1. Collaboration in Music: Simple Games, Strategies, and
Skill Development

2. & Community Engagement
Dr. Janice Crews
Director of Education
& Community Engagement

3. Bounce Around
In the Hall of the Mountain King
Radetsky March
Yolanda

4. Let’s look at a few examples of Collaboration:
Pit Stop

5. Touchdown!

6. Orchestra and Chorus

7. So, how do we define collaboration?
Max Starks lives football, breathes classical music
Steelers offensive tackle Max Starks compares the cooperation of his football team to that of an orchestra. – ESPN.com

8. Collaboration is the process of working together to achieve collective results that participants would find challenging to accomplish individually.

9. How do musicians collaborate effectively?
What collaboration skills are most critical for the students you teach?
How can music teach or enforce those collaboration skills?

10. OBJECTIVES: Participants will…
discuss the skills required for groups to work together effectively.
describe the strategies used to teach with and for collaboration.
explore collaborating in music.
create a short collaborative composition.
HOW???

11. Establish dialogue Exchange ideas Socratic Principles Don’t argue
Don’t interrupt
Listen carefully
Clarify your thinking
Be honest
Socratic Principles
of Collaboration
Crewsian Principles
of Collaboration
Be brave
Be nice
Try hard
Trust others

12. Let’s explore rhythm!
BeatKeepers
vs.
RhythmMakers
Where’s the Beat?

13. Let’s explore composing!
Motif

14. The Tortoise and the Hare
LINE UP
to find out what it’s all about!

15. The Tortoise and the Hare
There once was a speedy hare who bragged about how fast he could run. Tired of hearing him boast, Slow and Steady, the tortoise, challenged him to a race. All the animals in the forest gathered to watch. Hare ran down the road for a while and then and paused to rest. He looked back at Slow and Steady and cried out, "How do you expect to win this race when you are walking along at your slow, slow pace?" Hare stretched himself out alongside the road and fell asleep, thinking, "There is plenty of time to relax." Slow and Steady walked and walked. He never, ever stopped until he came to the finish line. The animals who were watching cheered so loudly for Tortoise, they woke up Hare. Hare stretched and yawned and began to run again, but it was too late. Tortoise was over the line. After that, Hare always reminded himself, "Don't brag about your lightning pace, for Slow and Steady won the race!"

16. Group Roles
BeatKeeper
RhythmMaker
SoundMaker
Conductor

17. Did we….
ELACCKSL1: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

18. Did we….
CCRLS1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
M5GM.5: Composing and arranging music within specified guidelines.
a. Create rhythmic and melodic motives to enhance literature.
c. Arrange rhythmic and melodic patterns creating simple form, instrumentation, and various styles.

19. ELACCKRI1: With prompting and
support, ask and answer questions about
key details in a text.
ELACCKRL2: With prompting and
support, retell familiar stories, including
key details.
ELACCKRI2: With prompting and
support, identify the main topic and retell
key details of a text.
ELACCKRL3: With prompting and
support, identify characters, settings,
and major events in a story.
ELACCKRI3:
With prompting and support, describe
the connection between two individuals,
events, ideas, or pieces of information in a text

20. Time to share! How does this session relate to your role in teaching?
What will you take away from today’s workshop?

21. CSO Director of Education and Community Engagement
Thank You!
Dr. Janice Crews
CSO Director of Education
and Community Engagement