Essential agreements for elementary music can be challenging! How do you take Essential Agreements that work great for regular homeroom classrooms, also work for special area classes such as music? Find out the simple mind-shift to creating relevant, music-related agreements for multiple grades.
The Playlist
Why Essential Agreements in Elementary Music Are So Challenging
I always hated it when an administrator told us at the beginning of the year to have our class create essential agreements.
Multiple Classes
It made sense for the classroom teachers because they had, uh, ONE class. But really, what are music teachers going to do with multiple grade levels and sections within a grade level? Post 30 Essential Agreement posters around the room?
I’d make an attempt to do it with each class and homogenize it into one poster but then I kept thinking it was false and homogenized and served no purpose. EVERYBODY comes up with essentially the same things-be kind, be respectful, be safe, be responsible, be patient, be caring, etc.
Making Essential Agreements Musical
I thought about what were the biggest overarching problems in my music room and how could I address them. I came up with the below poster. It’s beautiful, right? As I always told the kids, “This is why I am not your art teacher.”
I kept this poster up for years and at the start of every year, I’d call the agreements out one by one and ask for a show of hands, who agreed. Then when I needed to remind them about something, I’d say, “Didn’t we all agree that beginnings and endings are quiet?” It was like a handshake. WE AGREED! Let’s do it!
One year I put each class into six groups and assigned each group one of the essential agreements. I gave them three minutes to talk about why it was important and then each group shared.
A lot of the essential agreements address children who are attention/connection-seeking and many of the agreements are about great practices in performing and learning about music.
How to Use Your Essential Agreements In Elementary Music
A student seeks attention/connection by playing the xylophones overly loud. Rule: Respect our Instruments and Play Beautifully.
A student seeks attention/connection by being louder than everyone else while speaking a speech piece or poem or singing during a song. The above poster actually was changed to read: Sing, Speak, and Play Beautifully!
During a quiet movement activity, two students talk. Rule: Move Silently
While playing instruments, a student taps another one with a mallet. Rule: Hands to Yourself
At the end of a song, instrumental piece, or activity, everyone starts to talk. Rule: Beginnings and Endings are Quiet!
The group falls apart during a song, instrumental piece, dance, or other activity and some people stop, start talking, complain, etc. Rule: NEVER stop!
After a while, I didn’t have to use this one much because they were so used to figuring out how to keep going and when they did, I would PRAISE them forever about their professionalism.
I’d say, “Tyrese knew that we forgot the repeat, but kept that next line going and got us all back on track! YES! Good job, everybody!”
That’s what performers do-they keep going.
What do you do if a student does NOT agree with an essential agreement?
Let’s use one of my essential agreements as an example, “Sing, play, and speak beautifully.”
I ask the student why they disagree and here are the usual responses.
Determine the Reason & Respond Positively
Determine the reason for their response and then respond positively with a forward-moving goal in mind. It’s not time for a debate.
- “Not everyone has a good voice.” I praise them for that thoughtful comment and a quick conversation about if everyone is using THEIR best voice, trying to make the group sound beautiful, then they are A+ on singing beautifully. (praise, acknowledge, reassure)
This is a valid fear/concern that a child feels personally. - “Singing like (famous singer) is beautiful to me because I like (music genre).” I’d praise them for their knowledge about different singing styles, tell them if we sing one of those songs then that type of singing would fit, but most of our songs are meant to sound lighter so that’s going to be our definition of beautiful. (praise, acknowledge, prepare)
A bit of a pushback and may or may not come from a bad place. - “It’s boring.” Or some other answer meant to elicit a response. I’d say, “That’s so great then that we have the chance to practice so that singing beautifully (or whatever) becomes more interesting for you.” (acknowledge, redirect)
I consider this to be a bit antagonistic and possibly attention/connection-seeking. I don’t doubt that they may truly feel it’s boring but voicing it makes me wonder if they do that with everything they don’t like in school.
Summarizing
I try to have answers that praise the child’s thinking/comment because it is insightful or because I want to disarm them and throw them for a loop. Why isn’t she mad about what I just said? you know.
How would YOU handle this one? Reply to the email and let me know.
I wish I had started this “musical” essential agreement idea sooner in my teaching career. I hope it sparks an idea for you and you can turn it into a meaningful tool for classroom management and learning.
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