How storytelling and music can strike the right chord together in your classroom.

If you’re thinking about adding harmonica to your elementary music curriculum, don’t overlook one of your best teaching tools: picture books.

When I started using harmonicas in my classroom, it wasn’t long before I realized something: all that breathing—blow, draw, repeat—can leave students a little winded, especially in the early lessons. I needed natural stopping points to rest, refocus, and still keep the musical momentum going. That’s when I started pulling out books.

Not just any books, though. I looked for stories that connected to our harmonica journey—books with characters who played the harmonica, found their voice through music, or had something valuable to say about sound and culture. It turned out that these stories did more than just fill a break—they added depth, connection, and a whole lot of meaning.

(This post contains affiliate links and I will be compensated if you make a purchase after clicking on my links. I only recommend products that I love!) 

Why pair books with your harmonica unit?

• They provide breathing breaks with purpose. Students need time to reset. A compelling story gives them rest and re-engagement.
• They create cultural and emotional connections. Books like The Music in Derrick’s Heart and The Harmonica bring context and heart to the instrument.
• They open the door for cross-curricular learning. You’re not just teaching music—you’re linking to literacy, culture, and history.

My go-to harmonica-themed books

Stories about playing harmonica

📖 The Music in Derrick’s Heart by Gwendolyn Battle-Lavert
A moving story of a young boy who longs to play music like his uncle. This one connects powerfully with students who may be seeing themselves in the classroom narrative for the first time.  The Music in Derrick’s Heart by Gwendolyn Battle-Lavert, pub. Holiday House, 2000. ISBN: 0-8234-1353-5.

📖 The Old Cotton Blues by Linda England
A humorous take on blues music and storytelling. Great for a lighthearted moment that still centers the harmonica.  The Old Cotton Blues by Linda England, pub. Margaret K. McElderry Books, 1998. ISBN: 0-689-81074-1.

📖 The Harmonica by Tony Johnston
This haunting and beautiful picture book tells the story of a boy in a Nazi prison camp who finds hope through music. It’s a powerful way to show students how music can provide comfort in hard times. The Harmonica by Tony Johnston, pub. Charlesbridge, 2004. ISBN: 1-57091-547-4.

📖 Whale Brother by Barbara Steiner
Set in an Alaskan Inuit community, this lesser-known title adds cultural diversity to your unit.  Whale Brother by Barbara Steiner, pub. Walker and Co., 1988. ISBN: 0-8027-7460-1.

📖 Lentil by Robert McCloskey
A classroom classic! Kids love the story of Lentil and how his harmonica saves the day. A great early read to hook your students.  Lentil by Robert McCloskey, pub. Puffin Books, 1940. ISBN: 0-14-050287-4.

📖 Apt. 3 by Ezra Jack Keats, 

Sam finds the source of the music in his apartment building...and a new friend! Apt. 3 by Ezra Jack Keats, pub. Aladdin Paperbacks, 1971. ISBN: 0-689-71059-3

Sing-along Song Lyrics Books

Some books become even more fun when paired with harmonica sounds or mini play-alongs:

Fiddle-I-Fee Refrain: “fiddle-i-fee” (5-5-4-4/blow-blow-draw-blow) Cat Goes Fiddle-I-Fee by Paul Galdone, pub. Clarion Books, 1985. ISBN: 0-89919-705-1

He’s Got the Whole World In His Hands Refrain: (6-6-5-6-6-5-4-4/blow-blow-blow-blow-blow-draw-draw-blow) He’s Got the Whole World in His Hands by Kadir Nelson, pub. Dial Books, 2005. ISBN: 0-8037-2850-6

Hokey Pokey Refrain: “That’s what it’s all about” (4-4-4-4-5-5, blow, blow, blow, draw, blow, draw) Croaky Pokey by Ethan Long, pub. Holiday House, 2019. ISBN 0-82344150-4

Old MacDonald Refrain: “e-i-e-i-o” (5-5-4-4-3/blow, blow, draw, draw, blow) Old MacDonald Had a Farm illus. By Jane Cabrera, pub. Holiday House, 2020. ISBN 0-82344478-3. Old MacDonald in the City by Suzanne Williams, illus.-Thor Wickstrom, pub. Golden Books, 2002. ISBN 0-307-10685-3. Old MacDonald Had a Truck by Steven Goetz, illus. Eda Kaban, pub. Chronicle Books, 2016. ISBN 9-78145213260-0

Ten in the Bed Refrain: “roll over, roll over” (6-5-4-6-5-4/blow, blow, blow, blow, blow, blow) Ten in the Bed by Penny Dale, pub. Discovery toys, 1988. ISBN 0-939979-10-1 Ten Monsters in a Bed by Rozanne Lanczak Williams, illus. Kathleen Dunne, pub. Creative Teaching Press,1995. ISBN 0-916119-90-4

Today is Monday Refrain: “Wish the same to you” (5-5-4-4-3/ blow, blow, draw, draw, blow) Today is Monday by Eric Carle, pub. Philomel Books, 1993. ISBN 0-399-21966-8 

There Was an Old Woman Who Swallowed a Fly Refrain: "Perhaps She’ll Die" (6-6-7-7/blow, draw, draw, blow) There Was an Old Woman Who Swallowed a Fly by Lucille Colandro, pub. Cartwheel Books, 2014.  ISBN ‎ 0-5457866605

The Animal Boogie Refrain: "What's that creature shaking here and there" (6-6-6-5-5-4-4/blow, draw, blow, draw, blow, draw, blow) This song is NOT written in the key of C, so you would not be able to play along wth the included recording with a C harmonica,. The entire song only uses do-re-me-fa-so-la, however, so you could transpose down to the key of C and sing without the accompaniment.   The Animal Boogie by Debbie Harter, pub. Barefoot Books, 2000. ISBN: 1-902283-67-3.
 

Harmonica Sound Effects with Storybooks

Adding harmonica sound effects to picture books is a fun way to deepen listening skills and bring stories to life. Try using glissandos or pitch slides for books with up/down action, or create rhythmic background “chugga-chuggas” and train whistles for transportation tales. These little touches help students connect sound with story in creative, engaging ways.

Harmonica Sound Effects

Use glissando effects on the harmonica (slide L–R while blowing) to match words like up, down, or unexpected events in the story.

Mortimer by Robert Munsch, pub. Annick Press, 1983. ISBN: 1-55037-038-1
Up, Up, Down by Robert Munsch, pub. Annick Press, 2001. ISBN: 1-55037-778-5
Up, Down, and Around by Katherine Ayres, illus. by Nadine Bernard Westcott, pub. Candlewick Press, 2007. ISBN: 0-7636-2041-8
Fortunately by Remy Charlip, pub. Aladdin Paperbacks, 1964. ISBN: 0-689-71788-0

Train Sound Effects & Rhythms

Teach harmonica “chugga-chugga” background rhythms (try holes 1-2-3) or high/low train whistle sounds (try holes 6–7–8) to match train-themed stories.

Shortcut by Donald Crews, pub. Greenwillow Books, 1992. ISBN: 0-688-09642-6
Freight Train by Donald Crews, pub. Greenwillow Books, 1978. ISBN: 0-688-06537-6
The Little Engine That Could: 90th Anniversary Edition by Watty Piper, illus. Dan Santat (Illustrator), Dolly Parton (Introduction) pub. Grosset & Dunlap, 1954. ISBN: 0-59309439-5
Down by the Station by Jennifer Riggs Vetter, illus. Frank Remkiewicz, pub. Houghton Mifflin Harcourt, 2006. ISBN: 0-15-205619-3
The Train Rolls On by Jodi Adams, illus. Christina Wald, pub. Jodi Adams, 2020. ISBN: 978-1-7347305-0-0

Want to see how it all fits together?

I share these strategies (and more) in my session, “Hooked on Harmonicas: Easy Wins for Student Motivation.”

👉 Click here to watch the video and download the free handout.

 
I’m also putting together a full resource with harmonica tab charts for 10 familiar classroom songs—perfect for teachers who want a jumpstart on using this tiny but powerful instrument. Join my list using the form at the bottom of this page to be the first to know when it launches!

New to harmonica in the classroom?

If you’re wondering why and how this little instrument fits into elementary music, start here with this post on the basics, benefits, and tips for getting started—even if you’ve never played before.

Final thought: Harmonicas and books may seem like an odd couple at first—but in the music room, they work together beautifully. One gives kids a voice, the other tells them a story.

I would love to hear your experience with teaching harmonica in your elementary music classroom!

Musically yours,

  

  

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🟣 From Blank Stares to Musical Magic

Let’s be real—teaching composition can feel like handing your students a blank page and saying, “Okay, now invent Beethoven.” 😅 Between standards, time constraints, and varying musical abilities, it’s no wonder many music teachers push composition to the side.

But what if I told you there’s a way to spark real creativity without the overwhelm… and without needing a conservatory degree yourself?

💭 What Kind of Composition Are We Talking About?

In this post (and in Epic Room Rescue), “composition” means creating sound-based responses to a story—not writing traditional sheet music.

Students will use classroom instruments, vocal sounds, or body percussion to build what’s often called a sound story. Some may sketch their musical ideas using iconic or graphic notation—like lines, shapes, or symbols—but the real focus is on expressive sound, not formal theory.

The result? Music that feels meaningful, creative, and accessible to every learner.

🔴 Why Teaching Music Composition Feels So Hard

Many music teachers love the idea of student composition—but dread the logistics.

🧠 Students don’t know where to start.
😩 You’re already managing behavior, rhythm skills, and limited instruments.
🎶 And let’s be honest… "Compose a melody" doesn’t exactly get kids jazzed.

The result? We either skip it, rush it, or settle for copying exercises that don’t actually teach students how to create.

⚠️ The Problem with Playing It Safe

But here’s the catch: when we skip composition, students miss out on a huge piece of their musical identity.

Without a chance to create, music can become just another subject to memorize—not a form of self-expression. And you? You miss the magic of watching your students light up when they say, “I made this!”

💡 How Picture Stories Unlock Student Creativity

The good news? You don’t need to reinvent the wheel.

One of the easiest ways to inspire original music-making—especially for elementary students—is to anchor it in storytelling.

Instead of focusing on traditional notation or writing notes on a staff, students create sound stories using instruments, body percussion, or their voices. They’re composing in the sense of organizing sound to tell a story, not crafting a classical sonata.

Think about it: kids naturally tell stories all the time. What if their music was the story?

That’s exactly the thinking behind my favorite classroom trick: using picture stories to guide musical creation.

📚 Meet Epic Room Rescue: Music Meets Adventure

One of my go-to resources for this is Epic Room Rescue: A Musical Composition Picture Story.

In this engaging activity, students follow a visual adventure—complete with characters, settings, and events—and compose musical responses to match each scene. They might use drums to echo suspense, shakers for footsteps, or high tones for surprise moments.

Think of it as composing through sound design, not staff paper. Some students may even use iconic or graphic notation (like shapes or lines) to record their ideas.

It’s like a comic book meets music class… with your students as the composers.

✅ Why Teachers (and Students) Love It

Let’s break it down teacher-style:

🎨 Feature: Picture-based story with built-in composition prompts

✨ Advantage: Kids always know what kind of musical sound to create—no blank page panic

🎉 Benefit: You get an entire lesson (or week!) of creative music-making, minus the overwhelm

Plus:

• Aligned with National Music Standards
• Perfect for grades 3–5, but adaptable for younger or older
• Works great for sub plans or enrichment
• Printable and no-prep (hello, time-saver!)

🎵 Creative Ways to Use It in Your Music Room

Need some inspiration? Try this:

✅ Mini unit finale – After learning about rhythm, melody, or dynamics, let students “compose the soundtrack” to the story.
✅ Gallery walk – Post students’ compositions and let classmates interpret each other's musical choices.
✅ Cross-curricular creativity – Pair with a writing or drama project for a full STEAM experience!

📚 Want More Story-Inspired Ideas for the Music Room?

If you’re loving the idea of using books and stories to spark music-making, don’t miss this post:
👉 Bringing Pages to Life: Making Stories Musical

It’s packed with ideas for turning read-alouds into musical experiences—plus a curated list of book titles that are perfect for your music classroom sound stories, rhythm explorations, and more.

💡 Bonus tip: Many of the books in that post work beautifully with the free Sound Story Planning Sheet, too!

🚀 Try Epic Room Rescue in Your Classroom

Ready to ditch the composition chaos and give your students a creative adventure they'll never forget?

👉 Grab Epic Room Rescue here on TPT and give it a spin this week:
🎵 Get the resource

✨ Grab a Free Planning Tool to Get Started

💌 Want a freebie to use before or alongside the full resource?

Download my Sound Story Planning Printable—a student-friendly template to sketch out the “plot” of their composition before they start. It’s the perfect primer for any storytelling-based music lesson.

🎬 Help Your Students Discover Their Inner Composers

You don’t have to be Mozart (or magic) to help your students become composers.

All it takes is a little structure, a lot of imagination, and a story worth rescuing. 😉

Let your next music lesson be the one where your students say:
“I didn’t know I could do that!” 🎶💡

Musically yours,

  

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Have you been asked (or told) to include reading and literacy activities in your music classes to support what is being taught in the homeroom classes? In this post, we will be discussing strategies for incorporating reading and literacy activities in music classes without giving up musical objectives. 

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Are you looking for a way to introduce your elementary music students to the wonder and magic of Baroque music? Look no further than Vivaldi's Spring. This timeless masterpiece is not only beautiful, but it's also an excellent tool for teaching young students about program music and mood in music.

More about the Work

Antonio Vivaldi's Spring is a beautiful and iconic violin concerto that forms part of his larger work, "The Four Seasons." The piece is a notable example of program music, which is a form of music that attempts to tell a story or evoke a specific image or emotion in the listener's mind.

A perfect introduction to Baroque music for students, it highlights many of the genre's signature features, such as virtuosic solo passages, elaborate ornamentation, and the use of contrast and variation to create dynamic musical forms.

In addition to the musical concerto, it's worth noting that Spring also has a corresponding sonnet that Vivaldi wrote himself. Your students may be delighted to find that the sonnet contains descriptive text that matches the music quite well! This serves as an example of programmatic music in poetry. The connection between music and poetry adds a layer of depth and meaning to the piece and can provide an interesting topic for discussion and a jumping-off point for creativity in the music classroom. Here's the sonata:

Spring by Antonio Vivaldi

Allegro
Springtime is upon us.
The birds celebrate her return with festive song,
and murmuring streams are softly caressed by the breezes.
Thunderstorms, those heralds of Spring, roar, casting their dark mantle over heaven,
Then they die away to silence, and the birds take up their charming songs once more.

Largo
On the flower-strewn meadow, with leafy branches rustling overhead, the goat-herd sleeps, his faithful dog beside him.

Allegro
Led by the festive sound of rustic bagpipes, nymphs and shepherds lightly dance beneath the brilliant canopy of spring.

Breaking it down for your student

As the full concerto is over 10 minutes in length, you may want to consider using one movement at a time, especially for younger students.

Upper elementary students love learning Italian vocabulary! Some of the terms that you may wish to introduce are:

• Ritornello: means "returning" and usually indicates a short, recurring instrumental passage, particularly a tutti section. Both of the allegro movements use this form.
• Tutti: all instruments play together
• Solo: passage played by a single performer
• Mood: the emotional effects on the listener, the atmosphere of the piece

Younger students will enjoy listening for the happy springtime dance represented by the ritornello, as well as the songs of the birds, the blowing breeze & flowing stream, and the thunderstorm in the first movement. 

Encourage Student Creativity

Once you've identified the themes in Vivaldi's Spring, you can encourage your students to create movements or drawings that represent the music. 

Listen & Move

Guide your students to create their own choreography to accompany the music. This not only gets them moving and active but also encourages them to think creatively and expressively. They can use movements and gestures to represent the different elements of spring, such as flowers blooming, birds chirping, and rain falling. Props such as scarves & ribbon wands are the perfect addition to these movement activities.

Does the idea of movement scare you because you are not a dancer? Actually, neither am I. The thought of the behavior management challenges often made me think twice about movement.  However, over time did come to understand that our students need to move. Many times, seated movements of hands, arms, heads, and spines are perfect for a particular group. Don't be afraid to experiment with movement by starting slow and starting low - from a seated position!

Listen & Draw

Because Vivaldi's Spring is program music, this makes it a perfect inspiration for student drawings to represent the mood. As you introduce this drawing activity, consider that student artwork does not have to be realistic images of a springtime scene. In fact, a more abstract drawing using colors and shapes may give students more freedom to express their feelings on paper and minimize the frustration and frequency of the "I can't draw a bird" comments. The different interpretations of how the sound makes students feel will delight you.

Expand Creativity with Classroom Instruments

When I first considered using classroom instruments with this piece, I was concerned that my rambunctious students would simply play along too loudly and overpower the music. That is a very real possibility on any given day. Here are some tips that may help guide students to make an effort to enhance the music rather than drown it out.

First, of course, is to have firmly established rules for handling classroom instruments. Include explicit instruction on how to play them "like the professional musicians do." In addition, teach your students a rest position so they know what to do with the instrument when it isn't their turn to play.

Next, consider which instruments will make the best contribution to the theme of spring and the Baroque style of music. I didn't get out any big drums for this piece! 😁 

Instead, I chose rhythm sticks and jingle taps to play a steady beat on the ritornello section. Students chose instruments to represent the birds, the breeze & brook, and the thunderstorm. Egg shakers, cabasa, triangles, jingle bells, wood block, guiro, rainstick, and wind chimes were usually available for selection.  I didn't have an ocean drum, but I might have considered adding this one to represent the water and the thunder.  The conductor-either the teacher or a student-should direct the groups of instruments to play at their turn.

Finally, a discussion of the dynamics of the piece will serve you well.  Help students notice the changing dynamics and label them with appropriate music terms.  Encourage students to match their instrument playing to the dynamics of the professional performance.

Create a Soundscape-Add Poetry

In addition to (or instead of) adding instruments to Vivaldi's music, consider using those instruments to create a spring soundscape. Use Vivaldi's sonnet above or challenge your students to write their own lyrics or poetry inspired by Vivaldi's sonnet & music. This will allow them to explore the themes of the piece in a more personal and creative way. They can use their own experiences and emotions to craft a unique perspective on spring, and then perform their original work for the class.

Resources for implementation

Drawing & Coloring Pages
If I was teaching this lesson myself, when it came time to draw to the music I would pass out blank pieces of paper and a small number of crayons for each student. However, if I were leaving the drawing lesson for a sub, I might want a little more direction for that guest teacher. I have created some coloring sheets, that may serve this purpose for you as well. You can find them in the free resource library on the Members Page of this blog. (To learn the password, please complete the signup form at the bottom of this page!)

Wakelet Collections

The two Wakelet collections linked below may help you to organize your video resources. The first one is a collection of performances, play-alongs, and movement activities. The second one is what I would use as an actual sub plan. When I include Wakelet collections in sub plans, I always print out a page with general classroom instructions, directions for turning on the computer/projector/speakers, and the SHARE link to the Wakelet collection. It was always helpful to email the plan to an administrator or directly to the sub so they could simply click on the link.

Vivaldi's Spring - Video Performance Collection

Vivaldi's Spring - Music Sub Plan

Finale

By incorporating a variety of listening & creating activities, you're giving your students a more dynamic and memorable learning experience. They'll be able to connect with the music on a deeper level and develop their musical skills in the process. As you unlock the magic of this piece, your students will discover the beauty of music and develop a lifelong love for it. 

Musically yours,

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From Nothing to Something

In my last post, I shared about finding and using the Free Banjo & Spoons Project lessons from The National Museum of African American Music and QuaverEd.  

In this post, I will share how I incorporated writing list poems and performance into the project. As I said, I used the Spoons Project with my 4th & 5th grade classes who I saw on a rotation.  Each rotation was 5 days long, so I needed 5 lessons.  Lesson 1 & 2 focused on a bit of history and learning some playing techniques.  Lessons 3 & 4 include the writing activities along with more spoons playing.  Lesson 5 will be the culminating performance.

Lesson 3-4:  Screens from Spoons Project Lesson 1 & 2- List Poems

• Lesson 1 Screen 2 Find the List Poem Performance example by clicking the green arrow, then the bottom button.  I kept losing this video because it is buried on a secondary screen!
• Lesson 1 Screen 9 Listen to Mr. Talley introduce List Poems.  Click on the examples and read them.
• Lesson 1 Screen 10 Listen to Mr. Talley introduce this project.  Uncover the steps as you discuss the expectations.  
• For most of my classes, I asked each individual student to write a list poem that included at least 5-7 things that they had learned about spoons as an instrument.  This work could be done as partners, small groups, or even write a class poem.  I did the class poem for that group that had to finish the project in only 4 lessons. I allowed this part to take about 20 minutes during Lesson 3, then another 10-15 minutes during Lesson 4 to finish up.
• Lesson 2 Screen 9 was a great intro for my Lesson 4 because Spoonman Talley encourages students to look over the poems that they already started.
• During each of these lessons, we included spoons practice. We did echo patterns, then improvisation patterns.  I asked each student to begin to work on one pattern that they could memorize and play over and over as the accompaniment to their poems.  Watch Mr. Talley's performance example again if students need a refresher on what this performance might look like.
• During the 4th lesson, students should begin to practice their performance.  I asked my students to play a pattern on their spoons, read their poem, then play the same pattern again on their spoons. Lesson 3 Screen 9 has nice "Preparing to Perform" steps (click the green STEPS button at the bottom of the page) that can guide this practice.

Lesson 5: Performance Day

• We began our lesson with a little improvisation practice, just to get students in the mood, ready to play and perform.
• Lesson 3 Screen 3 and Screen 5 have short videos with more playing techniques and improvisation. Screen 12 has the audio playlist.  I used these as we had time and left this part out if we were rushed.
• Lesson 3 Screen 9 Watch Spoonman Talley's list poem performance.
• Lesson 3 Screen 10 My List Poem Performance gives 3 choices for accompaniment music and some evaluation questions.
• Allow students to perform their list poems and their spoon pattern. 

For my classes, the performances were informal, just for the class.  Set this up in whatever way would work best for you.  Perhaps your students will perform with a partner or a small group.  Perhaps you will video the performances and post on FlipGrid or in your learning management system for families to enjoy.  

Encourage students to give positive feedback to their classmates following their performance.  In my experience, students excel at finding the mistakes.  My strategy is this:  Audience members (classmates) give positive feedback, performers get to say one thing they might do to improve the performance.  We are always our own worst critics, so it is easy for the performers to find fault with themselves. I ask the class to find something GOOD about the performances. This builds the performers up!

Where to Find Spoons

Spoonman Talley demonstrates many different types of spoons, so it seems we can be open to many possibilities.  There are several options for acquiring spoons for these lessons.  

• Plastic spoons can be purchased at Dollar Tree or party supply stores.  These are a good size, but there is always the possibility they will break. The good news is they are very inexpensive, so you can purchase extras.
• Metal spoons can be purchased in bulk at Walmart and on Amazon. These spoons can be cleaned in the dishwasher between uses.  I purchased enough for two class sets so that I could teach a full day with no sharing of spoons, then wash at the end of the day to prepare for the next day.
• Thrift Stores can be a source of inexpensive metal spoons.  This may take some time and patience to gather enough for a class set.
• Ask for donations from your school community.  Many families may be happy to part with a couple of spoons!

I purchased these metal spoons for my classes.  The plastic spoons would also work for this project. Click on the images to shop on Amazon. (*affiliate links)

 

Highly Recommended

The slides, musical examples, list poem writing, and Mr. Talley's videos are well done and easy to use.  It was important to me that we have time during every class to play the spoons, so I decided to skip over some of the material.  This is working out great because I can revisit this lesson this year with the same students and there is more to learn! You may decide that you have time for an 8-lesson series, or you might have a longer class period and get through more of the material.  

I hope you will look these lessons over! I highly recommend!  

 

 

*As an Amazon Affiliate, I earn from qualifying purchases.

 

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From Nothing to Something 

I can't wait for an opportunity to travel!  This museum looks so interesting!

The National Museum of African American Music is now open in Music City - Nashville, Tennessee.  The mission of the museum is to educate the world, preserve the legacy, and celebrate the central role African Americans play in creating the American soundtrack.

The museum includes galleries showcasing the evolution of African American music traditions, religious experience, the Great Migration and the blues, the Harlem Renaissance, the Civil Rights Movement, and Urban Renewal.  The Museum Without Walls features in-person and online programs with artists and music industry insiders.

As a Quaver teacher for many years, I learned of the partnership between QuaverEd (also located in Nashville) and the NMAAM when the Spoons Project and the Banjo Project were added to my account. My students LOVED the Spoons Project and Lucius "Spoonman" Talley last spring!  I was thrilled to see that these lessons are freely available to all via the education page on the NMAAM website.  

The lesson series is titled From Nothing To Something (FN2S).  

The QuaverEd lessons can be found here: http://www.quavermusic.com/fn2s

How I Used the Spoons Project

My teaching schedule had me seeing the same class for an entire week, then rotating on to the next class on a 5-week rotation.  This project was the perfect fit for my 5 lesson schedule, and I was even able to complete most of the activities in only 4 days when we had a short week. Because of time, I was not able to complete every one of the activities.  There is a lot of material for us to choose from!  Here is what I did.

Lesson 1: Spoons Project Lesson 1-Overview

• Screen 2: I displayed and we read the project objectives. Click on that green arrow and check out the Listen to the Spoons link.  This is an audio example with discussion or writing prompts. We watched the performance example on that page. 
• Screen 3: Listen to animated Spoonman Talley talk about the Essential Question.  Allow the students to answer his question. 
• I went on to Screen 5 and we met Mr. Talley, then skipped to Screen 7 and watched How to Play Spoons video.  At this point, my students were so ready to get to playing!  
• I passed out the spoons and allowed them some time to experiment.  We did some echo patterns using some of Spoonman Talley's examples.  Then, I asked them to play a different pattern from me, to improvise.  
• Finally, we skipped over to Screen 12 and we played our spoons to several of the tracks.

Lesson 2: Spoons Project Lesson 2-How to Play Spoons

• Screen 2: Review the Essential Question
• Screen 3: Watch the How To Play Spoons Part 2 video (3 min)
• Screen 4:  Spoonman Talley describes how spoons, bones, and drums developed as instruments. Click on the Compare button to compare the three.
• Pass out the spoons and practice similar to lesson 1.  Try some different patterns or tapping on different body parts to get different sounds.  
• Screen 11: Improvise to some of the audio tracks as a group, then allow solo opportunities.

Stay Tuned!

The next part in this series where I share more lessons and the best places to get spoons! 

More on Teaching Spoons

  

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My students and I have been on spring break this past week, so they will have lots to share about their Easter activities when we get back to school on Monday.  What a great time to capitalize on their excitement in a musical way.  

Egg Shakers for Everyone!

Of course, we can't get through the week after Easter without getting out the egg shakers!  Because the egg shakers have a quiet, swishing sound, everyone can have one at the same time.  I purchased enough of the plastic eggs to make a class set one year when they were half price.  I filled them with a small quantity of plastic pony beads from the craft store.  I chose to use beads instead of rice or barley (as suggested in most online how-to tutorials) because my school has had problems with bugs and mice in the past.  The problems are gone now, but I do not want ANYTHING resembling mouse food to be stored in my classroom! 

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