From Behind the Piano (a Guest Post)

Today I'm happy to share a guest post from my pianist, Carol.  We've been working together in Primary for two years now, and her contributions are invaluable to me!  Here are some of her thoughts about playing piano for Primary.  Beginning pianists--as well as pianists and choristers new to this interactive, purposeful style of teaching--will find Carol's insights especially helpful.  -Michelle

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The Plan For the Accompaniment

Often, you only play with one hand.

First off, with this way of teaching the kids, the pianist doesn't have to have both hands of accompaniment learned until later in the year. Michelle does a weekly music plan for each Sunday in which the only songs that I will get to play in full accompaniment are the prelude songs and opening song listed in her plan. 

The prelude music is deliberately chosen so that the kids will hear the song repeated for about 5+ minutes during quiet time, so that when we get to that song in the Singing Time schedule they may be a little more familiar with the song at the start without even realizing it. And when the pianist is playing the 1-2 listed prelude songs, you may try to play the song at an octave higher or lower than is written, just to give a little variety for yourself. (:

For wiggle songs, I tend to play single hand (right hand) with an occasional left hand note so I can play at fast speeds when requested. Not so important to play both hands here. It's just to get the kids moving and wiggles out.

When the singing time starts, the songs are listed in the exact order that the chorister will be doing them. So that part is easy to jump to the next song right away with ease and without announcement of what song they will be doing next. She just moves right into the next activity, and the pianist starts playing the melody right away at the chorister’s cue. 

When playing piano for Singing Time, you will be only playing the melody (top hand), so that the children can focus on the melody and learn it better. You'll play it about 10-20 times per song, while the chorister conducts the activity the kids will do as she sings. Just keep her in your sights, so you know just how much pause before the next repeat, or be ready when she says "freeze" to ask the kids if they are at the same action or beat as her. Then she continues on. 

When it comes to 2 months or less before the Primary Program date, then all the singing will be done with full accompaniment (both hands).

Helpful Tips For Learning Accompaniment:

- I can usually play anything between 1-3 flats or sharps. But still with some struggle. So for me to learn the song quicker and with ease, this is what I do:

- I circle every note that is indicated in the key signature, then I know those notes are the black notes or a special key change. For example, with Children’s Songbook #100 "Baptism," I've never been able to play it all my life until I put this tool to use. Now I can play it well and with the faster speed it is intended to be played at. I have done this with all the music I get to play, and it helps me tremendously.

This is what it looks like before and after. 

BEFORE:

AFTER: 

Side Note: When we had this song in the program, we felt that the intro was way too long to do on the performance day, so we shortened it by just doing the last line of the song for beginning prelude and for a little interlude between each verse. Even if you played the second beginning prelude line only, that would be fine, too.

Tips For Last Minute Songs

If you are like me, sometimes I forget to practice one of the songs before Sunday and once in a while find one on that day’s plan (whether it be a different birthday song or Article of Faith song) when I feel a flood of regret. But this is when smart phones and headphones come in handy. While the scripture and talk are being given, I quickly plug in my earbuds (iPhone headphones) and discreetly open the "LDS Music" app (found here). I get to the Primary Children's Songbook, hit the play button with the singing and accompaniment, and repeat it as much as I can so I'm familiar with its tune and rhythm. Then I’m good to go, or I'll just play the melody only if I'm still not comfortable with winging it with both hands with full accompaniment. Or I'll play it slower with full accompaniment, and that's usually just fine, too.

Happy Singing!

Carol

Extreme Primary (Part 3): Special Needs Primaries

All Primaries are not created equal.  Or at least, they're not created with an equal number of children.  While most of the activities I detail in this blog will work for most Primaries, sometimes you have to adapt to meet your children's needs.  This Friday post is the third of a three-part series exploring ways to help your extreme Primary.  Read the first two articles here and here.

A Special Needs Primary

"Dear to the heart of the Shepherd...are the lambs of His fold" (Hymns #221).  I feel so blessed that the Lord has trusted me to care for His little ones.  Never do I feel that more than when I have a calling to help a child or youth with a special need.  Here I'll consider three categories of special needs, along with an example of how I've adapted my Singing Time to match each.

Physical & Mental Special Needs

Resource:  The Church has a lot of resources for teachers of those with special needs.  One of the pages, about Disability Resources, shared this poweful insight, "Seek ways to help the individuals with disabilities feel loved, accepted, and included. Search for and consider their needs."  This is true for any type of disability or special need.

Example:  I have taught deaf youth before.  I worked with two sisters to learn a song in American Sign Language, and together we taught the song to the class. In this way, not only were the deaf youth included, but the other class members were able to learn about the sisters' unique skills. 

Behavioral & Emotional Special Needs

Resource:  The Church's page, Managing Classroom Behavior, has several ideas.  I love that the ideas are overall principles for everyone, and they are especially applicable when helping children with this type of special need.

Example:  In my ward, we have several children with ADHD.  They are more easily bored, and they crave more physical movement and adult interaction than the bulk of my Primary children.  I plan all of my Singing Times to take into account these factors.  One girl is so eager to answer questions and participate that she is severely disappointed when I don't call on her.  I make it a point to choose her often, but when I can't, I catch her eye and mouth the words, "I'm sorry!  I need to give some of the other children a turn."  She smiles and nods, so I know this small individual interaction has helped her understand that I care about her.

Family Special Needs

Explanation:  This may seem a strange category for special needs, but hear me out.  In my time in Primary, I've taught children of single parents, children of separated parents, children adopted when they were well into their Primary years, foster children, and children who had a close family member die.  These children have special needs in their gospel learning as surely as those in the above categories.  I had trouble finding any Church resources to directly address these needs, but I found an Ensign article from a single mother's perspective that could be eye-opening as you consider another's point of view.  Please be especially mindful of these needs on Mother's Day and Father's Day.   Prayerfully consider how you can teach correct principles while still being sensitive to those whose hearts have been "pierced with deep wounds" (Jacob 2:35).

Example:  In my Primary I teach a boy whose parents are divorced.  As Father's Day approached, I contacted his mother (who lives in my ward) to discuss a Singing Time activity I had planned.  Talking with her helped me understand her son's needs and feelings, so I could be sensitive on what was, for him, a hard day. 

The bottom line?  "Every star is different, and so is every child."  Our lives will be blessed as we reach out to these divinely special children.

Happy singing!

Extreme Primary (Part 2): Tiny Primaries

Yep, that's enough chairs.

All Primaries are not created equal.  Or at least, they're not created with an equal number of children.  While most of the activities I detail in this blog will work for most Primaries, sometimes you have to adapt to meet your children's needs.  This Friday post is the second of a three-part series exploring ways to help your extreme Primary.  You can read the other two posts here and here. 

Challenges With a Tiny Primary

I grew up in a tiny branch of the Church in Arkansas.  We averaged fewer than 60 people in attendance every week, with a Primary of about 15.  After I moved away, I've seen even smaller Primaries:  a branch with only one Primary child in Yambol, Bulgaria, where I served as a missionary; and a branch with only two children in Long Beach, Washington, where we visit while on vacation every summer.  Tiny Primaries bring their own set of unique challenges, but they also offer opportunities not available to large groups.  Here are some of the differences I've noticed myself while teaching tiny Singing Times, along with some possible ways to adapt to them.

Difference #1:

You have Junior and Senior children combined in one Singing Time (and sometimes Nursery-aged children, too!).  Planning activities that appeal to both the youngest and the oldest child is difficult.

Suggestion A:  Some activities appeal equally to all ages of children.  One approach is to solely base your Singing Time plan around these type of activities.  See my post here for a good example Singing Time plan that would work well for a combined Primary.  Two of the activities are exactly the same for both Junior and Senior aged children.

Suggestion B:  Plan the base activity for the young children, and then part-way through, offer an added challenge for the older children.  I taught Singing Time to eight children last week (three of them being my own sons), having called ahead to the branch where we were vacationing to arrange it.  Two were still Nursery-aged!  I planned a base activity of clicking rhythm sticks with the beat of "The Church of Jesus Christ" (p.77), and after one time through, I demonstrated a trickier rhythm for the older children to adopt. 

Suggestion C:  Plan complementary activities for your younger and older children.  For example, in my Singing Time plan here, for the song "I Feel My Savior's Love" I have the younger children draw their own idea of how they feel the Savior's love, and I have an envelope game for the older children.  These activities can be done simultaneously quite well.

Here's a full example Singing Time plan, based off of the one I linked to above.

Combined Singing Time "The Holy Ghost"  (p. 105)  Paper cups.  Use as an instrument, tapping on lap and on the opposite hand.  Add a more complex rhythm after the first time through.

"Tell Me the Stories of Jesus"  (p. 57)  Magic chalkboard.  Tell the children you brought in a magic chalkboard, and it will draw a picture of what you sing.  As you sing, draw a fast, simple illustration, then hide the chalk and pretend like you're surprised. Ask the older children for ideas for details you could add. Add them while you repeat the song.

"I Feel My Savior's Love"  (p. 74)    Draw your own idea for Juniors.  Envelope game for Seniors. (See description here.)

"Come, Follow Me"  (Hymns #116)  Mirror image.  I got this idea from Sharla at TeachingPrimaryMusic.com.  Stand face to face with a partner. One person moves his hands with the feel of the music, and the other person follows the movement as the mirror.  See Sharla's video on YouTube here.  You can either choose to partner an older child with a younger to be a helper, or you can partner older children together so that they get the full experience while you assist the younger ones.

Difference #2:

With only a handful of children, there's no way your Sacrament Meeting presentation can fill 45 minutes.

Suggestion A:  Don't try to fill the 45 minutes. Focus on making it a positive experience for the children!  Make it a memorable and happy 15 minutes. :)

Suggestion B:  With your Primary President (if that's not you) and your Branch President, consider inserting talks by others associated with Primary:  a Primary leader, the Branch Presidency member over Primary, or a member of the branch who has a particularly powerful love for Primary.

Suggestion C:  Get creative with your songs.  Have every adult with a Primary calling sit up front to sing with the children.  Ask any musically inclined youth to join you for the songs.  If your children are particularly timid in front of groups, consider only singing a couple songs, or else print out lyrics for everything and have the congregation sing the entire program with you.  

Difference #3:

With so few children, you have a lot more flexibility with your activities than most Primaries.

Suggestion A:  Buy some instruments!  Unlike with the huge Primaries, discussed in my post last week, you can purchase a lot of different instruments for relatively little cost.  I've even found several small sets of rhythm instruments at my local second hand store.  In the amounts I could find second hand I couldn't stock a large Primary, but they are great for tiny Primaries or for most Nurseries.  

Suggestion B:  Bring in more sophisticated instruments.  You could borrow some from friends or branch members, like a guitar (you can finger the chord, and just let the children strum), snare drum, glockenspiel (That's the mini xylophone that beginning percussion players normally use--you could color-code a couple chords for the older children to play.), etc.  With a tiny Primary, you can give each child a turn to accompany your songs. 

Suggestion C:  Get moving.  Bring the children up front to sit on the ground in a circle when you're singing a story to them.  Post pictures around the room on the walls, and have the children walk with you to different ones as you feature them in your activities.  March through the halls or around the outside of the building as you sing a movement-filled song. I wanted so badly to do this with "Pioneer Children Sang As They Walked" (p.214). :(  Let me live vicariously! Somebody please do this and let me know!

My final thought is this:  don't fall into the trap of thinking, "Oh, my Primary is too small to do anything really fun."  That is so not the case.  Embrace your tiny Primary and leave the rest of us looking wistfully at what only you can do. ;)

Happy singing!

Extreme Primary (Part 1): Huge Primaries

Huge Primaries:  This still isn't enough rhythm sticks!

All Primaries are not created equal.  Or at least, they're not created with an equal number of children.  While most of the activities I detail in this blog will work for most Primaries, sometimes you have to adapt to meet your children's needs.  This Friday post is the first of a three-part series exploring ways to help your extreme Primary.  You can read the other posts here and here.

Challenges with a Huge Primary

One Sunday in January, instead of listening to the announcements, I counted the children in my Senior Primary.  Sixty-three.  Sixty-three!  Ok, maybe there's one of you with a larger Primary, but I haven't heard about it.  Message me, and we can swap stories. :)  Here are some potential concerns with a huge Primary, along with some fixes that have helped me.

Concern #1:  

You want to include instruments in your Singing Time, but the cost to equip so many children is daunting.  

Fix A:  Making it yourself is totally the way to stretch a buck.  See my tutorial, here, on making sand blocks.  I've also made scarves from second-hand curtains, shakers from baby food jars and dried peas, and jingle bell shakers from pipe cleaners.

Fix B:  Fancy instruments are pretty and, well, fancy, but you can make do with cheaper things, too.   In an earlier post, here, I outline how to use egg cartons as instruments, and here I combine them with other cheap items (paper cups, paper plates, ice cream buckets, and sheets of paper) to make a band.  

Fix C: Sharing is caring, and caring is what counts, right?  Sometimes I only get enough of an item for half the children, and they take turns.  That's the case with my hand bells.  I love the different musical experience they bring to the children, but they cost roughly $4 a piece. Sharing it is!

Concern #2:

Passing out items and taking them back up again sometimes seems as if it will take the entire 20 minutes.  

Fix A:  If it's something non-distracting, like paper and pencils, I give them to the teachers as the classes are coming in.  I ask them to hold the items back until later.  This is my favorite way to pass things out.

Fix B:  If I can't catch the teachers beforehand, I'll stack papers under the first chair in each row.  That will usually distract the child sitting there, but if I whisper in an ominous tone that touching the papers now will bring their impending doom, then they normally giggle and leave them alone. 

Fix C:  For loud or super-interesting items, the above fixes won't work.  Instead, I demonstrate the activity first, and then I ask a few responsible children to pass out the items for me.  I start the activity as they're moving throughout the room, so that children can join in as soon as they receive the manipulative.

Concern #3:

Quieting the children in between songs is a monumental effort, especially when you have to put away instruments.  

Fix A:  Prevention is worth more than a cure, right?  The best course of action is to plan quick transitions between songs, so there is very little down time.  For example, say, "Pass your sand blocks to the end of the row, and then look at the code I've written on the board."  As you're ending one activity, you're already directing their attention to the next.  Thanks to Sharla at TeachingPrimaryMusic.com for teaching me how important transitions are!

Fix B:  Sometimes Fix A just isn't enough, and you still have to cut through chatter.  If the children have gotten noisy between songs, hold up an item that you'll be using in the next song (chalk, word strip, etc.), and smile expectantly.  Walk back and forth, showing it to different sides of the room silently, and let your eyes sparkle with the surprise of the next activity.  Yes, this sometimes takes a minute, but soon the children will be quieting each other, in order to hear what you have planned.

Fix C:  If you don't have something physical to hold up for the next activity, clap a simple rhythm (such as long, long, quick, quick, quick).  I don't know if this is a method employed in public schools or what, but the first time I tried this, the children immediately knew what I expected, and they clapped the pattern back to me.  Repeat with a different pattern a time or two, to catch any straggling chatty ones, and then abruptly turn to the next song.  This fix has never failed me. 


Finally, pay attention to the type of noise you're hearing in your Primary. Are the kids mocking your activity?  (Ahem. Not that that's happened to me or anything...)  Maybe don't use that activity again.  Are they excitedly talking to their classmates about the activity?  Then maybe don't stress that they're a little noisy.  Essentially, they're saying that they love coming to Primary.  And that is music to our ears. :)



Happy singing!

Why We Do What We Do

I received this precious letter in the mail yesterday.  Sometimes I get caught up in the what and how of my week-to-week music planning, so I needed this inspired reminder.  

This is why we do what we do.

Happy singing,

4 Ways to Boost Stale Wiggle Songs

He's all made of hinges!

"Popcorn Popping;" "Hinges;" "Head, Shoulders, Knees and Toes."  Oh, how we love our Primary wiggle songs!  The only problem is when you have smart kids. Or older kids.  They get really tired of the wiggle songs.  Wait, is that actually a problem? We love our smart, older kids!  They think they're too cool to move with the music, but they're still young enough to need to move their bodies in order to learn.  Here are 4 ways to give your wiggle songs a boost.

1.  Child-led

Sometimes it's fun to bring a child up front to lead the actions.  Sometimes I'll ask the birthday child or the visitors to come up and choose different actions for "Roll Your Hands" (p.274) such as stomp your feet, turn around, swing your arms, etc.  Reluctant children are more likely to participate if a peer is leading them.

2.  Funny voices

Why does playing pretend draw children's attention so well? I don't have a clue; I only know that it works!  Why not try singing "Hinges" (p.277) with voices such as cowboy, opera, English butler, or SCUBA diver?  You could even stylize your actions some.  One note on this style:  I only use funny voices with purely fun songs, never with doctrinal songs.  My mom corrected me on that when I was eight, and it's a lesson that obviously stuck.  Thanks, Mom. :)

3.  Animals

Children are fascinated by animals.  Sometimes I'll say, "I went to the zoo recently, and I was just thinking, let's try singing in some animal styles."  I'll ask for animal ideas, and then I'll pick one for "Head, Shoulders, Knees, and Toes" (p.275). Things like cheetah and turtle are easy--you just go fast or slow--but the kids will still like it more when you make it a pretend game instead of just announcing the song will be a different speed.  The trickiest animal suggestion I got was a sloth.  Hee!  We acted like we were lazy and tired, and the kids ate it up.

4.  Sports and Activities

Lots of older Primary children are involved in sports or other extra-curricular activities.  Participation in these activities helps form their self-image, and they are typically very eager to share what they are doing.  You could say, "Let's sing, 'Do As I'm Doing' (p.276), and for our actions, I want to hear some of the activities that you do on the weekend or after school."  Take a suggestion, and then quickly choose an action to demonstrate it.  Added bonus:  you get to learn more about the children!

These are some of my favorite ways to boost a wiggle song that's lost some of its charm.  I'd love to hear what's worked for you, as well. :)




Happy singing!

Feeding His Sheep: 5 Steps for Bringing Singing Time to Less Active Children

"Feed My Sheep"

When I was first called to be Primary Music Leader, about two years ago, I started thinking about bringing Primary music to some of the children who don't come to church. I realized quickly, though, that since they wouldn't know any of the songs, I would have to make a Singing Time plan specifically for them.  That idea just sounded daunting. I didn't feel like I had time or energy to plan two Singing Times every week.  A couple months later I discovered an engaging, developmental approach to teaching music through Sharla, over at ToTeachaChildaSong.com.  As I adopted her style of teaching, I realized that now, I don't have to plan anything different to help the children who are less active in church.  My activities engage the children every Sunday, whether they know the songs or not.  (Side note: this is especially nice for one-time visitors, too!)  Now I can take my same Singing Time plan and present it to children in their home for a meaningful experience. Here are some tips, if you'd like to do the same:

1.  Choose a Family

First, decide which family you want to involve. Prayer is always helpful in such situations. :)  You can also look at the number and ages of children in the family, or ask your Primary president for suggestions.  I chose a family in my neighborhood, largely because I'm friends with their mom.  I recommend you start with one family and then see if your schedule allows you to do more.  I've started including the extended family of my neighbors, but I'm keeping it at that.  

2.  Talk to the Parents

Start by sharing with the parents how influential spiritual music has been in your life, and then ask if interactive music in the home is something they would like for their family.  I talked to my friend openly, saying I understood that it was hard for them to make it out to church very often.  Then I briefly shared how special Primary music is to me, how I feel Heavenly Father's love for me so clearly through music, and I would love for her children to have that feeling, too.  I asked if she would like me to come over and do a Singing Time in their home, and I mentioned that I incorporate pictures, instruments, and sign language, so that she could see that it would be a fun experience for her children.  One of her children has autism, and I pointed out how my activities would include him.  My friend was happy that I reached out to her, and we scheduled a weekly time that worked for both of us.

3.  Customize Your Song Plan

Although you can use the same activities in the home that you presented the previous Sunday, it helps to know in advance that things will go much faster. It won't take near as long to pass out and take back instruments, for example, so you might need more songs. I start with a gathering song, like I do for Nursery (see my post here), and I do at least two wiggle songs, even if they're older children.  I repeat those songs from week to week, so the children can enjoy the feeling of familiarity.  Also, if the family has both older and younger children, you may need to combine elements from both your Junior and Senior Singing Times.  (See tips on how to teach a combined-age Primary in my post here.)

4.  Include Your Own Children

If you have young children of your own, include them in this week-day Singing Time.  They can help sing the songs, and their participation in the activities will encourage the other children.  

5.  Inform Your Primary President

Your Primary president is aware of which children don't come to church often, and she will definitely be grateful that you are reaching out to them.  Additionally, your president will be aware of any others who are planning to visit that particular family, and she can make sure they won't be overwhelmed by a large number of visits in a given week.


Our main goal in teaching gospel music to children, whether in church or in the home, is to help them feel Heavenly Father's love for them and understand His plan for their happiness.  To me, reaching out to children who don't attend church is answering the Savior's call, "Lovest thou me?...Feed my sheep." (John 21:17.)


Happy singing!

10 Needs Your Nursery Kids May Not Have Discussed With You

The tiny ones need music, too!

Nursery-aged kids are fantastic!  Okay, I do have a two year-old of my own, so maybe I'm biased, but there's something special about sharing music with a tiny person who can barely talk.  

Just over a year ago, I learned how to take my Nursery music up a notch when I attended a workshop by Sharla, over at TeachingPrimaryMusic.com.  Our goal shouldn't just be teaching songs.  We can help with the children's overall development as we sing with them.  Here are some of the principles I've learned, both from Sharla and from my own time with the little-bitties:

1.    Nursery children need routine.

This is a pretty established principle with this age of child, but how do you apply it to music time?  Plan a regular time slot during Nursery, and plan a regular gathering song and closing song for music time.  My favorite gathering song is "Here We Are Together" (p.261), so I can sing all the children's names.  Whatever you choose is fine and dandy, as long as it's consistent from week to week.  A familiar song helps the children know what to expect.  (See also this page on lds.org, under "Gathering Activities.")

2.    Nursery children need a home base.

Children this age cannot be expected to form a circle, or to hand you their instruments and then return to their previous spot without some kind of external help.  My favorite help is the carpet square.  The square becomes the home base.  "Bring me your sand blocks, and then go sit on your square!"  That, they can do.  

3.    Nursery children need to interact with every song.  

Please, please, never have your Nursery children just sitting still, listening to you sing.  They need to march, or watch a puppet, or hold a prop.  For every song.  Always.

4.    Nursery children need repetition.

All of us learn songs through repetition, but this age especially needs a ton.  As in, sing a song until you get sick of it!  I use the exact same lesson plan for Nursery music every week for a full month.  Then, I change it up the following month.  The children won't get bored.  Rather, they'll derive comfort from the familiar.

5.    Nursery children need music with a fast tempo.

This idea was wholly new to me when Sharla presented it.  As I've put it into practice, however, I've found the principle to be true.  Little children's hearts beat faster than adults', and they like to do everything faster.  So, speed it up!

6.    Nursery children need purposeful movement to a steady beat.

Keeping the beat is so much more than just having fun with music.

"The frontal lobe of the brain, so important in controlling impulses and making responsible decisions, is developed through movement to a steady beat." (ToTeachaChildaSong.com) 

Invite the children to keep the beat along with you.  If they prefer to simply observe, they will still be learning as they watch your movements.  

7.    Nursery children need stop vs. go.

Unexpected stops and gos in music help the children practice self-control.  Have you ever shrieked at a toddler to stop when he was running into the road?  Plan freezes and pauses into your songs and movements, and he'll be better able to stop in non-music situations, too. 

8.    Nursery children need high vs. low.

Children this age are developing their inner voice.  Choosing songs that highlight the difference between high and low notes assists the children in being able to follow a tune as they get older.

9.  Nursery children need to feel the Spirit.

Don't underestimate the ability of these tiny ones to feel the Holy Spirit.  My youngest son requests "I'm Trying to Be Like Jesus" (p. 78) more than any other song.  So sing fun songs, yes, but also include songs that testify!  The children will feel the difference, and they will be drawn to it.

And finally...

10.  Nursery children need to be accepted at their age level.

They are not big kids yet.  They have a huge capacity to learn, but you have to meet them at their stage of development.  Help them have fun with the music, and you'll find that it's fun for you, too. :)

Happy singing!

6 Ways to Save Your Substitute Chorister

I get a little possessive about my calling. They're my kids, and it's my Singing Time.  Okay, I know that's not really the case, but I hate missing even one week of Primary.  However, we all know that things pop up: a family vacation, a darling niece's baby blessing in another ward, a sick child...again...  So, it's helpful to have a plan in place to help your fortunate substitute. :)  Here are six things that my substitutes have found helpful:

1. Advance notice.  

I know, it's not always possible. However, when you can, give your substitute a couple weeks notice.  Then, if she procrastinates, it's her own fault. ;)

2.  Plan the songs.  

Take the time to plan out all the songs, both for opening exercises and for Singing Time.  Your substitute likely doesn't know what songs you need the children to learn that week, and he doesn't know which wiggle songs the kids know, either.  If you always plan your Singing Time in advance, you won't have to worry about what to hand to a last-minute sub.

3.  Ask how much help she wants planning.  

Once when I had a sick child, I called my friend Nicolle on Saturday to sub for me.  Since Nicolle had less than a day to prepare, I sent my detailed plan over to her.  After church, she told me, "Your ideas for activities were helpful, MUCH easier than if I jumped in without a plan!"  Last minute=gratitude for the details.  

Conversely, I had a planned absence when I asked my friend Connie ahead of time to sub. She had enough time to plan some activities that she loved, so for her, just an outline with suggestions was what she wanted.  Some substitutes will appreciate having more creative flexibility!

4.  Let him know what supplies are available.

I don't bring a Children's Songbook with me on Sunday, so I completely forget to check whether my sub needs one! One time she had to scramble to get a book once she was there.  Oops...  It's also a nice idea to mention if you have instruments or pictures that your sub could use. 

5. Give tips about your children.  

Someone unfamiliar with your Primary won't know that you have a baker's dozen of bouncy Sunbeams (gotta love those 3-year-olds!), or that your 10-year-old boys respond best to word and logic activities.  Your sub doesn't need a novel on each child, but a couple good tips can help curb chaos.

6. Don't expect your sub to be YOU.  

So...this may or may not be something I learned through trial and error.  My friend Connie has over 20 years of Primary music experience and she shared, 

"I have learned that I don't expect everything to be accomplished that I might have done if I had been there...it may just be a freebie day for the children, and one less week to accomplish all that I need or want to do.  I think substitute days are helpful in reminding us to trust the Lord.  Relinquishing control over the plans you have and so desperately want to give to the children you love so much is not easy, but it is an act of faith, and trust in the Lord.  Remember, it is HIS work you are doing."  

Good words. Remind me of them again sometime, will you, Connie? :)


Happy Singing!

8 Teaching Styles to Dazzle Little Minds

Can you still remember songs you learned in elementary school? Or do you learn best by reading something in print? Maybe by jumping in and learning as you do something for yourself?  Are you good at logic puzzles? Or do you notice color pairings everywhere you go? If we stop and think about it, it's obvious that different people--no matter their ages--have different learning styles. Most people have more than one style that works well for them.  To best help our young students, we have to make sure to develop teaching styles to connect with each of these learning styles.

The 8 Learning Styles

My Primary music mentor, Sharla Dance, breaks down learning styles into 8 categories:

Spiritual
Visual
Movement
Musical
Logical
Words
Nature
Cooperative

She talks about these learning styles extensively in her book, To Teach a Child a Song, which you can learn about on the accompanying website.  Here is a brief description of each style with an example singing activity.


Spiritual:  Learning through the Holy Ghost. One activity is playing a silent video of the Savior while you sing "I Know That My Savior Loves Me."

Still from one of lds.org's Bible Videos

Visual:  Learning through interacting with something you see.  One activity is putting together a puzzle cut from a picture of the garden of Eden, while you sing "Follow the Prophet."

Learning through pictures

Movement:  Learning while you move.  One activity is a pattern of stomping, clapping, and snapping while you sing, "The Church of Jesus Christ."

Learning through movement

Musical:  Learning through a focus on the music itself.  One activity is hand bells with "Did Jesus Really Live Again?"

Hand bells

Logical:  Learning through use of codes and clues.  Mostly for senior Primary.  One activity is figuring out that the letters on the board correspond to the first letter of each word in "The Holy Ghost."

Can you crack the code?

Words:  Learning through focusing on the words of the song. Mostly for senior Primary.  Note that not every child learns best this way.  One activity is unscrambling key words to "Come Follow Me."

Learning through words

Nature:  Learning through connecting with nature.  One activity is to have the children visualize ocean waves and then compare that to the feeling of the music in "Tell Me the Stories of Jesus" as you move your arms like waves.

Learning from nature

Cooperative:  Learning through interaction with others.  One activity is a class working together to illustrate a line from "He Sent His Son."

Learning through cooperation

Implementation

As we think of applying these learning styles to Primary music, the prevailing principles are 1-Utilize a variety of teaching styles each Sunday, and 2-Utilize a variety of teaching styles for each song, over the course of weeks and months.  My weekly posts that share my outlines for singing time are good examples of how to implement these principles.

In case your learning style includes charts and lists :), I'm sharing a spreadsheet that can help in your singing time activity planning.  Click here to view and download the file.  I've filled in a few weeks with the activities from this blog's singing time outlines, to demonstrate one way to keep track. Some activities tap into more than one learning style, and that's great! Feel free to alter this according to your own style and needs.  If you decide to use this outline, or if you have another way to plan singing time that works great for you, please comment and share.


Happy Singing!