I can see room for improvement in the lesson I present.  

1.  This composition is randomly rather than musically produced.  At this point in the process only a few of my students demonstrate any notion that their piece should start or end on tonic.  This happens because even though they have an instrument (the recorder) that they can use to hear their piece, it is not something they can use well because recorders are loud and they are composing in a room filled with other students also using the recorder to test out their compositions.  

2.  This composition has not been placed on the staff. When I first started taking students through the process of music composition, once my students were able to compose 16 beats of rhythm and then attach a pitch I would hand them some staff paper and hope for the best.... Well.... I didn't get the best... I caused frustration and then we would be out of time, and there wasn't really good way to move further through the process.  

In order to address the first problem I plan on including a mini lesson about the relationship between the scale degrees and the importance of ending on "do" .  I also plan waiting for the full project until my students can play low d, low e and f sharp on the recorder so that we can compose in D Major pentatonic.  If a particular class isn't ready to move that far on recorder, then I will have them create their compositions for xylophone in C Major.  

To address the second problem, I plan is to invite my students to take their chart and transfer their work to the chart below that has a staff.   

I plan on testing both charts and hope to report back here about which one had more success.  

FREE DOWNLOAD!  HERE! 

Baby Steps to Teaching Music Composition - Part 1

I was working on my blog the other day and I had a chance to revisit some of my old posts.  When I came across THIS post, I realized that even though this post is a few  years old, it still rings true for me.  Not only have I continued to begin my composition lessons just like this, but this lesson has allowed me to prepare my students for additional work in composition.  Look out for additional posts about composition in the weeks to come.   

Below you will find the original post from February 2012. 

As a song writer, I compose new music almost every day.    Ironically, despite the fact that I LOVE writing music, it is very difficult for me to teach music composition to my students.  In this area of instruction I consider myself a novice because I think I can do better.... MUCH better!   It's like an itch I can't scratch or a puzzle I can't solve.... I know how I do it, but it is difficult to find the right way to get others started.

Well today, I sort of had an epiphany.  Here it is....... Are you ready?  You've got to prime the pump!

All of the awesome teachers reading this blog with go...."Yep..... we know.... that is not news!  Everyone knows that."  Well, I'm telling you that I knew it, and I've lived it in so many areas of my teaching, but I just didn't really get it where music composition was concerned.


Today was the first day of teaching in a new rotation, so I was THRILLED to be starting off a new lesson on a Monday, so I planned and prepared and prepared and planned.  Then when my 5th graders walked in my brain had one of those teaching "SHAZZAAAM!" moments and I realized that I could do teach a much more interesting lesson that would still hit all of my objectives if I just went with my moment of inspiration.

Here is what I did as I flew by the seat of my pants into a lesson I can't wait to teach again tomorrow!

 1. I first had my students fold a regular piece of copy paper into 16 squares.  I have them fold their paper in half 4 times.

In Houston because of the humidity, sometimes open reams of copy paper go bad and I find myself with 30 sheets of random colored paper.  It's perfectly fine, so I choose to up-cycle instead of recycle.
 It's amazing how much buy-in you can create for a project when there is colored paper and folding involved.

 2. Then I had my students  students create this chart as a review for rhythm duration and relationships.  Each square is equal to one beat.   Since this was 5th grade and I knew I wanted to compose with them, I really pushed them to work quickly.  I explained that this chart was only going to be for their reference, so they should be accurate, but that they didn't have to copy verbatim. I had other notes that this student didn't need.

THIS was my epiphany about priming the pump....
I took the time to remind them of what they already know

 In the old days, I might have stopped there and moved onto something else.... OR I might have turned it into a reading lesson......  Instead....

3.   I asked the students to turn their papers over and we created a small blank staff.  Then as a class we reminded ourselves of the notes we already knew very well how to play on recorder.... We've introduced some of the other notes, but these notes were the notes that the kids in this class felt like they knew....

This class feels comfortable playing GABCD and E.....
 I realized that when I compose music, I use words that I KNOW! 

4.  I had them quickly fold a 2nd piece of paper just like the first. 

5. Before they were allowed to write anything on their paper, we filled out a "blank song" as a class.  They were told to use the rhythms that they knew into the squares in any pattern they wished.  Their only limitations were to make sure that they had room for the notes they chose.... (i.e. no half notes beginning on beat 4).

It was fun to see them figure out that eighth notes were the same
 regardless of whether or not they had a bar or a flag. 

6.  Once we got to this next step they go really excited.  While they were working, I had quickly passed out their recorders so that they would have them on hand.   They assigned each rhythm a pitch......Almost all of them got to the point where they were trying to play what they had written.

7.  Next time they come to class they will have a chance to edit their work using their recorder.  Because we were beginning to run short on time by the time they were assigning pitch there wasn't time for very much exploration.  So next time they come to music, they can edit their work, share it with other students ad write it on the staff.  MAYBE we'll have time to add words.


I'm looking forward to seeing how well this works with my class tomorrow.  I have high hopes! As I said, I still feel like a novice at teaching music composition, but I felt much more successful having taken the time to remind my students of what they already know.  Creating something original wasn't nearly such a leap when we remembered all that we knew before.  They were SUPER proud of themselves!
What fun!



The 16 square rhythm chart is a way to review rhythm that I borrowed from my colleague Pablo Ocañas.  

Try This Lesson! - Tempo Listening Lesson

I find that it is REALLY a very difficult help students to understand tempo, but to be able to use the tempo vocabulary when describing music.  My co-teacher and I tried something new this year.  We developed a listening lesson that allowed students to compare various tempos side by side.  

First we asked our students to divide a piece of paper into sections.  Students ended up with a paper that contained more sections than they needed, but the extra space allowed for us to create a title for their work and we also had room to add additional words if we chose.  

We first asked students to write the word "presto" in the box.  We then asked the students to listen to an example of presto music and to draw "what they heard".  Some students drew instruments,  Some students drew various sorts of lines and other students wrote words that came to mind. 

After we completed our first word, we added our second word and asked the students to write the word "moderato" in a square of their choice.  Once again, we asked the students to listen to an excerpt of music that was "moderato" but this time we told them that their drawing should sound different.  

After the students had collected several words and drawings of words the really powerful part of the lesson was when we asked them to share what they had drawn for each word.  

Finally, mixed up the pieces and played different excerpts than what the students originally responded to and asked them to discern the tempo.  They not only did a really nice job, but they have continued to use the words to describe music which is  the real goal of the process.   I found that students who drew lines in different weights tended to be able to verbalize the various tempos better.  I think this happened because they were actually moving their crayon in tempo with the piece being played.  

  

When we show these videos to the students we create links through safeshare. :)  

Presto

Moderato

Andante Cantabile

Allegro

Largo

Teaching Music 101 - 5 tips for students who want to become music teachers

Occasionally, I get find myself in conversations with high school and college students who are hoping to become music teachers.   Recently, this seems to happen more often.  Here are the things that I tell my young friends when I have the chance.





Disclaimer:  Remember, these tips are especially for students hoping to become music teachers because that is the career that I know the most about.... 

1.  PRACTICE PIANO!!!!   - It doesn't matter what instrument you hope to specialize in while in college.  It doesn't matter that you have taken piano lessons since you were 3.  It doesn't matter that you've never even seen a piano. Please practice!  Practicing piano is important for these reasons

• If you actually are an accomplished pianist, you can find work while in school and will be able to pursue really cool opportunities that will set you apart from other students. Those with the best skills entering in as freshman will be ahead of the game! 
• If your piano skills are lacking - NOW is the time to get on the ball.  Most music degrees carry a piano requirement and in order to continue with your study you will have to pass a piano barrier. Don't let a lack of piano keep you from pursuing something you love, when a little hard work and dedication can get you to where you need to be.  

2.  BE INVOLVED!!!!  - Participating in musical ensembles will help you with the basics.  Often, there are opportunities to compete in a Solo and Ensemble setting or as a part of of an All-Region, or All-State competition.  Pursue those opportunities as an avenue to scholarship money.   The distinctions you earn as part of an ensemble or as a soloist can have a huge impact on the opportunities available to you as an entering freshman.  

3.  WORK WITH CHILDREN!  - As it turns out, spending every day with a room full of children is harder than you might imagine.  When you are working on your music education degree, there will be classes embedded in your program that try their best to prepare you for the realities of the classroom.  However, nothing can replace real live "boots on the ground" experience.  Seek opportunities to work with children's choirs at your local church.  Get a summer job at the YMCA  as a camp counselor.  Babysit.  Figure out how to redirect children without exasperating them.   Sing with children.  Teach the children in your life a song.  

4.  LEARN A NEW INSTRUMENT!!!  - More instruments mean more opportunities.  Take lessons now so that later, you won't be clueless.  University level private lessons move fast.  If you are a complete beginner you may find yourself REALLY squeezed for time.   

5.  LEARN YOUR THEORY!   - When I got my first letter from the School of Music that I had enrolled, it contained a list of things that would be included on my entrance exam that they use to place incoming freshman.  I literally had to take my letter to my choir teacher and have him explain things to me.... I was not a theory novice, but neither did I have what I needed to make a good start.  If you have access to an AP Theory class at your high school, take it.  If not, then take advantage of the internet and catch up. Between websites like musictheory.net and youtube, you should be able to create a good start in theory for yourself.  

FREE! 1812 Overture by Tchaivovsky - Listening Map

My students REALLY enjoyed this listening map!  Now that it is part of my google docs collection, I can easily share it with students.  I think it has been their favorite so far.  Enjoy!
Download listening map for FREE! 

FREE! Swan Lake Listening Map

I love studying composers with my students.  Tchaikovsky is definitely a favorite, but when time allows, I dearly love sharing more than just the music from the Nutcracker with my students.  When I have time, I like to share several other pieces with them including the Swan Theme from the Swan Lake Ballet Suite.  I created a listening map using PowerPoint to go along with the piece.  When I shared it with my students I projected it and had them use a pointer to locate certain features that they thought were important.  After we had listened to the piece using the listening map, we then moved to the music to accompany our exploration of the traditional ballet positions.  The students had a wonderful time and loved getting to be real ballet dancers. 

Since I have put this slide show into google slides, now I can share this slideshow with my students on their devices that they bring to music upon request.  I hope that you enjoy it as much as I have. 

To view the slideshow listening map click HERE

10 modifications and accomodations for Recorder! - FREE DOWNLOADS

Playing recorder is rather complex and it is often an area where significant modifications and accommodations are needed in order to meet the instructional needs of ALL students.  Here is a quick list of the modifications and accommodations that I use most frequently. 

1.  Preferential Seating -   I can often make quick adjustments for those who need it, simply by making sure that they are close to me.  Sometimes this is as simple as pointing to music or being able to quietly repeat the instructions

2.  Recorder Buddies - I'll often have another student who is making good progress on recorder be a "mini-me".  They can sit next to the student in need and call out note names or model fingerings

3.  Time for independent practice - One of the best ways to keep students progressing without frustrating those who need more time is by using independent practice wisely.  I have a silent practice rule in my class.  I'll assign different groups different songs to practice.  Then they take turns playing in small groups out loud for the class.  This allows me to provide more support to those who need it. 

4.  Note Labeling - Generally I don't allow students to label the notes in their recorder books, but when a student needs the support, it can be very helpful and provide another avenue for practice. 

5.  Note name calling - Sometimes students can play at speed who might not be able to read at speed.  If I call the note names to those who need it, they can play what everyone else can play.

6.  Finger modeling - Sometimes I will model the correct finger positions during a particular song which allows students see what to do instead of worrying about reading it.   I use this sparingly.  I want them to continue to develop literacy, but if they don't get to "play" they might give up, so it's important that they develop sound as well s literacy. 

7.  Letter reading - Often students who cannot read traditional music notation have no problem reading letters.  If you use "letter notation" you can get them to progress pretty far along.  Dashes can be used to determine the length of the note and rests can be incorporated as needed. 

8.  Big is often better - I have enlarged copies of the book we use because for so many students, simply making the print larger enables them to read real notation.  This works really well in tandem with my projector.

9.  Personalized music - Sometimes I create music just for specific children in mind.  This is especially useful if there is a para-professional who travels with the student as they can work with the student who has a personalized book side by side with the class. 

10.  Alternate instruments - Sometimes in order to accommodate for the physical limitations, you can use alternate instruments.  All soprano recorder music can be easily changed to xylophone.  There are even recorders designed for children with at least 6 fingers that can be adjusted to fit their abilities. 

Here is a link to the adaptive recorder

FREE DOWNLOAD!

Easy Recorder  - part 1

 

Jingle Bells - Letters only

 

 

 

 

 

 

 

Lesson Menus For Substitutes in the Music Classroom - FREE DOWNLOAD!

There are several things that are true about having a sub in your music class. 

• You can almost never afford to tread water with the class you miss because you won't see them again until next week. 
• You never know who you will get as your sub, or their confidence level.  If you are blessed you will end up with a retired music teacher but it is equally likely that you will have a very kind sub who is not a confident musician and won't be comfortable singing.  You might even have a sub who has trouble running the CD player. 
• Your sub needs choices.  When you have a musician as a sub, you don't want to disappoint them by having your students watch a video and if you have someone is musically uncomfortable, you still want them to be successful.  CHOICES are AWESOME!
• Your students will act better if they have choices and expectations
• Hands-on involved activities will work better than passive ones
• Videos are never as effective as we wish they were and often cause discipline problems due to lack of engagement. 
• Subs are often ill equipped to use technology and when would your technology most likely have a problem?  When the sub is there.... just to make their day more interesting. 
• Even if you can't move ahead with this class, students can always use more time to practice newly acquired skills. 

That is why I developed a series of LESSON MENUS for my Sub tub. 
WHAT??

Yep!  a LESSON MENU!

Here is how it works. 

• This semester I have  3 different menus. (K-2), 3, (4-5)   next semester after the 3rd grade show, I will redo the menus so that they are (K-1), (2-3) (4-5).
• Each activity has an approximate time and a point value.
• The activities range in complexity and level of involvement in order to offer more in depth more interesting work for subs who can handle it and more accessible work for subs who need something simpler. 
• Each menu item contains a brief description, but more in depth instructions and additional materials are in the Sub Tub including recordings, books, worksheets and game instructions. 
• Most of my Menu items are ones that my students already have experienced and enjoyed, like the rhythm scavenger hunt.  This year I used the rhythm scavenger hunt as a pre-assessment in order to determine what needed the most focus during review before moving onto grade the new rhythms for the new year.  So that I could assess more than one grade level at a time, I color coded the cards.  3rd-5th had to do yellow, 4th had to look for yellow and orange and 5th grade had to find yellow, orange and blue.   I LOVE scavenger hunts because they serve as a great way to review anything.   If you would like to read my original post about Scavenger Hunts - click HERE.

August and Early September:
Nothing can replace the Emergency Plans - At the beginning of the year, in addition to classroom procedures I have a VERY simple Emergency plan in case I am out before I have had a chance to front load my students.   Those plans are exactly what my students used this year when I missed the 2nd week of school with a high fever and sinus infection.    Below you will find exactly what I have for my Emergency Plans.  They aren't the best, but they will do in a pinch.   ALL of the materials that are needed are in the SUB TUB. 


If you decide that you take a look at my Lesson Menus you will notice that one option for the sub is to sing a song and do an activity out of the Sub Survivor book.

This book is AWESOME! and I highly recommend it!

FREE DOWNLOADS BELOW!!!!  

Kinder, 1st & 2nd Lesson Menu

3rd grade Lesson Menu

4th & 5th grade Lesson Menu

EMERGENCY SUB PLANS

Reviewing and Introducing METER!

Reviewing meter is a GREAT time to compose rhythms!

It has been a crazy busy couple of weeks in my world and almost none of the busy has had anything to do with school..... :)  Be that as it may, my students and I have been steadily working on reviewing all of the things that we learned last year..... reviewing previously taught concepts, practicing rusty skills and basically preparing and gearing up to really dig into the curriculum for the grade levels that we are in now.  One thing that we are reviewing in 4th and 5th grade and introducing in 3rd grade is concept of meter. 

I wanted to share something that I've created this year for use with my students that I'm certain you can use....... 


METER / Rhythm cards

I recommend dividing these cards into different sets. 

I currently have printed these cards into 2 different sets.  I have a set for 4/4, 3/4 and 2/4 meter and a second more advanced set for 2/2 and 6/8......

So far because we are still reviewing we have only gotten out the basic set. 

I also found that color coding the cards helps with organization. 

 

Please feel free to download these cards for FREE!
 
Meter / Rhythm cards


Whole note cards The whole notes are on longer paper 11x17 paper

 

I-IV-V Anchor Chart

My 5th graders and I developed this anchor chart as part of our lesson on I-IV-V chords.  After we built a version of this chart, we sorted our boom whackers into I-IV-V chords and accompanied ourselves while we sang "This land is your land".  I'm please with how the lesson turned out and I'm looking forward to keeping this on the walls to help my 5th graders contextualize the chords.

Melodysoup YUMMY Award July 2013 - Chicky Chicky Chook Chook by Cathy MacLennan *LESSON IDEAS*

It feels like I haven't given a YUMMY AWARD! in AGES!  And the truth it that it has been six months, so I am well over due!  This one was especially fun to write because the minute I put my hands on this book I had lots of lesson ideas.

I'm always looking for books that lend themselves to the development of music literacy.  I especially like books that provide a variety of uses for the same book.  Often these books will work with multiple grade levels depended on the simplicity or complexity of my ideas.  In any case, I found this book at TMEA and I've been looking forward to incorporating into my bag of tricks!

 

The Yummy Award for July 2013 goes to


Chicky Chicky Chook Chook by Cathy MacLennan

 

Ideas for Younger Children:

I think that after the children are familiar with the book it would be fun isolate a page of the book and then either play or post a rhythm and ask the children to identify which set of words goes with the rhythm.  For example.  One short except from the book goes like this,

 "Chicky Chicky Chook Chook

Chick Chick Chick,

Chicky Chicky Chook Chook

 Peck Peck Peck."

I could post several  known rhythms like and then ask the students figure out where in the page those rhythms happen.

Wouldn't it be fun to have students write a rhythm we were working with on a small post it note and then place it in the places when that rhythm happens?   I think they would love it! 


We could extend our work by orchestrating our book for various instruments. Each page is composed around a different hard consonant sound.  Perhaps the "Ch" sound could be played on the sand blocks while the hard "k" sound was played on the woodblock.  The possibilities are endless!


Ideas for Older Children:

Wouldn't this be a fun way to approach rhythm dictation? If students were well versed in rhythmic patterns they might enjoy the challenge of figuring out the rhythmic pattern.  It's a new twist on the "what rhythm am I playing?" game.  Students attempting this would need lots of aural discrimination practice under their belt, but I think that they could puzzle it out. 

An extra challenge might be for older children to compose another page for the book.  I think this would be an excellent opportunity to create a class book filled with original compositions that we could then play and orchestrate.

What about melody?!!!  This book has such a wonderful rhythmic pattern that it might be the perfect opportunity to ask older students to take known pitches and compose an original melody.  Imagine this book played as an original composition!!!! 

MY! MY! MY! - This is starting to sound like an entire semester worth of study and it's just 1 book!  - LOVE IT! 

 

Want to see what other books have received a YUMMY Award?  Click HERE!

 



Book List - Books By John M. Feierabend

It's time to get back to my first love at Melodysoup and Melodysoup LOVES books! 

These book lists are intended as a resource as you seek to stock your music classroom library.  Share the link to a list you like with your librarian or principal.  Or print one out and put it in your purse so you'll have it the next time you are at a book store.    Include one of the lists in your yearly supply request, or give a copy of the list to your PTA.  On the Book List for Music Teachers Page you can either download the PDF, OR if you are looking for an individual title, you can click on the picture and it will take you directly to the book of your choice on Amazon.com. 

To quote from his website,

"Dr. John Feierabend is considered one of the leading authorities on music and movement development in early childhood. He is a Professor of Music and the Director of the Music Education Division at The Hartt School of the University of Hartford and is a past President of the Organization of American Kodály Educators. Dr. Feierabend makes frequent presentations both in the United States and abroad and is the author of over 70 publications."

 

If you are a music teacher, the opportunity to  attend a workshop or lecture by Dr. Feieraband is one that I hope you'll take advantage of.   His website also has a variety of useful resources.  I hope that you will check it out! FeierabendMusic.org

 

 

I haven't had as much time as I would like to study the methods he has developed, so I am in no way claiming to be an expert in his work.  However, I have attended a couple of quick classes at TMEA and I have been able to incorporate several of his children's books into my teaching because they are grounded in American folk music. 

 

As it turns out several of the songs that he has created books for are songs that are part of the song collection we use as part of Education Through Music called Let's Do it Again! .  In fact, one of the things that I like best about Feierabend and my understanding of his methods is that they seem to be in line with what I have been studying for years with the Richards Institute. 

He is probably most well know for his development of his various music curriculums including First Steps in Music for Infants and Toddlers, First Steps in Music for Preschool and Beyond and Conversational Solfege. 

The books that I am listing today were developed by him as part of his First Steps in Music curriculum. 

I own a few of these titles and use them regularly.  However, this book list is one of which several of the titles are still on my wish list.  You may find that there are books on this list that you are unfamiliar with, but that isn't a problem because each book has a link to a digital recording that can be found online for your reference. 

Download Book List 6 - Books Adapted By John M. Feierabend