216 | 5 Effective Ways to Teach a Song in Elementary Music

In this vault episode, Bryson goes all the way back to one of the most impactful conversations from early in the podcast and brings it back with a fresh perspective. Teaching songs is something we do constantly as elementary music teachers—but doing it the same way every time can limit engagement, reach, and musical understanding. This episode revisits five effective ways to teach a song and explores how changing your approach can completely transform how students experience repertoire in your classroom.

Episode Chapters:

• 0:00 Introduction
• 2:22 Teaching by Rote
• 6:21 Teaching with Motions
• 7:48 Ask Guided Questions
• 9:22 Teach with a Game (An Upper Elementary Favorite!)
• 11:07 Teach Through Storytelling
• 13:18 Takeaways
  
  

Links and Resources: 

• The Elementary Music Summit®
• Elementary Newbie Guide
• Disabilities Guide
• Steady Beat Survival Guide
• Join Elementary Music EDGE™

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Transcript

Speaker 2: 0:50

Welcome to that music podcast. Today we are going to do things a little bit different and actually go into the vault because we are here over 200 episodes later, and there's a lot of stuff that we've talked about that has been. A long time since we talked about, that's still really important for us to share. So we are gonna be going all the way back to episode 49 and talking about five ways to teach a song. This is one of the most transformative ways that I like re-envisioned how repertoire fits into my classroom and how instead of just always kind of. Going through the same processes. Whenever we have a new piece, we can change it up a little bit. One, to just make it a little bit more interesting, but also because I realize that there's some songs that one of these ways work better than others. Uh, so being aware of different ways to teach a song has really, really opened a lot of my eyes in the classroom, and I think it'll be good for you too. So let's go back in time all the way to an incredibly, somehow still timely message, about Five Ways to Teach a song from episode of 49.

Speaker 3: 1:50

You are listening to that music podcast with Bryson Tart, the curriculum designer and educational consultant behind that music teacher in the elementary music summit. Each week, Bryson and his guests will dive into the reality of being an elementary music teacher and how music can truly be transformative in the lives of the students you serve. Show notes and resources mentioned in this episode. Can be found@thatmusicteacher.com.

Speaker 2: 2:24

Today we're gonna talk about something that I didn't really think much about until I started my Kodi training, and that's like different ways to teach a song. Obviously as music teachers, we. Teach a lot of songs, but I think it's important for us to realize that there are a lot of different ways for us to teach a song rather than just, you know, doing the same way the all the time. By alternating the way that we teach songs, we're able to reach different students, we're able to keep it a little bit more interesting and we're able to use a different method for a song specifically, uh, based on the different characteristics that are in that song. In today's episode, we're going to be talking about five different ways to teach a song in the elementary music classroom. So I wanna give a shout out to the wonderful Bruce Swank, my level two Kodi instructor for kind of started me in this journey. One of the assignments that we did in our Kodi trainings was basically we are assigned different ways to teach a song, and it was kind of like our lab teaching. And it was really interesting being able to, and kind of being forced to think of things in a different lens, because up until this point. I've been doing primarily teaching by rote, which is gonna be the first one we're talking about. Which doesn't mean that it's the only way that I taught things, but it definitely was kind of my go-to way of teaching songs. So let's go ahead and dive right in. Starting with Teaching by Rote. You might hear this as teaching by rote, the whole part, whole method, and this is wonderful. This is something I use. Every single day, um, at least once in each lesson. Um, especially when I'm teaching a new song, uh, which is teaching by rote. So where I have, um, you know, I, if let's say I'm doing the, the chant. I climbed up the apple tree. I would do this by breaking it down into smaller chunks and then having the students repeat it. So I would go, I climbed up the apple tree and they would respond. I climbed up the apple tree and so on and so forth by allowing us. To break it into chunks, we're able to really make it kind of work in that working memory. Um, and then you just make those chunks a little bit bigger. So maybe the second time we go, I climbed up the apple tree, all the apples fell on me, and then, then, then they repeat it. So we break it big it into, into bigger, bigger, bigger, bigger chunks until eventually you have the whole thing. Something I've done recently, um, is I like to. To kind of keep some more student engagement. It, if we have a, if, if we're able to be successful on a. A smaller chunk. I'll say, Johnny, do you think we could make it a bigger chunk? And if Johnny says yes, I'll make it a bigger chunk. If Johnny says no, we'll try it again with a smaller chunk and then we'll ask another student. Susie, do you think we're able to make a bigger chunks and we're kind of think it's a cool way to bring the students into the lesson a little bit? Um, also just saying their name is a really good way to bring some engagement back and kind of get those that are, those students that are kind of drifting a little bit. Then bring them back into what's going on in the class. Um, but then eventually you're gonna have, um, that whole part whole, so you're, you're singing the whole song, then you're breaking it down into smaller chunks, having the students repeat, and then eventually they're able to sing the whole song on their own. Um, this is another way that I, I learned about it in undergrad. Um, we talked about I do, we do. You do. So eventually at the, the end, they're doing it without any assistance from you. Like I said, this is definitely, um, the, the way that I teach a lot of songs, um, because it's really simple, especially for the sim, the simpler songs. This can be really, um, really easy to use. What I will say kinda gets a little struggling when you're doing teaching by rote is those songs that have those, um, pickups in them, the inner crus, those songs that have a little bit longer phrases or a little bit more, um. Intricate melodic arrhythmic patterns. Sometimes those, uh, the teaching by rot can get a little bit clunky. And one, that's one thing that's really, really, um, kind of makes it's not a great way to use teaching by rot, is when you have multiple phrases that are kind of in a sequence. I like circle to the left old brass wagon circle to the left or how it goes up.'cause then if I sing circle to the left old brass wagon, I want the students to sing circle to the left old brass wagon. But it might, they might, depending on how, um. How many times you sung it with, without them learning it, they might be able to go circle to the left old brass wagon and then they're gonna quote unquote Echo Circle to the left old brass wagon and they're gonna be like, oh, it's gonna be off. So there are certain songs and like, I don't even know how to like describe that that much, but you're, you'll I, I've started to notice that there are definitely songs that teaching by rote is not my preferred way to teach. The second way to teach a song or a chant is with motions. This is especially, um, helpful with those songs that have, um, more words in it because it can help kind of create a physi, a physical connection. Um, so if I were doing, I climbed up the apple tree. What I would do is I would actually, as I am teaching the song, or as I'm saying the song, or even honestly while I'm teaching by rote, is I would have some motions and I'm realizing I'm just literally sitting at my desk doing this and you can't see me, but like I'm climbing up a tree, doing some motions, and then on all the apples fell on me. I'm hitting my head because all the apples are falling down and that, that's great because when you're kind of transitioning from the We do to you do, you are able to remove yourself. Saying the lyrics or saying the chant or saying the songs, but still do the motions to help the students out in that way and then eventually back that off. So they're able to do it without any help from you at all. Motions are great, um, especially when, um, you need to add a little bit more movement. Say, oh, we, our students, we need, um. We need to kind of get things moving along or, you know, we need a little added motion, but it can be really cool, um, and really, really helpful for, to just add some motions or to use the motions that are already in a song, uh, that you might not, that you might do, um, to teach the song as well. Because again, you're creating that visual connection. You're creating that physical clinic, physical connection, but you're also making that connection to what they're hearing and what they're saying. The third method is one that I use every single day, and I didn't even realize it. I was doing it for the longest time and that's asking guided questions. I saw this modeled when I was doing my junior method placement in undergrad and it just became like a part of how I teach and I didn't even realize it had a name. Uh, so if I were to teach a song, I'd be like, alright, I have a song for you and I want you to listen and see if you can tell me what is the name of the person in my song. And that I would say every time I. Think Eliza Water come or whatever. Um, but basically I'm, I'm giving them something to listen for. And then, so, all right, so Loren, what is the name of the person in my song? And they'd be like, oh, it's Liza. I'd be like, you're right, it is Liza. Alright. This time I want you to listen and I wanna see if you can tell me what happens. Every time the person hears their name, they're like, so you're asking, you're basically, you're tricking them into allowing you to repeat it multiple times by giving them something to think about. Um, or another one of love is. Especially with repeated words. Um, I was like, how many times do I say this? Like for circle to the left, I, um. I, I would say, all right, I want this time, I want you to count. How many times do we say old brass wagon, like circle to the left old brass wagon circle to the left old brass wagon. Basically, they're counting again. You're essentially, you're giving them something to do, something to listen for so that you can give them more exposure to the song so that when you start having them sing, even if you're combining these. Um, but, but by having those guided questions, you're allowing them to have more exposure so that when it is their turn to sing, they're able to have more success because they have it in their ear a little bit more. The fourth way that I love teaching. Songs is actually one that I've just started experiment experimenting with. This is one that I learned with my levels, training with Reese Swank. Um, and it has changed, especially with my upper elementary kids or those songs that they're the songs. Oh my goodness, it's so hard to teach a song. But the game, they wanted to play the game so much and, and that that's what this one is. It's play teaching this song. With the game. So basically I, this kind of flipped it, the script on me. I always used to be, all right, we have to learn the song so we can play the game. But this one is flipped. Literally flipping on the script, said, Hey, we're gonna play this game. As I sing the song, it's again, it's tricking them into, into having that exposure. They're hearing the song, they're hearing me sing it, but they're getting immediately engaged in how awesome the game is. I just used this, this past week, um, with a song Ya that is one of my favorite songs. Uh, but it's kind of hard to, um. To teach. Uh, it's a little bit clunky for rote, especially with like the uneven phrases. But by going right in with the game, especially with my older kids since we haven't been able to sing for a while, and kind of tricking them into, Hey, look how cool this game is so that we can, we can sing, um, by teaching them the game it. And basically having them experience the game before they really are asked to sing. It allows 'em to let their guard down a little bit. Um, it allows them to have the song repeated to them multiple times while they're still engaged. And then when it's their turn to sing, you know, we do the, I again, the I do, we do, you do. When, when it's finally their turn to sing with us, they're like, alright, I know that if I have, if I wanna keep playing this game, I have to sing this song. I've heard it enough. We can keep doing this. And there it's been, I, it changed completely how I teach YouTube drama specifically because that was one that I always struggled teaching, but I knew that once I got through it, the kids would absolutely love it. And then the final way that I love teaching songs is my absolute favorite, but it takes a little bit of work, and that's using a story to tell. To teach a song or a chant. This is a wonderful way to weave different parts of your lesson together. It's also a way to get the intrigue, get that connection, get that engagement for your students. Um, one that I, that comes to mind immediately is, uh, my first school that I teach at at the, in the morning is right across the street from an orchard. So whenever I go to my other school, um, and I teach, um. I climbed up the apple tree. I say, oh my goodness. Today, on the way over here to school, I decided, or I saw the orchard across the street and I was kind of hungry'cause I forgot my lunch at at at home and I was a little bit hungry. So I walked over to the orchard and I went over to the apple tree, and then I climbed up the apple tree. And then when I got to the of the app store, you are not gonna believe what happened. The apple started falling and hitting me on my head and they saw the app. All the apples fell on me, and oh my goodness, I was a little bit, a little bit grumpy after all that happened. But when all the apples fell on me, there were a bunch of apples that had just fallen on the ground. So I picked a couple off. I washed 'em off a little bit on my shirt. I put 'em in a basket, and then as soon as I got home, I made apple ping apple pie, and then I looked in the mirror. I forgot that I go, I didn't go to school, so, and I, I had to make up, make up an excuse. So I looked at myself and I go, did you ever tell a lie or something silly like that? Right? I'm still saying the chant, I'm still breaking it into chunks, but I'm bringing it in a way that allows the students to. Kind of come along in this journey with me that the art of storytelling, um, that story was a little off the walls. Um, it kind of got away from me there towards the end. But I mean, you get the point. It, it's, it's one of those things where you, you kind of think it through and how can I weave this together? And what's great about with the story is that those, I know we, I've talked previously about transitions, uh, but using stories as transitions and into songs and to keeping everything com seamlessly melded together, um, that is another wonderful way to keep students engaged. So this is by no means an exhaustive list of the different ways that you can teach the song or chant. But I want you to think about what the one, the five ways that I showed and that I shared today, and see if you can think of some more or think of ways that you can use these that are gonna be more, most successful for you in your classroom. Because there are some of these that I use more often on specific songs than others like, like I said, with Tuam, teaching it by wrote does not work for me in my situation, but by teaching it with a game, it's allowing me, my students. To still have the same access to that song. It goes quicker. It's not pulling teeth, and we're able to get into the music making a lot quicker. So I hope that you have enjoyed, um, hearing a little bit about the different ways that I teach songs. Um, if you have different ways that you teach a song or a chain, I would love for you to reach out, um, either on Instagram or email, uh, and let me know, because I'm always looking for ways to add. In more methods of teaching a song or especially, um, you know, having these kids understand the song, uh, into my little tool Belt of Tricks.

Speaker 3: 15:08

I hope you found that episode as

Speaker 2: 15:09

timely as I did. Again, we, it's been a while since it was originally recorded, but I think a lot of the content still stands. So those different ways that you can teach a song can really change the, the layout of your classroom, kind of really change the way your lessons work, um, but also just give you some other opportunities so you don't feel like you're just teaching by rote every time, or just teaching by reading the notes or whatever. You can literally rotate through these different ones. So that you're able to try some different things, keep that engagement up, and always have something new up your sleeve. If you enjoy this week's episode of the podcast, as always, it would mean the world to us. If you leave us a review or a comment, wherever you are listening, especially if you're watching on YouTube, be sure to hit that subscribe icon and the bell icon. So that you can make sure you don't miss out any new episodes as we release them every Wednesday, and until next time. As always, thank you so much for making a difference in the lives of the students that you teach.