Artifact Explained -
I quickly invented a game one day while I was eating lunch before the 6th grade band came in. I was trying to find a new way to get the to engage in the "Concentration Exercise" that we did in class for practice on rhythmic playing, subdivision, counting, and articulations. We had been drilling this as a warmup, but I wanted to find a way to make it fun and engaging to the students. During lunch, I scrawled out the game I wanted to play and this is what I came up with. I wrote out all eight measures (sixteen if you come back down the scale) and then decided I would have different sections play each one. If they messed up, they were out and then there were choices I could make as a teacher. I could either have that measure be silent, or bump everyone up into a new spot making it new and interesting. This game kept the students on their toes at all levels and worked for their precision because they did not want to loose. It was effective in 6th grade all the way through high school.
I quickly invented a game one day while I was eating lunch before the 6th grade band came in. I was trying to find a new way to get the to engage in the "Concentration Exercise" that we did in class for practice on rhythmic playing, subdivision, counting, and articulations. We had been drilling this as a warmup, but I wanted to find a way to make it fun and engaging to the students. During lunch, I scrawled out the game I wanted to play and this is what I came up with. I wrote out all eight measures (sixteen if you come back down the scale) and then decided I would have different sections play each one. If they messed up, they were out and then there were choices I could make as a teacher. I could either have that measure be silent, or bump everyone up into a new spot making it new and interesting. This game kept the students on their toes at all levels and worked for their precision because they did not want to loose. It was effective in 6th grade all the way through high school.