The document describes a proposed music classroom for pre-kindergarten through 5th grade students. It details different areas of the classroom including storage cabinets, a media center, an Orff instrumentarium, and a movement/performance area. It also outlines classroom rules and procedures such as using signals for bathroom breaks, practicing safe movement, and properly storing instruments. The goal is to provide a safe, engaging learning environment where students can explore music, dance, and drama.

1. The Music Exploratorium A music classroom for Prek-5 th grade A safe learning environment for children to explore music, dance, and drama.

2. Our Classroom Storage cabinets with doors- adjustable shelving. White board and bulletin board strips on doors for display Media Center: MP3, DVD, CD, computer, SMART board Movement/Performance Area Children use this multi-functional space to dance, create dramas, play games, make music. There is plenty of space for props and will allow children freedom of movement. No furniture required here. Orff Instrumentarium

3. Inside the Classroom Area Description Storage Cabinets Cabinets run along one wall. Inside, adjustable shelving provides ample space for frame/hand drums, smaller drums, color instruments (triangles, finger cymbals, maracas, etc…) , recorders, rhythm sticks, etc… Plenty of bins make organizing easy. There are bins for scarves, costumes, and props. The doors have white boards and bulletin board strips so that I can hang posters and visual aids for the students. Media Center This area to include MP3, DVD, SMART Board, computer… shelving for books and CDs helps students see our collection. Ideally, I’d like a few computers and piano keyboards to provide students with a listening/creating center. Orff Instrumentarium This area includes xylophones, metallophones, glockenspeils, drums, storage bins for mallets and extra bars. Movement/Performance area Ideally big enough to do circle dances, line dances, games, dramatizations, and musical performance. Wall Area I do not like cluttered walls, however one wall needs space to create a large music staff and have a place to display composer of the month and our Quality student/teacher posters.

4. Rules In Prince William County schools, we use the Baldrige method. Part of that involves the students and teachers brainstorming together at the beginning of the year and creating lists of what makes a quality teacher and student. When they agree on what qualifies as “quality,” the teacher displays the agreed results. The usual results are the following: “ I listen attentively.” “ I always try my best.” “ I respect the instruments.” “ I show respect to my peers by listening and waiting my turn.” In my class, we are quality musicians and I add that we can learn interesting things from each other. I also say that we are in a safe environment and that we accept everyone’s efforts without judgments. I also frequently ask the students to reflect on what went well and what did not and how we can make effective/positive changes. Quality Counts

5. Procedures I always invite the students into my room and tell them how we will be setting up. They have assigned “seats” but sometimes I have them follow me in a I lead them into a circle formation. I usually start with a short chant or song that they can quickly learn. I try to keep engaging them in an opening activity. As music is a special, they will only see me once in their rotation, therefore bathroom trips need top be taken care of before class. The regular classroom teachers know this but in the event of an “emergency,” students need to indicate the bathroom signal (sign language “B”). When we are going to transition from one activity to another, they need to tell me the rules of the transition. For example, if we are rotating groups of students from one instrument to another, they have to repeat the instructions first and then move. Quite often we recite, “You get what you get and you don’t throw a fit.” In the beginning of the year, we practice movement: move to the beat of the drum, stop when you hear the bell. This establishes room boundaries, personal space, and appropriate movement through general space. No one is to touch an instrument until I instruct the proper techniques. We practice in the air, on our bodies (clapping, patting, stomping) or on the floor before we transfer to the instruments. Students who can’t keep their instruments at rest do not get to participate. Because music is a noisy activity, I try to provide opportunity to allow students to react to the activity. Students must reflect on what they do- sometimes it is for behavioral remedy, sometimes it is for skill improvement, sometimes it is to figure out how to make the activity work smoothly. I make sure to PEP them frequently: Praise, Evaluate, Praise. We return instruments to their proper place. When lining up, I dismiss by rows or instruments or sections. Runners must go back and walk. Line-cutters go to the end of the line.