GENERAL MUSIC:
COMPLETE MUSICAL ALPHABET ON THE KEYBOARD WORK SHEETS AND TURN IN for points when finished go to keyboard to practice for recital week of october 13th songs to practice America and Yankee Doodle or anything harder in the keyboard song by number booklet given you
PERIOD 4
START ROCKY TOP
PERIOD 5
BOWING ON THE VIOLIN
BOW ROCKING AT THE MIDDLE
CYCLE OF STRINGS UH (DOWN BOW UP BOWS EXPLAINED)
4X EACH STRING SEPARATE BOWS MIDDLE TO TIP AND CONCENTRATE ON ONLY MOVING THE ELBOW
USE OF A BOW LEADER
Everything music from a perspective of a public school music teacher with subject integration (especially art, history, and literature) as a focus to help teach the Common Core Curriculum.
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Friday, September 30, 2011
Thursday, September 29, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 THURSDAY; SEPTEMBER 29, 2011
I WAS ABSENT TODAY
GENERAL MUSIC
MUSICAL: KING AND I
PERIOD 4
MUSICAL: KING AND I
PERIOD 5
MUSICAL: KING AND I
GENERAL MUSIC
MUSICAL: KING AND I
PERIOD 4
MUSICAL: KING AND I
PERIOD 5
MUSICAL: KING AND I
Wednesday, September 28, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 WEDNESDAY; SEPTEMBER 28, 2011
GENERAL MUSIC
NET BOOKS: CREATING AN INFORMATIONAL PARAGRAPH TO BE POSSIBLY PLACED ON MY MUSIC BLOG
I SHOWED EXAMPLE OF "WHAT IS A MUSICAL" PARAGRAPH I wrote with added researched pictures and links. Demonstrated how to make hyperlinks and how to drag pictures from GOOGLE into the document. Talked about changing colors and fonts to make the words "pop" out on the page.
Some students still unable to log in to their Google Docs account so I logged them in on my account so they could get started until theirs are up and running.
1. Students to complete drafts of their paragraphs and edit them with help of a partner (and teacher help)
2. Completed drafts are to be typed into their document making changes as needed
3) Highlight important terms used in the paragraph.
4) Terms highlighted can be then researched to add pictures and/or links (perhaps even finding links to a "you tube" example).
5) Add colors, fonts, or even a different background to make your document page interesting for viewing on the Internet
LESSON TO BE CONTINUED
PERIOD 4
Today was a catch-up day to make sure everyone had prepared their music (the pieces we have been working so far) with fingerings and string colors. I want the students to know how to analyze their own music and understand (not just memorize) how it all works
Some students have lost music and I wanted those who needed to get replacements to get them so they will be prepared/ students who were completed and checked off were instructed to go to the back of the room to practice quietly.
SONGS TO PREPARE SO FAR:
HASTE TO THE WEDDING
A LA NANITA NANA
SILENT NIGHT
PACHELBEL CANON/JOLLY ST.NICK
SALLY'S SONG
(Friday to start: ROCKY TOP)
PERIOD 5
BOW HOLD REVIEW
BOWING ON THE SHOULDER
1....BOW LEVELS (4 MAIN ONES for each open string)
2....BOW ANGLES:
........a. SQUARE (not a parallelogram-practice the difference to see how they look)bow at the middle
........b. TRIANGLE: bow at the frog (wrist near chin)
........c. TRAPEZOID: bow at the tip (tip is not necessarily at the exact tip of the bow but where the bow is at its farthest point when the elbow is pulled down but not completely straight)
3....BOW LEVELS and BOW ANGLES: Practice bow levels using the different bow angles and compare use of the movement of the arm
4....MOVING THE BOW AT DIFFERENT PARTS and AT DIFFERENT LEVELS
.......a. FROG to MIDDLE (concentrate on moving the upper arm muscle and elbow joint)
.............1.(triangle to square is DOWN BOW-or pulling the bow)
.............2.(square to triangle is UP BOW-or pushing the bow)
.......b. MIDDLE to Tip (concentrate on moving elbow joint do not move upper arm muscle)
.............1.(square to trapezoid is DOWN BOW-or pulling the bow)
.............2.(trapezoid to square is UP BOW-or pushing the bow)
ROSIN AND ROSINING THE BOW
.....WHAT IS ROSIN AND WHY IT IS USED: made of dried tree sap and it is used to make the bow hair sticky and make the hair barbs stick out so the hair can grab the string to set it to vibration
....HOW TO TAKE CARE OF ROSIN SO IT DOES NOT BREAK OR CRACK: Put away the rosin in the case immediately after using it and try to keep the metal portion of the bow from hitting the edge of the rosin while rosining.
....HOW TO PLACE ROSIN ON THE BOW use of counter pressure with rosin in the palm of the left hand and bow in right and applying it by moving the bow up and down over the rosin cake. Make sure to apply it at all parts of the bow evenly. If too much rosin is applied, lightly tap the bow to release some of it.
NET BOOKS: CREATING AN INFORMATIONAL PARAGRAPH TO BE POSSIBLY PLACED ON MY MUSIC BLOG
I SHOWED EXAMPLE OF "WHAT IS A MUSICAL" PARAGRAPH I wrote with added researched pictures and links. Demonstrated how to make hyperlinks and how to drag pictures from GOOGLE into the document. Talked about changing colors and fonts to make the words "pop" out on the page.
Some students still unable to log in to their Google Docs account so I logged them in on my account so they could get started until theirs are up and running.
1. Students to complete drafts of their paragraphs and edit them with help of a partner (and teacher help)
2. Completed drafts are to be typed into their document making changes as needed
3) Highlight important terms used in the paragraph.
4) Terms highlighted can be then researched to add pictures and/or links (perhaps even finding links to a "you tube" example).
5) Add colors, fonts, or even a different background to make your document page interesting for viewing on the Internet
LESSON TO BE CONTINUED
PERIOD 4
Today was a catch-up day to make sure everyone had prepared their music (the pieces we have been working so far) with fingerings and string colors. I want the students to know how to analyze their own music and understand (not just memorize) how it all works
Some students have lost music and I wanted those who needed to get replacements to get them so they will be prepared/ students who were completed and checked off were instructed to go to the back of the room to practice quietly.
SONGS TO PREPARE SO FAR:
HASTE TO THE WEDDING
A LA NANITA NANA
SILENT NIGHT
PACHELBEL CANON/JOLLY ST.NICK
SALLY'S SONG
(Friday to start: ROCKY TOP)
PERIOD 5
BOW HOLD REVIEW
BOWING ON THE SHOULDER
1....BOW LEVELS (4 MAIN ONES for each open string)
2....BOW ANGLES:
........a. SQUARE (not a parallelogram-practice the difference to see how they look)bow at the middle
........b. TRIANGLE: bow at the frog (wrist near chin)
........c. TRAPEZOID: bow at the tip (tip is not necessarily at the exact tip of the bow but where the bow is at its farthest point when the elbow is pulled down but not completely straight)
3....BOW LEVELS and BOW ANGLES: Practice bow levels using the different bow angles and compare use of the movement of the arm
4....MOVING THE BOW AT DIFFERENT PARTS and AT DIFFERENT LEVELS
.......a. FROG to MIDDLE (concentrate on moving the upper arm muscle and elbow joint)
.............1.(triangle to square is DOWN BOW-or pulling the bow)
.............2.(square to triangle is UP BOW-or pushing the bow)
.......b. MIDDLE to Tip (concentrate on moving elbow joint do not move upper arm muscle)
.............1.(square to trapezoid is DOWN BOW-or pulling the bow)
.............2.(trapezoid to square is UP BOW-or pushing the bow)
ROSIN AND ROSINING THE BOW
.....WHAT IS ROSIN AND WHY IT IS USED: made of dried tree sap and it is used to make the bow hair sticky and make the hair barbs stick out so the hair can grab the string to set it to vibration
....HOW TO TAKE CARE OF ROSIN SO IT DOES NOT BREAK OR CRACK: Put away the rosin in the case immediately after using it and try to keep the metal portion of the bow from hitting the edge of the rosin while rosining.
....HOW TO PLACE ROSIN ON THE BOW use of counter pressure with rosin in the palm of the left hand and bow in right and applying it by moving the bow up and down over the rosin cake. Make sure to apply it at all parts of the bow evenly. If too much rosin is applied, lightly tap the bow to release some of it.
Tuesday, September 27, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 TUESDAY; SEPTEMBER 27, 2011
GENERAL MUSIC:
RECORDERS
WARM-UP:
...FOLLOWING CONDUCTOR'S SILENT DIRECTIONS: MUST WATCH
...LISTENING AND ECHOING THE TEACHER (RHYTHMS AND PITCHES USING 3 NOTES)
...TONE: WORK ON TONGUING ARTICULATION AND POSTURE FOR BREATH CONTROL
...REVIEW AND DISCUSS MUSICAL ALPHABET AND HOW IT WORKS ON THE RECORDER
...DISCUSS FINGERING AND USE OF THE LEFT THUMB ON THE RECORDER
WHEN HEARING AN "UGLY" SOUND STOP AND FIGURE OUT WHAT WENT WRONG AND THEN HOW TO FIX IT.
START SONGS/MUSIC NOTATION USING FINGER NUMBERS ADDED AS HELP (SONG: UN BERGERE
....QUARTER NOTE EXPLANATION (HEART BEAT)
....WHAT IS A MEASURE, METER, REPEAT SIGN (MUSICAL ROAD MAPS)
....IMPORTANCE OF BREATHING/BREATHING USED FOR PHRASING AS WE DO IN SPEECH/ USE COMMAS TO TAKE BREATHS
RECORDERS
WARM-UP:
...FOLLOWING CONDUCTOR'S SILENT DIRECTIONS: MUST WATCH
...LISTENING AND ECHOING THE TEACHER (RHYTHMS AND PITCHES USING 3 NOTES)
...TONE: WORK ON TONGUING ARTICULATION AND POSTURE FOR BREATH CONTROL
...REVIEW AND DISCUSS MUSICAL ALPHABET AND HOW IT WORKS ON THE RECORDER
...DISCUSS FINGERING AND USE OF THE LEFT THUMB ON THE RECORDER
WHEN HEARING AN "UGLY" SOUND STOP AND FIGURE OUT WHAT WENT WRONG AND THEN HOW TO FIX IT.
START SONGS/MUSIC NOTATION USING FINGER NUMBERS ADDED AS HELP (SONG: UN BERGERE
....QUARTER NOTE EXPLANATION (HEART BEAT)
....WHAT IS A MEASURE, METER, REPEAT SIGN (MUSICAL ROAD MAPS)
....IMPORTANCE OF BREATHING/BREATHING USED FOR PHRASING AS WE DO IN SPEECH/ USE COMMAS TO TAKE BREATHS
Monday, September 26, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 MONDAY; SEPTEMBER 26, 2011
GENERAL MUSIC:
RECORDERS
WARM-UP:
...FOLLOWING CONDUCTOR'S SILENT DIRECTIONS: MUST WATCH
...LISTENING AND ECHOING THE TEACHER (RHYTHMS AND PITCHES USING 3 NOTES)
...TONE: WORK ON TONGUING ARTICULATION AND POSTURE FOR BREATH CONTROL
...REVIEW AND DISCUSS MUSICAL ALPHABET AND HOW IT WORKS ON THE RECORDER
...DISCUSS FINGERING AND USE OF THE LEFT THUMB ON THE RECORDER
WHEN HEARING AN "UGLY" SOUND STOP AND FIGURE OUT WHAT WENT WRONG AND THEN HOW TO FIX IT.
START SONGS/MUSIC NOTATION USING FINGER NUMBERS ADDED AS HELP (SONG: UN BERGERE
....QUARTER NOTE EXPLANATION (HEART BEAT)
....WHAT IS A MEASURE, METER, REPEAT SIGN (MUSICAL ROAD MAPS)
....IMPORTANCE OF BREATHING/BREATHING USED FOR PHRASING AS WE DO IN SPEECH/ USE COMMAS TO TAKE BREATHS
PERIOD 4
Pachelbel Canon/jolly acapella
BASS PARTS ARE THE FOUNDATION, KEEP THE MAIN BEAT
CELLOS PLAY THEIR MELODY
VIOLINS PLAY THEIR MELODY
EACH SECTION PLAYS THEIR MELODY SEPARATE THEN PLAYS WITH EACH OF THE OTHER PARTS SEPARATELY THEN EVERYONE PLAYS TOGETHER
NEED TO HEAR EVERYONES PART WHILE PLAYING FOR PROPER BLEND
PERIOD 5
BOW:
Bow spring
on lap/using Index middle finger joint to push bow down (spring) with the pressure coming down from the upper arm not the fingers of the hand/to prevent squeezing and tenseness in bow stroke.
Bow hold
(proper placement of fingers on the bow to enable the hand and fingers to remain relaxed while moving the bow on the strings)
1)"Bow hold" is really an inaccurate term it is really the right hand and fingers on the bow "directing" the bow on the string with pressure on the string provided by the right upper arm from above into the middle joint of the right index finger
2)Bow hand shape on the bow should be natural to the person's own hand shape in a relaxed state.... to feel this: extend your right arm out straight and allow you hand to hang naturally from the wrist as if your hand had been in a bucket of water and droplets of water are dripping from the fingertips
3)Everyone has different size hands, finger proportions, etc. so everyone will hold their bow a little differently. What everyone has in common are their middle knuckles so the bow hold will begin with these.
4)The middle right hand knuckles are place on the top of the bow stick from above (no thumb) near the frog of the bow on the padding and or silver portion
5)The right thumb is placed underneath the bow stick lightly touching (without squeezing) in between the middle two fingers [imagine forming a shadow puppet of a rabbit with the right hand; the ears are the outer fingers (pinky and pointer finger) the middle 2 fingers and thumb in between form the mouth]
6)After placing the right thumb, move the pinky finger onto the top of the stick in a natural curved position ( pinky should not be inverted backwards, straight, or stiff and never put it on the screw of the bow)
..The right pinky is used to balance the bow as it is held and if it is removed off the bow when the bow is not supported from below, the bow will fall.
7)Lastly, adjust the right pointer finger so that the middle joint is just slightly below the knuckle (meaning just a little toward the 1st knuckle near the finger tip)
RECORDERS
WARM-UP:
...FOLLOWING CONDUCTOR'S SILENT DIRECTIONS: MUST WATCH
...LISTENING AND ECHOING THE TEACHER (RHYTHMS AND PITCHES USING 3 NOTES)
...TONE: WORK ON TONGUING ARTICULATION AND POSTURE FOR BREATH CONTROL
...REVIEW AND DISCUSS MUSICAL ALPHABET AND HOW IT WORKS ON THE RECORDER
...DISCUSS FINGERING AND USE OF THE LEFT THUMB ON THE RECORDER
WHEN HEARING AN "UGLY" SOUND STOP AND FIGURE OUT WHAT WENT WRONG AND THEN HOW TO FIX IT.
START SONGS/MUSIC NOTATION USING FINGER NUMBERS ADDED AS HELP (SONG: UN BERGERE
....QUARTER NOTE EXPLANATION (HEART BEAT)
....WHAT IS A MEASURE, METER, REPEAT SIGN (MUSICAL ROAD MAPS)
....IMPORTANCE OF BREATHING/BREATHING USED FOR PHRASING AS WE DO IN SPEECH/ USE COMMAS TO TAKE BREATHS
PERIOD 4
Pachelbel Canon/jolly acapella
BASS PARTS ARE THE FOUNDATION, KEEP THE MAIN BEAT
CELLOS PLAY THEIR MELODY
VIOLINS PLAY THEIR MELODY
EACH SECTION PLAYS THEIR MELODY SEPARATE THEN PLAYS WITH EACH OF THE OTHER PARTS SEPARATELY THEN EVERYONE PLAYS TOGETHER
NEED TO HEAR EVERYONES PART WHILE PLAYING FOR PROPER BLEND
PERIOD 5
BOW:
Bow spring
on lap/using Index middle finger joint to push bow down (spring) with the pressure coming down from the upper arm not the fingers of the hand/to prevent squeezing and tenseness in bow stroke.
Bow hold
(proper placement of fingers on the bow to enable the hand and fingers to remain relaxed while moving the bow on the strings)
1)"Bow hold" is really an inaccurate term it is really the right hand and fingers on the bow "directing" the bow on the string with pressure on the string provided by the right upper arm from above into the middle joint of the right index finger
2)Bow hand shape on the bow should be natural to the person's own hand shape in a relaxed state.... to feel this: extend your right arm out straight and allow you hand to hang naturally from the wrist as if your hand had been in a bucket of water and droplets of water are dripping from the fingertips
3)Everyone has different size hands, finger proportions, etc. so everyone will hold their bow a little differently. What everyone has in common are their middle knuckles so the bow hold will begin with these.
4)The middle right hand knuckles are place on the top of the bow stick from above (no thumb) near the frog of the bow on the padding and or silver portion
5)The right thumb is placed underneath the bow stick lightly touching (without squeezing) in between the middle two fingers [imagine forming a shadow puppet of a rabbit with the right hand; the ears are the outer fingers (pinky and pointer finger) the middle 2 fingers and thumb in between form the mouth]
6)After placing the right thumb, move the pinky finger onto the top of the stick in a natural curved position ( pinky should not be inverted backwards, straight, or stiff and never put it on the screw of the bow)
..The right pinky is used to balance the bow as it is held and if it is removed off the bow when the bow is not supported from below, the bow will fall.
7)Lastly, adjust the right pointer finger so that the middle joint is just slightly below the knuckle (meaning just a little toward the 1st knuckle near the finger tip)
Friday, September 23, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 FRIDAY; SEPTEMBER 23, 2011
GENERAL MUSIC
KING AND I
PASSED OUT MUSICAL REPORT FORM SHEETS AND ADDED IN THE FIRST FEW FACTS: TITLE, COMPOSER/LYRICIST?DATE COMPOSED
DISCUSSED WHAT THE STORY WAS ABOUT AND THE SETTING WHERE IT TAKES PLACE and some inner messages in the story to think about: Differences between the eastern and western cultures in the 1860's, what life was like around this time, what other events happened like the civil war, and issue of slavery and women's rights.
Listened to the first few songs.
period 4
silent night, sally's song, haste to the wedding
next week we will start on 2 more songs
songs we are now working on include:
silent night
sally's song
haste to the wedding
pachelbelcanon/jolly old st nicholas
next week we will start: a la nanita nana and rocky top
period 5
Started the bow hold lessons
practiced tightening and loosening the bows.
Talked about bow balancing and that the bow is really balance by the violin (which is parallel to the floor) and the right arm which applies pressure on to the bow and thus onto the string from above through the right index middle finger joint. The string is set to vibration (in way similar to how a triangle is struck) by a spring action of the bow onto the string then a release. We practiced this spring action with the bows on our laps by pushing the right index middle finger joint on the bow stick from above the stick using the right arm to transfer the weight into that finger.
ANTI-BULLYING PROGRAM: "RESPECT"
This lesson is dealing with one of Granada's "4R's" RESPECT.
The first R is BE RESPECTFUL
to yourself, your parents, your teachers, your school, others and their property.
A group called the Staple Singers recorded this song called:
"Respect Yourself."
1. Start the song
http://www.youtube.com/watch?v=2jBsOa2WwRs
2. Display the lyrics and discuss
Respect Yourself Lyrics
If you disrespect anybody that you run into
How in the world do you think anybody's s'posed to respect you
If you don't give a heck 'bout the man with the Bible in his hand
Just get out the way, and let the gentleman do his thing
You the kind of gentleman that want everything your way
Take the sheet off your face, boy, it's a brand new day
How in the world do you think anybody's s'posed to respect you
If you don't give a heck 'bout the man with the Bible in his hand
Just get out the way, and let the gentleman do his thing
You the kind of gentleman that want everything your way
Take the sheet off your face, boy, it's a brand new day
Respect yourself, respect yourself, respect yourself, respect yourself
If you don't respect yourself
Ain't nobody gonna give a good cahoot, na na na na
Respect yourself, respect yourself, respect yourself, respect yourself
If you don't respect yourself
Ain't nobody gonna give a good cahoot, na na na na
Respect yourself, respect yourself, respect yourself, respect yourself
If you're walking 'round thinkin' that the world owes you something cause you're here
You goin' out the world backwards like you did when you first come here
Keep talkin' about the President, won't stop the air pollution
You goin' out the world backwards like you did when you first come here
Keep talkin' about the President, won't stop the air pollution
Put your hand on your mouth when you cough, that'll help the solution
Oh, you cuss around women and you don't even know their names
And you dumb enough to think that'll make you a big ol' man
Oh, you cuss around women and you don't even know their names
And you dumb enough to think that'll make you a big ol' man
Respect yourself, respect yourself, respect yourself, respect yourself
If you don't respect yourself
Ain't nobody gonna give a good cahoot, na na na na
Respect yourself, respect yourself, respect yourself, respect yourself
If you don't respect yourself
Ain't nobody gonna give a good cahoot, na na na na
Respect yourself, respect yourself, respect yourself, respect yourself
3. Work on these worksheets:
http://www.worksheetplace.com/index.php?function=DisplaySheet&sheet=charad&links=2&id=&link1=31&link2=32
http://www.worksheetplace.com/index.php?function=DisplaySheet&sheet=charad&links=2&id=&link1=31&link2=32
Cyber-Bullying
If You Wouldn’t Do It In Person,
Don’t Do It Online
“Talent Show – Cyberbullying Prevention Video” (0:51)
“Cyber Bullying” (1:25)
Anti-Bullying
Kids Should Stop Bullying Other Kids
2. “Hero in the Hallway” (3:54)
3.
“The Same” by Michael and Marisa (3:47)
4. ACTIVITIES:
Bully Test :
Bully Test
1. What percentage of kids feel they are
being bullied?
a)
65 percent
b) 40 percent
c) 15 percent
d) 5 percent
b) 40 percent
c) 15 percent
d) 5 percent
2. Teachers and principals usually
a)
know how much bullying is going on in their school.
b) overestimate the amount of bullying going on.
c) underestimate the amount of bullying going on.
b) overestimate the amount of bullying going on.
c) underestimate the amount of bullying going on.
3. Being bullied leads to
a)
stomach-aches and other stress-related illness
b) depression
c) low self-esteem
d) all of the above.
b) depression
c) low self-esteem
d) all of the above.
4. Effective anti-bullying programs
involve
a)
posting rules such as "We will not bully others and we will help children who are being bullied."
b) referring bullies and their victims to counseling.
c) notifying parents of bullies.
d) teaching teachers to take a stand against bullying and to avoid using sarcasm when they teach.
e) all of the above.
b) referring bullies and their victims to counseling.
c) notifying parents of bullies.
d) teaching teachers to take a stand against bullying and to avoid using sarcasm when they teach.
e) all of the above.
5. Children who bully
a)
tend to get inconsistent discipline at home.
b) are more likely to have suffered emotion or physical abuse than other children.
c) are more likely to get involved in juvenile delinquency and adult criminal behavior than others.
d) all of the above.
b) are more likely to have suffered emotion or physical abuse than other children.
c) are more likely to get involved in juvenile delinquency and adult criminal behavior than others.
d) all of the above.
6. Bullying generally is most frequent in
a)
elementary school.
b) middle school.
c) high school.
d) none of the above--levels of bullying remain about the same from year to year.
b) middle school.
c) high school.
d) none of the above--levels of bullying remain about the same from year to year.
7. Bullies usually pick on
a)
classmates of the opposite sex.
b) classmates of the same sex.
c) girls, regardless of whether the bully is a boy or girl.
b) classmates of the same sex.
c) girls, regardless of whether the bully is a boy or girl.
8. Teachers can reduce bullying by
a)
expressing disapproval of bullying whenever it occurs.
b) listening sympathetically to students who are bullied.
c) setting a good example by avoiding mean-spirited humor themselves.
d) Talking with students about bullying and proposing constructive actions students can take to counter bullying.
e) all of the above.
b) listening sympathetically to students who are bullied.
c) setting a good example by avoiding mean-spirited humor themselves.
d) Talking with students about bullying and proposing constructive actions students can take to counter bullying.
e) all of the above.
9. If someone tries to bully you into
carrying drugs for him, you should
a)
say "I'm not interested" and casually walk away.
b) say no and threaten to report him to the authorities.
c) accept the drugs and dump them as soon as you are safely out of sight.
d) gently suggest that he should get counseling.
b) say no and threaten to report him to the authorities.
c) accept the drugs and dump them as soon as you are safely out of sight.
d) gently suggest that he should get counseling.
10. To combat bullying, schools & parent-teacher organizations should:
a)
increase awareness by distributing questionnaires to students and teachers and
publicizing the results in a follow-
up meeting.
b) intervene individually with bullies and victims and increase adult supervision at recess and lunch.
c) develop strong anti-bullying rules and use role-playing and related assignments to teach alternative ways to
b) intervene individually with bullies and victims and increase adult supervision at recess and lunch.
c) develop strong anti-bullying rules and use role-playing and related assignments to teach alternative ways to
interact.
d) all of the above.
d) all of the above.
Anti-Bullying word search:
DISTRESS
FRIENDS
HELP
HITTING
HURT
KICKING
MENTAL
NAMECALL
PHYSICAL
PUNCHING
PUNISHMENT
RACISIM
SAD
SELFHARM
SUICIDE
SUPPORT
THOUGHTLESS
UNJUST
VERBAL
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Stop Bullying
Speak Up and Tell a Teacher
“Stop Bullying Now – Episode 1” (2:20)
Activity:
“BEATeam Bully Skit – 2008”
(Modifications by Marilyn Valentini – 31 August 2008)
Skit and Response Questions:
Premise:
1. Attempt to include the WHOLE class (if possible)….kids are more
“invested”. e.g. use “chorus” part to include.
2. Use “props” to help get them “into” the
concept of “Readers’ Theater”
3. The skit should/can be utilized for both primary and secondary
elementary levels and should be considered a “starting point”. Teachers should
be encouraged to improvise/add to/or change the dialogue as they see fit with
the assistance of the BEATeam liaison.
4. The “chorus” sections are “chanted” to a Rap beat.
Sketch/Bully Skit for BEATeam
2008-09
(These two know each other
but are not quite friends. One is smaller and cautious of the other one who is
bigger and bolder. One avoids sitting with the other usually but today is
different. Because of how they are sitting together today, they experiment with
friendship. The “set” is a mock up of a bus with “riders” seated in rows and
the bus driver in front. The “chorus” is seated together on the bus as well.
Character #3 is seated across the aisle from the other two, doing his/her own
thing, and becomes the observer/witness. Classroom teachers will select/assign
the characters and chorus members and rehearse the skit prior to the final
“performance” during BEAT Week.)
The “bully” is character #1
The “target” is character
#2
The “witness” is character
#3
The “bus driver” is
character #4
Situation:
Target and
Witness sit across the aisle from each other doing their own thing when the
bully gets on and chooses to sit with the target and forces him/her over to
the window side of the seat where he/she is trapped.
Chorus: (chanted
to rap beat)
On the bus ride to our school
Something happens that’s not cool
Listen and see if you know,
How these bully – problems go.
Bully:
Hey,
you move over.
Target:
Hey,
yourself. (moves)
Bully:
What’s
that?
Target:
Nothing
Bully:
Give
it to me.
Target:
No,
it’s mine.
Bully:
What
is it???
Target:
Something
I made.
Bully:
Give
it to me. (tries to grab it)
Target:
No,
leave it alone – You’ll break it – STOP IT!!!
Bully:
Come
on – just give it to me!! (reaching and grabbing)
Target:
NO,
STOP IT!!!!
Chorus: (chanted
to rap beat)
Has this ever happened to you?
A bully’s telling him what to do!
Should he get help or let it go?
Without help, watch the problem grow
Bully:
Just
hand it over now!! (another grab)
Target:
NO,
STOP!!!
Leave it alone (they yank on the item and it breaks)
You broke my project.
Bully:
That’s
what you get for not giving it to me.
It was a silly project anyway.
Target:
NO,
what you did was mean.
Bully:
What
did you say to me?
Target:
Just
leave me alone.
Bully:
No
way. I’ll do what I want!
Witness:
HEY!
– Cut it out. Quit bothering him!
Bully:
You
can’t tell me what to do either, so back off!!
Chorus:
This
bully problem may not end,
Without the help of an adult friend.
Our bus drivers are there for us,
They can help with bully-fuss!
Bus
Driver:
Now let’s go
back in time and see what happens when they get help.
(Characters go in reverse motion until in their original positions and the
scene starts over again)
Bully:
Hey,
you.
Target:
Hey,
yourself (moves in)
Bully:
What’s
that?
Target:
Nothing
Bully:
Give
it to me.
Target:
No,
it’s mine.
Bully:
What
is it?
Target:
Something
I made, my project.
Bully:
Give
it to me (tries to grab it)
Target:
No,
leave it alone – You’ll break it – STOP IT!!!
Bully:
Just
give it to me. Come on. (grabbing and reaching)
Target:
NO,
STOP IT!!!
BUS DRIVER, BUS DRIVER, he won’t leave me alone.
Witness:
He’s
being a bully!!
Bus
Driver:
What’s going
on back there?
Stop it right now!
Bully:
I
can’t believe you called the bus driver!
Uh-oh…..the bus is stopping….
Witness:
I
told you to stop it,
We’re in BIG trouble now.
Bus
Driver:
OK you two,
what’s going on?
Target:
He
tried to grab my project.
Witness:
I
saw it; he was being a BULLY.
Bus
Driver: (to bully)
OK, come with me.
You’ll be sitting up front with me until you can show me you can sit with
others without bullying them.
When we get to school you will tell your principal why you were moved up front.
Chorus: (chanted
to rap beat)
Telling the driver was the way to go,
Then the bully-problem did not grow.
Our drivers will come to our aid,
No matter what our size or grade.
Witness:
Are
you OK?
Target:
Yes,
Thanks for trying to help.
Witness:
Hey,
that’s a cool project. Did you make it yourself?
Target:
Yup,
I spent a long time on it.
Witness:
That’s
REALLY good.
I bet you’ll get a “A”!!
Target:
I
hope so!
Thanks!!!
Chorus:
Working
together it would seem…
Drivers and students make a unBEATable team.
Keeping our buses bully-free,
Safe for you and safe for me
Keeping our buses bully-free,
Safe for you and safe for me
(ask
audience to “join in” the rap)
Keep our buses bully-free,
Safe for you and safe for me
(3-4 times as finale)
As students return to their seats in the audience (to raucous
applause),
BEATeam speaker poses questions to the group.
- What happened in the first
version that could have been avoided?
- What did the witness do to
help?
- How do you know if someone
is being a bully?
- How can you get the bus
driver’s attention?
- What can the bus driver do
to make the bully stop?
- Who should you tell if a
bully picks on you?
- What happens to a bully?
- If yo stick up for
someone, might you both become friends?
- Which situation would you
rather see on your bus?
- Can you trust your bus
driver to protect you?
- Can words hurt just as
much as a punch or a kick?
- Name some ways we can stop
bullies from hurting our friends and classmates?