As I look back on this schoolyear, I can’t help but feel proud of how much my students have learned since September. By January, almost all of my 1st graders were singing in tune, and could sing in a 2-part canon. My 2nd graders started learning how to sightread very simple melodies as soon as they learned 2-meter and la-so-mi. My 3rd graders worked on sightreading pentatonic melodies, and could sing 2-part canons and partner songs with 2 or 3 different parts.My 4th graders could read extended pentatonic melodies in both solfege and absolute names. Partner songs and 2-part selections have become a regular part of their curriculum. Their tone is gorgeous, and are definitely ready for Chorus next year.

At a PTA meeting in February, I was asked to do a presentation about my vocal music program. I suppose it works to the disadvantage of all music teachers that all the audience sees is the finished product and have no clue as to how we got there. I presented my curriculum, took time to break it down by grade level, and briefly explained musical terminology. Where it was possible, I tried to give a brief example of the terminology or technique. I talked about the National Music Standards and assessments that we have to do. Some parents have no clue that music had standards. One parent told me that music was not an academic subject, which prompted me to explain that it is. In addition, I presented the non-musical aspects of the curriculum, that when it is combined with musical techniques and applications, it leads to a comprehensive and well rounded curriculum. I ended the presentation by inviting them to come and sit in any of the classes anytime. Yes, I have had several visitors in the classroom since then. And all have been amazed and appreciative in their observation of the lessons. I knew I had won a victory there.

Victory isn’t free — you have to work for it. The countless hours of preparation, rehearsal and polishing—all lead to a beautiful and meaningful performance. Variety is very important — in the application of techniques and the selection of repertoire. All the clinicians at the Winter Conference mentioned the important of variety. I have sorted through all the reading materials and made notations of which songs I might want to use for next year. I made sure I have a variety of songs to teach from — classical, sacred, secular, art songs, folk songs, spirituals, a the occasional pop song, and a song with movement. I have made notations as to which songs will work for festivals, concerts, seasonal programming, and the ones simply for singing. A more thorough analysis of the songs will help me plan the time frame of teaching it, as well as vocal exercises and sightreading exercises. And, as I do every year at this time, I have read and reread the adjudication sheets from all adjudication festivals that we have attended this year. It gives me an idea on what we already do well and what we need to improve on. It is all part of the learning process. And the cycle begins again in a few months.

Ah, summer! I am eager to spend time with my family before my sons have to go back to school for marching band camp. I am looking forward to simply relaxing—reading, beading, cross stitching and crafts. I will be testing for my 2nd recommended degree in taekwondo in September, so my training will start during the summer. I hope you have a fun and relaxing summer. Take the time for you and your family. Enjoy! So, until then, kiyah!

Victoria Schmidt
Choral Representative