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One quote I found that really caught my eye was from the article Researching Creative Learning "the arts can provide fertile ground for creative learning, but the use of the imagination, multimodal communication, project based work, self assessment, collaboration, and student self direction may occur in any school subject, and, importantly, through the experience of creative learning students can gain the intellectual and emotional maturity to contribute to designing the kind of education they need and desire" (p. 3). This opened my eyes to realize that students really need a creative environment, and right now I feel as if they are in such a structured test driven environment that can be incredibly stressful and overwhelming.The article about Ted Schwarzrock was incredible, an 8 year old boy comes up with unique and creative ideas on how to improve a fire truck for a psychologist after completing creativity tasks with E. Paul Torrance. Torrance had the right idea when he came up with his tasks because he understands how important creativity is, when many people do not see it as a thing of high importance. A quote from this article, The Creativity Crisis, gives a definition of creativity: "...creativity is production of something original and useful, and that’s what’s reflected in the tests....To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result)." This is exactly what Ted did when the psychologist asked him to come up with ideas on how to improve the toy fire truck to make it better, he didn't come up with 5 or 10, he came up with 25 different ways. This is another quote of an impressive statistic that cannot be overlooked (especially those who think IQ scores and standardized tests show you a child's capability): "Those who came up with more good ideas on Torrance’s tasks grew up to be entrepreneurs, inventors, college presidents, authors, doctors, diplomats, and software developers. Jonathan Plucker of Indiana University recently reanalyzed Torrance’s data. The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ." There is so much that can come out of having a creative mindset, a man looked at a picture in a newspaper of birds on telephone wire and saw a music staff and notes, AMAZING! Anyone else would simply flip through the pages and not pick out things like that; but it is a whole different world to creative people, and it is an exciting world to live in. Creativity is not a test and it is unconventional, you cannot time creativity. If you time creativity you are stunting and preventing the minds of your students to express their ideas and feelings. This video is titled very appropriately and it is something that everyone should take a look at: Creativity Requires Time
If you watch the students do the activity in 10 seconds they feel rushed and many of them only have time to add one or two things to the picture. If they get 10 minutes, they make so many different things and add color. This proves that my final point because this video sums everything up better than I could: "creativity is not inspired by the pressure of time, but by the freedom of playfulness and the fun."
My URL citations are linked into the articles I used!
{http://carpenternyc.com/carpenterthinks/wp-content/uploads/2012/01/HiRes.jpg}
{http://cauldronsandcupcakes.files.wordpress.com/2013/01/creating-grit-2.jpg}
{http://www.coffeeshopgurus.com/wp-content/uploads/2012/07/creativity_or_Art_by_amr_nkim5.jpg}

6. How do you work with the limited space within a classroom?
Limited space is difficult, but a little creativity goes a long way. Ask to use the gym one day or give everyone a dancing spot in the room that they can go to. If you get enough space in your room that is great, if not you can always try to move the desks to make space.
Transitions Song Lesson:Lesson Done at Washington Park Elementary in KindergartenWith Regular Ed studentsMrs. Geiges's Room (collaboration)The students have been having trouble being quiet in the hall so when they leave I thought I could teach them a song to sing whenever they are getting ready to leave the room. The song has movements as well.
As the students line up I tell them that I am going to teach them an song that has rhymes they will do every time they leave our room. I ask them to repeat each line and movement that I do.
The song:When my hands are folded here (folds arms)I'm lined up straight and tall (straightens back)Mouths are closed (zips lip)Eyes look ahead (point forward or just look straight)I'm ready for the hall (arms are folded to walk through the hall)
A second practice and then they will leave the room.Ask if they heard the rhymes.
Post Assessment:1. Discuss what you found to be the strongest aspects of your teaching/lesson, and explain why you think this.
The students like to sing and they love rhymes because they are learning about rhyming words. This helped them make connections from the classroom and academics to the song. Many students were saying the rhyming words before I even asked the question.
2. Discuss what you found to be the “weakest links” in your teaching/lesson, and explain why you think this.
The students did not want to be quiet and that was one of the key points and goals. However, the noise was because they were so excited. It would have been nice if they were quiet.
3. For the future, how might this lesson fit into your elementary classroom? Are there things you would keep and things you would change?
I would keep this lesson for sure because the students would start the song if I or the teacher forgot because they enjoyed it. I would change it if the age group I was working with changed. The students really enjoyed this lesson and it was great to see that music helped behavior instead of having to yell at them to be quiet and keep hands to themselves.
Drum Activity:
Learning With Harmony
Mrs. BartonPre-K
I wanted to read a Dr. Seuss book and add music to it for Dr. Seuss' birthday. I picked Hand, Hand, Fingers, Thumb. Before I read the book we will make drums out of paper bowls. I will give an example of how we would play with the drums and on what parts. I have my own drum to use so I can model it and guide the preschoolers. I can show them how to do the beat. I know how much fun having an instrument can be so I will give the students 2 minutes to just play with the drums.
Then I will start reading the book.
We will drum on the Dum, diddy dum, diddy, dum, dum, dum
After I am done with the story I will ask if a student can say the beat. Then I will ask if a student can say and play the beat at the same time. Then I will ask if a student can play the beat without saying the words.
1. Discuss what you found to be the strongest aspects of your teaching/lesson, and explain why you think this.
The students loved making their own drum. It is always great when we can create and learn. The students also liked being able to play the drums and be part of the story instead of have to sit quietly.
2. Discuss what you found to be the “weakest links” in your teaching/lesson, and explain why you think this.
Sometimes the students would drum when they were not supposed to. This got distracting and made me break away from the story a couple times. When I broke away from the story I would lose the students and have to get the class back to the story. I think I should have given them more time to play with the drums beforehand.
3. For the future, how might this lesson fit into your elementary classroom? Are there things you would keep and things you would change?
I would keep this for Pre-K, Kindergarten, and probably 1st grade too. The students loved it and couldn’t stop saying the beat. I do not think I could do this lesson with older students. I would keep this lesson because it practices beat and the students are still being read to. The students wanted to play and were excited to show off the fact that they could play the beat and say the beat and play without saying it.

Life Skills grades 3-6
Washington Park Elementary School
to do.
Interview of Mrs. GeigesWashington Park ElementaryKindergarten
1. In what ways do you incorporate music into your classroom?
I know that music is important for the students to be exposed to. I use music to help with memory and make transitions smoother.
2. What skills have most helped you to effectively lead music activities in your classroom?
I have children of my own and know that I do not need to be a professional singer to sing with my class. I also use technology to help boost my creativity and give me ideas.
3. Do you have recommended resources for incorporating music in your classroom?
Jack Hartmann is an amazing person to search on YouTube. The song about letter sounds helps the students remember the letter sounds and they sing the song when they get stuck.
4. How do students at your grade level respond to music?
Kindergarteners respond very well to music, most of the TV shows they watch have music or some sort of tune in it, so they are used to it. They are also at that innocent, judgment free stage where they do not care what other people think and just act silly and sing loud. They ask for music in the classroom, they want to sing and dance.
5. What are your best tips for new teachers like myself about implementing music our future classrooms?
The students do not care about your musical ability, they just care that you are doing it. Be silly and creative and they will do the same. If you cannot create your own music or think of your own ideas, use technology or ask the music teacher in the school because they are willing to help.
6. How do you work with the limited space within a classroom?
Limited space is difficult, but a little creativity goes a long way. Ask to use the gym one day or give everyone a dancing spot in the room that they can go to. If you get enough space in your room that is great, if not you can always try to move the desks to make space.

Observation:
Miss Diesel
Life Skills grades 3-6
Washington Park Elementary School
The desks are shaped in a U. There is a rectangle table off to the side for group work and a kidney shaped table on the other side. There is also a carpet area for circle and story time. There are many different materials in the room and shelves with lots of books on it. The room is like an aquarium, all different types of fish working in a calm manner. It is a very welcoming environment. It is also very supportive. The students in life skills follow a tight schedule because they get nervous and upset if they have any change in the schedule. However, any time for music makes them happy. Movement, singing, and creating were opportunities we had in the class today. They did animal movements and sang along with creating their own ideas for what animal to do and what movements to do. Transitions and circle time are opportunities for music to occur. Music gives the students something to calm them down. Music also lets the students know remember things because we all know that learning the words to a catchy song is easier than memorizing things written down in notes or a book. They were doing Old MacDonald and You are My Sunshine. The teacher had an instrument to play for the students. They also gave him the opportunity to make the choices. The teacher was not just there talking to them telling them they were going to sing and do movements; however, they were happy and excited and enthusiastic. This made the students feel the same way. The teacher is very passionate and cares about each and every one of the students. She knows that all students can learn. She has been working in special education for a while. She has also worked with children with emotional disturbances. The children are all different ages from 3rd-6th grade and there are a few more boys than girls in the room. There are a couple of students who seemed like they were “too cool” and crossed their arms and didn’t want to do the movements or stand up. Some of them wanted to pick out the movements. Those students are the ones who were trying to show off and do the best animal sound and movement. They are all there in the life skills room but there are some who are the more talkative and there are some shy students who do not talk much. I noticed that some were interested in movies (Monsters University) and one student was talking about a show on TV. The boys also talked about video games and Duck Dynasty. The little girls talked about their clothes and other things that most girls like. The students knew Old MacDonald and You are My Sunshine. They could also clap along to the beat. Some also added some dancing other than the animal movements. They are in life skills so every moment is a learning moment. They talked decided what animal to do and what movement and sound we had to do.

Journal #5
I started this skill development at my house because I have both my piano and violin and I commute. I took violin lessons, but my sister took piano lessons. I have always had a passion for music so I started teaching myself piano. I know how to read music so that is not a problem. The problem is, the violin does not have two different lines of music. When I would read music and teach myself piano I would do only the treble line first, after I would learn that and be confident in it I would start slowly adding in the base line. The Ode to Romeo and Juliet Theme has been in our house for so long, the sheet music is discolored and we had to make our own cover to preserve it. I also played a song I have not played in a while on my violin. I recorded myself playing these songs on UJAM and added background music to mix it together. Ujam is a great resource. I also used Noteflight to compose my own music. It is a great website because it is free and you get to listen to the composition being played through. I haven't contacted anyone because I do not live on campus and it is not easy for me to work with people because I work after class most days. I also feel like my skill development is incredibly different from everyone else's plans so I chose that it was best to just work alone. I think I am pretty good with what I am working on and just want to know if you can view my compositions on Noteflight because I know someone I tried to show couldn't view it.
Journal #6 Multiple Intelligence
My three highest areas are music, bodily kinesthetic, and social (interpersonal). I could have guessed these because I love music, working out, and talking to people. When I have my own classroom I plan on using music and movement activities. I also know that it is helpful for me to remember things by singing a song or putting words in a sing-song way for me to remember. I know there are tons of resources and songs out there to help students remember things or I could make my own. I also have good communication skills and am good at reading peoples expressions; therefore, if I see that an activity is not getting the reaction I want I will change it or ask the students what would make it better. Music is one of my skills so it doesn't need to intersect, movement intersects perfectly because there are a lot of movement activities.
http://www.literacynet.org/mi/assessment/findyourstrengths.html
Journal #7
My experience with personal skill development was really good, I enjoyed myself. I did not collaborate because it is harder for me to getting in touch with people and working with them because I commute. I also had observations and work and couldn't stay after classes. I prefer working with myself on these sort of projects. I also think that my skill development was extremely different than anyone else's. My greatest challenge was making my compositions, I am a perfectionist and spent hours and hours in the middle of the night putting just parts of one song together just how I wanted it. My greatest satisfaction was the final product of my compositions. I learned that I am capable of so much more than I thought. I also found out how much I missed working with my violin and piano. I would like to learn more about the piano and compose better songs.

Special Education
Many children who have autism are non-verbal; however, they do have great auditory skills and love music. From personal experience, I know that a boy I observed and worked with in a learning support classroom loved when we put on the music and he would sing and dance when it would come on. I did a paper on music therapy at Marshall University and I found so much information about people with special needs using music. Music therapy can help students manage stress, improve communication, express feelings, and enhance memory. Research shows that musical therapy helps make connections in the brain between auditory and motor skills. A way that music therapists help students remember phrases or words is to do repetitive practice of singing the phrases and hitting the drums. These are intensive 45 minute sessions for five days a week for an eight week period. Many children who have autism are non-verbal; however, many of those students can sing even though they cannot speak. Instead of repeating yourself and sounding like a broke record, giving them music therapy might actually help them and not be as stressful on their brains. Simply playing music does not help increase communication or brain functioning; therefore, you have to make music with the children and let them be a part of it. Teachers cannot be scared of using music and think they are not skilled in music, the fact that the students are playing instruments, singing, and moving is fun and helpful; it doesn't have to be perfect.
http://www.musicianbrain.com/#projects
http://blog.ted.com/2008/04/15/machover_ellsey/
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Special Education
and dance when it would come on. I did a paper on music therapy at Marshall University and I found so much information about people with special needs using music. Music therapy can help students manage stress, improve communication, express feelings, and enhance memory. Research shows that musical therapy helps make connections in the brain between auditory and motor skills. A way that music therapists help students remember phrases or words is to do repetitive practice of singing the phrases and hitting the drums. These are intensive 45 minute sessions for five days a week for an eight week period. Many children who have autism are non-verbal; however, many of those students can sing even though they cannot speak. Instead of repeating yourself and sounding like a broke record, giving them music therapy might actually help them and not be as stressful on their brains. Simply playing music does not help increase communication or brain functioning; therefore, you have to make music with the children and let them be a part of it. Teachers cannot be scared of using music and think they are not skilled in music, the fact that the students are playing instruments, singing, and moving is fun and helpful; it doesn't have to be perfect.
Sources:
http://www.musictherapy.org/
http://blog.autismspeaks.org/2011/12/27/music-as-a-path-to-language-in-autism/
http://www.musicianbrain.com/#projects
http://blog.ted.com/2008/04/15/machover_ellsey/

Special Education
Many children who have autism are non-verbal; however, they do have great auditory skills and love music. From personal experience, I know that a boy I observed and worked with in a learning support classroom loved when we put on the music and he would sing and dance