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In this episode, Anne and Victoria share a Teaching Music Yesterday, a Pedagogy Corner, and dissertation updates.

In Teaching Music Yesterday, Anne shares how she connects the way she teaches in the elementary classroom to her choir. Before her singers opened a new octavo for their Christmas concert, they echoed unmetered patterns off the tone ladder and chanted the rhythm. They worked out the form of the melody away from the music. Then they opened the octavo and went on what Anne called a choir scavenger hunt to find every place the pattern came back. In about five minutes of vocal warmup, they had learned at least half of the piece.

In Pedagogy Corner, Victoria shares melodic correspondence activities. These help students link the melody they hear to what they see on the board. In Alabama Gal, students match a phrase they already know to one of two melodies written in spatial dots, with no staff and no rhythm. In Pajarito Tan Bonito, every pattern is unknown and on the five-line staff, and students hold up fingers for the one they heard. Con mi martillo uses only mi, re, and do for younger grades. In We Are Dancing in the Forest, students figure out which tree the wolf was hiding behind. Anne connects these activities to discrimination learning and shares a contour activity with star stickers from her methods course.

In Dissertation Updates, Victoria shares a 2024 study about the stories teachers tell themselves about student misbehavior. Teachers read about Kyle, a hypothetical student coming to their class next year. Each group was given a different reason for his behavior: no reason, on purpose, a skill gap, or adverse childhood experiences. The researchers found that teachers’ own beliefs about Kyle mattered more than the reason they were given. Then Anne asks Victoria whether she wants a warning about a student before the student is in her classroom. They also talk about Victoria’s idea that “your internal state is your classroom management plan, whether you’re aware of it or not.”

Wang, L., Gulish, K. D., & Pollastri, A. R. (2024). Understanding teachers’ attributions and responses to student misbehavior: The roles of explanatory rationale and personal beliefs. School Mental Health, 16(4), 1094-1106. https://doi.org/10.1007/s12310-024-09…

Timestamps:

00:00 – Welcome back

01:08 – Teaching Music Yesterday: Connecting elementary pedagogy to choir

10:10 – Pedagogy Corner: Melodic correspondence activities

22:26 – Dissertation updates: Teacher beliefs about student misbehavior

44:02 – Wrap-up

For more from Anne & Victoria, click the links below:

https://annemileski.com | instagram:   / annemileski  

https://victoriaboler.com | instagram:   / victoriaboler