Bravo Tami:



Working in Centers is the solution to what to do with students during Record=
er Karate testing time. =C2=A0I have Jenga. =C2=A0I also have Recorder Tutor=
which as worksheets for the student and the student/tutor. =C2=A0For myself=
, I can use the long cafeteria tables for each center.. =C2=A0I so appreciat=
e your sharing. =C2=A0The only reason I haven't done RK is my problem with w=
andering students. =C2=A0




Ellie =C2=A0








-----Original Message-----
From: Tami Mangusso
To: list@recorderclassroom.com; mk8list@musick8.com
Sent: Sun, 29 Mar 2009 6:00 pm
Subject: [RECL]Centers and Recorders (long)








This year I have explored using centers in my classroom. I have discovered=20=
that=20
centers have a lot of benefits to them. One of the biggest benefit is it al=
lows=20
me to work with small groups giving me more opportunity for one on one=20
instructions. I started using centers in just my regular music class lesson=
s. =20
I have about 12 or more centers that I use. Since it worked so well for the=
=20
regular music class, I decided to try it on a recorder day. I do Recorder=20
Karate with 4th graders only and the class sizes are 30 -32 students. I was=
=20
have troubles making sure everyone takes a test. Several of my students wer=
e=20
avoiding testing and I had no score for them for some time. By doing center=
s, I=20
could manage the testing with the large groups. I have put the students int=
o=20
groups of 3-4 students and I20usually have 8 centers going. Here is how I s=
et=20
them up:

1. I use hula hoops, one for each center. I place the hula hoops in a circ=
le. =20
I sit at a table for my center because I can't sit that long on the floor=20
without having back aches or without my legs falling asleep.

2. My students are assigned groups by me. I usually have 1-2 students who=20=
are=20
stronger players and do well with music reading in each group. I also make=20=
sure=20
I spread out the trouble makers or the ones who get off task easily. I chan=
ge=20
my groups at the end of each quarter.

3. All the materials for the centers are place in the middle of the hula hoo=
ps=20
and at each center I either have cards, sticks, or dice to help determine wh=
o=20
will be first, second, third, or who gets what job, etc.

Here are the centers I use for Recorders:

a. Recorder Memory game: Students will be able to read a fingering chart and=
to=20
learn how to finger the notes on the recorder. To determine the order of wh=
o=20
goes students will roll a dice. The highest roll goes first, if students ti=
e=20
they roll the dice again. To find a complete set a person must find the car=
d=20
with the letter, the card with the note on the music staff, and the card wit=
h=20
the correct recorder fingering (3 cards total). I have a card set for=20
B,A,GE,D,c',d',F. =20

b. Music Bee: Students will be able to identify notes on the staff by their=20
letter name. Students draw cards to find=3D2
0out who goes first and who will be the=20
judge. Each student gets one music staff card (I made them in PowerPoint usi=
ng=20
the table tool)except for the judge. There is a deck of cards that have lett=
er=20
names or words on them. The deck of cards are placed in the center of the=20
playing area, face down. The first player flips over the card and all playe=
rs=20
must place their magic notes (bingo chips) on the music staff. They get a p=
oint=20
for every note they get right. The judge checks their cards.=20

c. Don't Break the Ice: Students will learn to identify different notes and=20
rest. I bought the game "Don't Break the Ice", I got mine from Target, but=20=
you=20
can buy it at any store that has board games. I made 1" X 1" squares that h=
ave=20
the note syllables on them and I taped them to the white ice cube pieces. T=
hen=20
I made a deck of cards with the note on them. I am using "Blue Jello" sylla=
bles=20
(from music mind games by Michiko Yurko). I have changed a few of the sylla=
bles=20
that Michiko uses to make more sense for my students (e.g my students didn't=
=20
know what a huckleberry is so we use watermelon for 4 sixteenth notes) On t=
he=20
ice cube piece are the pictures of the Blue Jello syllables(e.g for 4 sixtee=
nth=20
notes the picture would be a watermelon). When the student flips over a car=
d it=20
will have the real music note with the real name of it on it, but they must=20=
look=20
for the ice cube with the Blue Jello syllable pic
ture. Then they only tap that=20
ice cube
out. =20

d. Jenga Rhythm: Students will be able to read rhythms. I bought several Je=
nga=20
games and I drew various rhythms on them. Students set the game up like a no=
rmal=20
Jenga game. They use the dice to determine the order of who goes. The firs=
t=20
player pulls one Jenga block out using only one hand. Then they read it to=20=
the=20
group and the group echos it back. Then they place the Jenga block back on=20=
the=20
top. You could have students keep score, but mine are content with just pla=
ying=20
without keeping score.

e. Lucky Ducks: Students will be able to identify the note by its Blue Jell=
o=20
syllable. I bought the real game "Lucky Ducks" from Target and on the botto=
m of=20
each duck I put the Blue Jello picture. The ducks are placed on the pond an=
d=20
each player gets one playing card. I made the player cards in Printshop. T=
he=20
player card has the 3 squares on them and each square has a real music note=20
inside it. Students must match the duck to the real note. Players must fin=
d=20
all three ducks. Sometimes we play this center using 2 sets of Lucky Ducks.=
I=20
made a different set of player cards for when we use 2 sets. To adapt the g=
ame=20
for those who do not use Blue Jello syllable you can have the real note on t=
he=20
duck and the player card could have the real name of the note or the Ta or T=
iTi=20
syllable on them.

f. Practice center: Students will practice their
song for Recorder Karate=20
belts. I usually have 2 practice centers going. I spread them out in the=20
arrangement and I usually have one of them right next to my center so they a=
re=20
ready to test when they come to me.

g. Testing Center: Students will test individually with the teacher. Each=20
students plays by themselves. The others in the group just sit quietly. I=20
thought this would be a problem, but so far it hasn't. They actually enjoy=20
playing for each other and sometimes the others have some good advice and=20
comments that they give.=20

I can usually get through everyone in one 45min class period, but sometimes=20=
we=20
do have to continue centers during the next class period. We usually do Reco=
rder=20
centers the last 2 weeks of each month. My 4th graders do recorders for eve=
ry=20
music class. We spend the last 10mins or so working on them and if I have t=
ime=20
I will also open it up for belt testing. =20

Enjoy!
Tami Mangusso
Aurora, Colorado


=20
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