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One of the things I have always enjoyed about beginning band is helping students realize how much they have actually learned—and then showing them ways they can be creative with that knowledge. As a composer and educator, I try to bring the creative side of music into my classroom whenever I can. Learning to write music and then perform it can be a valuable way for students to showcase what they have learned at any point in their musical journey. It also gives them another way to reinforce that knowledge. One of my favorite ways to do this with beginning band students is to have them compose a simple melody using the notes and rhythms they already know. Let me show you how I introduce this activity to my students and some ways you can adapt it for different levels of musicians. Start with What They Already Know In the beginning band setting, or with any early instrumentalist, the idea of writing music can seem like a huge and daunting task. But students often have much more knowledge to draw from than they realize, especially once they have learned a few notes on their instruments. I like to introduce this composition activity after students have learned five notes and feel comfortable playing them. By this point, we have practiced drawing treble and/or bass clefs, learned rhythms including whole, half, quarter, and eighth notes, and spent time learning how to play those first few notes. In other words, they already have almost everything they need to write a melody. The challenge is helping them realize that. Give Students Parameters The first thing you have to do is get students past the anxiety of creating something new. There will always be a few students who are ecstatic to write their own music. But the majority will probably feel some hesitation when they are first asked to create something from scratch. The best way I have found to overcome that hesitation is to give students a specific set of parameters to follow. For example:
The goal isn't to limit their creativity. It is to make creativity feel manageable. Help Students Get Started Even with specific parameters, some students will still be hesitant to put that first note on the page. When that happens, I go around the room and help individual students get started. Sometimes all they need is one small suggestion. I might suggest that they:
The important thing is to help them get past that first moment of uncertainty. Once they have made one creative choice, they are usually more willing to make another. Write It First, Then Hear It At some point, students will probably ask a question like: "How am I supposed to know what it sounds like if I'm just writing it?" That is the fun of the exercise! They get to write something—and then hear what they wrote. Explain to students that they will have a chance to play through their melodies after they have finished writing them. Depending on your classroom and available technology, there are several ways you can approach this. You could:
I also really like having students play their own melodies. There is something powerful about hearing the music you created come to life through your own instrument. One of my favorite questions to ask after they perform is: "Does it sound like what you thought it would when you wrote it?" If it doesn't, ask them why. This opens the door to a conversation about how notation represents sound, how musical choices affect what we hear, and how composers learn by listening to the results of their decisions. You can even give students an opportunity to revise their melodies. Maybe they didn't like something they wrote. Maybe it sounded different than they expected. Maybe they now have a better idea of what they want the music to do. That is a wonderful opportunity to introduce the idea that composing is not always about getting everything right the first time. Sometimes we write, listen, and then make changes. Give Students Time to Perform Their Music Depending on how you structure the activity, this can easily take an entire 60-minute class period. I have also split the activity over two days. On the first day, we talk about the parameters and spend time writing and rehearsing. Then, on the second day, we finish the melodies and spend time performing them. I really like having students play their own melodies whenever possible. More often than not, it gives them a sense of pride in something they have created. They also begin to realize just how much they have learned in the relatively short time they have been studying their instruments. Students are often surprised by how well their melodies sound. And think about what happens in a class of 30 students: you now have 30 original melodies written by your students. That can be a powerful moment. Every student has taken the same basic musical knowledge and used it to create something different. Adapt the Activity for More Advanced Students As students become more advanced musicians, I change the parameters to give them more freedom and more opportunities to make their own musical decisions. You might try:
The goal is to move from "Here are the rules you need to follow" toward "Here are the musical choices you get to make." A Gateway to Composition and Improvisation I think activities like this can be a gateway not only to composition but also to improvisation. One of the biggest challenges for young improvisers is learning to trust themselves. They have to become comfortable making creative decisions without knowing exactly what the result will be. Writing a melody gives students a chance to practice that skill in a low-pressure environment. They make a choice. They hear the result. They decide whether they like it. Then they can make another choice. That process builds confidence in being creative and trusting yourself to make good musical decisions. Those are skills that can serve students well when they begin improvising later. Let Students Create In the end, this activity is about more than teaching students how to write four measures of music. It is about giving them the opportunity to engage with music in a way that is personal and creative—and different from simply playing or rehearsing music that someone else has written. Our students spend countless hours learning to reproduce the music of other composers. That is an important part of music education, but it doesn't have to be the only way they experience music. Sometimes, we should give them the chance to be the composer. They may be surprised by what they discover they already know. And you may be surprised by what they create. Give this activity a try in your beginning band classroom or private lessons. Start with five notes, a few simple rhythms, and some clear parameters. Then step back and see what your students do with the musical knowledge they already have. You might just find that giving students permission to create changes the way they understand—and approach—learning music.
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 3 Fun Music Alphabet Games + Free Oversize Printable Flash Cards Starting new students is exciting! I love the joy and anticipation that come with beginning something new. That excitement is often palpable, especially during those first few lessons as students learn the basics. I enjoy building on that enthusiasm to help them overcome the overwhelm that can come with absorbing so much new information. After I've taught my students proper posture and playing position, introduced a few basic rhythm values, and shown them how to follow written music, we're ready to learn the musical alphabet. Like many teachers, I begin by having students recite the English alphabet. At this stage, most can do it effortlessly! Then we say it again, this time stopping at the letter G. We talk about how the musical alphabet has only seven letters (A–G) before it repeats. Once they've been introduced to this concept, I like to reinforce it with a few fun games that help make the musical alphabet stick. Here are three of my favorite games to use, followed by a free printable set of oversized music alphabet flash cards. I hope you and your students enjoy them! 1. Mystery Note Challenge Private lessons: Fan the flash cards in your hands with the letter names facing down. Have the student choose a card at random and identify the corresponding note on the keyboard or their instrument as quickly as possible. Group lessons: Have students take turns choosing a card while everyone identifies the note before moving on to the next flash card. 2. Note Dash Private lessons: Have the student stand across the room from the keyboard or hold their instrument in playing position. Hold up a flash card and see how quickly they can race to play or point to the correct note. Group lessons: Divide students into two or three teams. Have one player from each team stand across the room from the keyboard or hold their instrument in playing position. Hold up a flash card and see which player can find the correct note first. Award one point to the winning team. The first team to earn eight points wins! 3. Alphabet Scramble Private lessons: Shuffle the flash cards and hand the stack to your student. The printable includes three complete sets of the musical alphabet, giving students plenty of practice remembering that the alphabet continues with A after G. Set a stopwatch and see how quickly they can arrange the cards in the correct order. Shuffle and repeat two or three times, encouraging them to beat their previous time. Group lessons: Divide students into two or three teams. Give each team one complete set of flash cards (three musical alphabets). Have the teams race to see who can arrange the cards in the correct order first. Learning the musical alphabet is one of the first building blocks of music literacy. By turning it into a game, students stay engaged while developing an important foundational skill. I'd love to hear from you! What are your favorite games for teaching the musical alphabet? Share them in the comments below. Enjoy your free printable flash cards!  Printing Tips |
Simple set-up of Egg-ceptional Rhythm Game
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Advanced set-up of Egg-ceptional Rhythm Game
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Egg-ceptional Rhythm
- Plastic Eggs
- Dry Erase Marker
- Basket
Drop the egg pieces in the basket and ask the student to match up the tops to the correct number of beats on the bottoms. After they understand the game, take the eggs apart, drop them back in the basket, and have them do it again for time.
Sample set-up of Correct Chord-egg Game
Correct Chord-egg
Option 1- Cut out the Major and Minor Chord Cards and close one inside each plastic egg. Place the eggs in the basket. Have the student pull out an egg, identify the chord value inside, and play it. For extra fun, hide the eggs around the room ahead of time and have a quick egg hunt before starting the game.
- Plastic Eggs
- Chord Value Cards(printable HERE)
- Basket
Option 1- Cut out the Major and Minor Chord Cards and close one inside each plastic egg. Place the eggs in the basket. Have the student pull out an egg, identify the chord value inside, and play it. For extra fun, hide the eggs around the room ahead of time and have a quick egg hunt before starting the game.
Option 2- Cut out the Scale Chord Value Cards and close one inside each plastic egg. Place the eggs in a basket. Choose a scale you will be working in. Have the student pull an egg out of the basket, identify the chord inside within the scale chosen, and play it. After going through the eggs once, return the cards to the eggs and play again for time.
Letter name and Chord Printable
Oboists are their own breed of student. They're typically driven and focused with an eye for details. We love their virtues and it's a good thing because they can be odd ducks, no pun intended! Our ensembles need the gorgeous sound their instrument produces when played well. How do we help them hone their skills, so they can be an asset to our ensemble? Below are 5 resources I suggest and use to help my oboe students on a regular basis.
Private Teacher
Oboe students need someone who speaks their language. Someone who knows when to commiserate over a terrible reed and when to kick them in the pants and get them to USE MORE FOCUSED AIR! That someone needs to have more experience on the oboe than a 6 week course in the undergrad can give.
As a private oboe teacher I understand that we're a little bit like unicorns, elusive, yet magical when found. There are a couple options to help the search and assist students who are in more rural areas. Start at the nearest University. Shoot an email to the oboe professor and ask for some recommendations. They typically have a feel for who is in the area or which university students are ready to take on their own studio. If the nearest University is too far, then feel out your current area. Ask other directors in neighboring towns if they have any connections. Even if the student can only afford to travel and meet with their teacher once or twice a month it's more instruction and direction then they would have otherwise.
Oboe students need someone who speaks their language. Someone who knows when to commiserate over a terrible reed and when to kick them in the pants and get them to USE MORE FOCUSED AIR! That someone needs to have more experience on the oboe than a 6 week course in the undergrad can give.
As a private oboe teacher I understand that we're a little bit like unicorns, elusive, yet magical when found. There are a couple options to help the search and assist students who are in more rural areas. Start at the nearest University. Shoot an email to the oboe professor and ask for some recommendations. They typically have a feel for who is in the area or which university students are ready to take on their own studio. If the nearest University is too far, then feel out your current area. Ask other directors in neighboring towns if they have any connections. Even if the student can only afford to travel and meet with their teacher once or twice a month it's more instruction and direction then they would have otherwise.
Honor Ensembles
Be sure to take advantage of any opportunity you have to help them come in contact with other oboists. We're a rare breed and in many cases tend to be on our own in our ensemble. I grew up in a rural area. Until my senior year I was not only the sole oboist in my band, but also my school, my district, and the neighboring districts, as well. My first contact with other oboists was when my director took us to an honor band at our nearest university, about 1.5 hours away. I was so floored that other oboists existed. It was a Jasmine moment...
Be sure to take advantage of any opportunity you have to help them come in contact with other oboists. We're a rare breed and in many cases tend to be on our own in our ensemble. I grew up in a rural area. Until my senior year I was not only the sole oboist in my band, but also my school, my district, and the neighboring districts, as well. My first contact with other oboists was when my director took us to an honor band at our nearest university, about 1.5 hours away. I was so floored that other oboists existed. It was a Jasmine moment...
I was able to spend the weekend "talking shop" with the other oboists. We shared places we had found to buy reeds, favorite fingerings for different notes, and bragged about how much we practiced. It was a great way to encourage a deeper love for honing our skills.
Youtube
In today's digital world, our students have a whole universe of video resources at their fingertips for free. In seconds they can access recordings, lessons, and masters of their instrument. Sorting through the less desirable uploads can be daunting at times. I've included a list of Youtube channels that I find upload quality content on the free printable at the end of the page.
When it comes to using Youtube to access recordings of solos and other pieces, I always encourage my students to use a critical ear. Does the performance sound polished? Did they use proper dynamics and intonation? If they find a lack-luster performance, we use it as a teaching tool. What could the performer have done better? What exercises in their practice could hone those skills?
In today's digital world, our students have a whole universe of video resources at their fingertips for free. In seconds they can access recordings, lessons, and masters of their instrument. Sorting through the less desirable uploads can be daunting at times. I've included a list of Youtube channels that I find upload quality content on the free printable at the end of the page.
When it comes to using Youtube to access recordings of solos and other pieces, I always encourage my students to use a critical ear. Does the performance sound polished? Did they use proper dynamics and intonation? If they find a lack-luster performance, we use it as a teaching tool. What could the performer have done better? What exercises in their practice could hone those skills?
ASU Oboe Resource Page
Martin Schuring is a great resource when it comes to the oboe. His recordings are fantastic and he has done a great deal in supporting the oboe community during his career. The resource page he has built on Arizona State University's website is a great place to send your students with questions. He has articles on a variety of topics to support the emerging oboist. I've included it on the free printable at the end of this page. You can also access his page HERE.
Martin Schuring is a great resource when it comes to the oboe. His recordings are fantastic and he has done a great deal in supporting the oboe community during his career. The resource page he has built on Arizona State University's website is a great place to send your students with questions. He has articles on a variety of topics to support the emerging oboist. I've included it on the free printable at the end of this page. You can also access his page HERE.
IDRS or International Double Reed Society
As per their website, they are "a worldwide nonprofit organization made up of professional double reed players, students, amateurs, hobbyists, university/college instructors, music teachers, institutions, instrument manufacturers, double reed product retailers, reed makers, and enthusiasts."
Their website hosts a wealth of knowledge on all things double reed. Resources to answer fingering and playing questions, lists of competitions, a marketplace to purchase instruments, and up-to-date information on the IDRS Conference. A five day event held at a new location each year specifically geared toward double reed players. I had the opportunity to go while I was in college. My sister, a bassoonist, came with me and for those five days, we were in double reed heaven!
As per their website, they are "a worldwide nonprofit organization made up of professional double reed players, students, amateurs, hobbyists, university/college instructors, music teachers, institutions, instrument manufacturers, double reed product retailers, reed makers, and enthusiasts."
Their website hosts a wealth of knowledge on all things double reed. Resources to answer fingering and playing questions, lists of competitions, a marketplace to purchase instruments, and up-to-date information on the IDRS Conference. A five day event held at a new location each year specifically geared toward double reed players. I had the opportunity to go while I was in college. My sister, a bassoonist, came with me and for those five days, we were in double reed heaven!
Pics or it didn't happen, right?! Thank you early 2000s camera for the incredible exposure, lol. This was before the days when you carried a great camera in your pocket.
Conclusion
Now that you've found a couple helpful nuggets in this list, be sure to download this printable and use it as a resource for your oboe students. Thank you for supporting your oboe students and helping them develop their skills! I'm always happy to answer any oboe questions you might have, feel free to shoot me an email!
Download the Printable HERE or click on the image below.
Now that you've found a couple helpful nuggets in this list, be sure to download this printable and use it as a resource for your oboe students. Thank you for supporting your oboe students and helping them develop their skills! I'm always happy to answer any oboe questions you might have, feel free to shoot me an email!
Download the Printable HERE or click on the image below.
This year I was blessed with the opportunity to attend the Midwest Clinic. This is the second time I have been able to attend and it is such a wonderful experience! I was able to attend sessions on new music and small schools. I learned a lot from educators around the United States about how to run my program better and how to provide opportunities to my students to enrich their musical education and experiences. I was also able to reconnect with some wonderful people and meet some new composers and educators. Getting to see my composer collective friends and help them sell some music and make connections was definitely one of the highlights of this trip. Shoutout to all my CodaChrome Collective friends and the help they give me in becoming a better composer.
One thing I really enjoyed about this trip was how I got to and from the conference. I got to ride a train. Something that I have dreamed about for a long time is taking a cross country trip by train. This may seem silly since the time it takes to travel is so much longer than flying, but I have to say it was quite enjoyable! The stress of packing and getting on the train was so minimal. The ability to sit back and enjoy the countryside and see sights I might never have seen in any other way was so relaxing. Being able to sit back in my seat and let the engineers and conductors direct our train to our destination was so peaceful. When I got to the conference, I was not nearly as stressed as I have been when I get off a plane that is stuffed full, emerging into an airport that is also jam packed and then trying to make it to my hotel. Instead I got off the train, grabbed my bags and walked into the grand vista that is the Chicago Union Station. It was all decorated for Christmas and Hanukkah. The tree that filled the center of the station was decorated with all the different railways that have, or currently, run through that station. I was able to walk through the station and catch an Uber. Despite there being some heavy construction going on in and outside the station, it was relatively painless.
Once I got to my hotel, it was only a matter of walking to the conference center at McCormick Place. One thing I love about this conference is that even though it is a large international conference there are three hotels directly connected to the convention center by sky bridges. If you have ever been to Chicago in December, you know it can be cold and snowy! You almost never have to go outside, which is super nice. I could enjoy the vistas of Chicago without having to endure the cold too much.
One thing I really enjoyed about this trip was how I got to and from the conference. I got to ride a train. Something that I have dreamed about for a long time is taking a cross country trip by train. This may seem silly since the time it takes to travel is so much longer than flying, but I have to say it was quite enjoyable! The stress of packing and getting on the train was so minimal. The ability to sit back and enjoy the countryside and see sights I might never have seen in any other way was so relaxing. Being able to sit back in my seat and let the engineers and conductors direct our train to our destination was so peaceful. When I got to the conference, I was not nearly as stressed as I have been when I get off a plane that is stuffed full, emerging into an airport that is also jam packed and then trying to make it to my hotel. Instead I got off the train, grabbed my bags and walked into the grand vista that is the Chicago Union Station. It was all decorated for Christmas and Hanukkah. The tree that filled the center of the station was decorated with all the different railways that have, or currently, run through that station. I was able to walk through the station and catch an Uber. Despite there being some heavy construction going on in and outside the station, it was relatively painless.
Once I got to my hotel, it was only a matter of walking to the conference center at McCormick Place. One thing I love about this conference is that even though it is a large international conference there are three hotels directly connected to the convention center by sky bridges. If you have ever been to Chicago in December, you know it can be cold and snowy! You almost never have to go outside, which is super nice. I could enjoy the vistas of Chicago without having to endure the cold too much.
One of the benefits of this conference is the networking I get to do. I was able to meet many new people and see some familiar friends. It really helps me feel connected in a world where I am isolated from a lot of my colleagues. Even in the digital age it is nice to get together and discuss things in person, grab a bite to eat together, and talk about our personal lives in addition to the usual business. It helps me solidify those friendships and rejuvenate in a time of year when music education can get a little difficult.
Speaking of rejuvenation, I have had a hard time being creative lately, especially in the realm of composition. I finished two pieces this year, but it was a stretch for me. I haven't felt like myself and have struggled with depression that has been worse than I've ever experienced before. The bouts of depression have continued to worsen these last few years and I've finally garnered up the courage to do something about it. I had been worried that I wouldn't ever be able to compose like I used to, and making these changes and attending Midwest has helped me turn over a new leaf. I was able to get a good start on a new piece that I'm really excited about. I can't recall the last time I felt excited to be writing something, but when I was on the train and traveling back through Illinois and Iowa, the ideas just started flowing and I came up with three movements worth of musical ideas and concepts in a matter of minutes. It was exhilarating! I haven't felt such clarity of thought and passion for my music in so long I had forgotten what it felt like. The rejuvenating effects of hanging out with colleagues and learning together are so valuable. If you ever get a chance to attend a conference, I highly recommend you go!
As things return to normal home life, I'm looking forward to the new year and teaching my students, as well as writing new music. I hope the holidays have treated you wonderfully and that you find happiness, joy, and peace this season! Here's to new music and new adventures!
Speaking of rejuvenation, I have had a hard time being creative lately, especially in the realm of composition. I finished two pieces this year, but it was a stretch for me. I haven't felt like myself and have struggled with depression that has been worse than I've ever experienced before. The bouts of depression have continued to worsen these last few years and I've finally garnered up the courage to do something about it. I had been worried that I wouldn't ever be able to compose like I used to, and making these changes and attending Midwest has helped me turn over a new leaf. I was able to get a good start on a new piece that I'm really excited about. I can't recall the last time I felt excited to be writing something, but when I was on the train and traveling back through Illinois and Iowa, the ideas just started flowing and I came up with three movements worth of musical ideas and concepts in a matter of minutes. It was exhilarating! I haven't felt such clarity of thought and passion for my music in so long I had forgotten what it felt like. The rejuvenating effects of hanging out with colleagues and learning together are so valuable. If you ever get a chance to attend a conference, I highly recommend you go!
As things return to normal home life, I'm looking forward to the new year and teaching my students, as well as writing new music. I hope the holidays have treated you wonderfully and that you find happiness, joy, and peace this season! Here's to new music and new adventures!
Look at the new scarf! Won't Rachel be surprised!
Author
After falling in love at college, Michael and Rachel Mitchell began a journey to share the love of music with their five boys and others around them. They enjoy sharing their experiences and knowledge.
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