Electronics + Music = Electronic Music

When you think of your music class experience in school, what comes to mind? Many of you might have fond memories of singing or banging on a drum, or maybe you have that memory of playing the recorder that we all learned to love.

Music programs in schools have existed for decades and have been an extremely important foundation of our educational system. But what happens when technology continues to be an integral part of our daily lives? How do we make sure we are preparing our children for the future, specifically in the realm of music?

Simple solution: Electronic Music. Electronic music is the integration of technology with music theory and composition to compose and record music using computers and software like Garage Band or Logic Pro.

Electronic Music started at The Willows way back in 1996 when a parent approached Head of School Lisa Rosenstein to teach a music composition class using a piano keyboard connected to a computer. At that time, technology in music was an extremely new concept. With a forward-thinking mindset, Lisa agreed to this idea. That Willows “can do” spirit sparked what has now become a beautiful, state-of-the art, electronic music lab with 15 Mac computers and piano keyboards, Beats headphones, and a private recording vocal booth.

The first class in 1996 inspired Greg Blum to become an Electronic Music teacher at The Willows. Greg, also an alumni of The Willows, says, “The first time I even wrote a song was in electronic music. It formed a big part of my relationship with music. One thing that’s instrumental about this class is that it’s for everyone.”

At The Willows, Electronic Music starts for students as young as 3rd grade all the way through 8th grade. The curriculum is designed to develop skills in song composition, writing and reading original songs, song structure, and music theory. Each grade comes once a week and spends roughly 50 minutes in the Electronic Music Lab.

Next time you’re on campus, make sure to stop by the Electronic Music lab it will definitely be note-worthy!

Check out a few samples created by past students!

Sample 1

Sample 2

ComicCon Meet Your Rival WillowCon!

Grab your cape and mask because this year The Willows will be hosting the very first WillowCon, a Willows version of ComicCon, on Saturday, November 9 from 11 am to 4 pm. In Willows fashion, it will be a collection of speakers, workshops, art pieces, books, costumes, music, fun, and food for all ages to participate!

Inspired by a school in Petaluma, CA, Director of Library Services Cathy Leverkus and Director of Teaching and Learning Terri Baird, decided that this was an opportunity to bring a version of ComicCon to the Willows. What better way to bring comic books and stories to life than to dress up, create masks, and speak to some of the industry’s top-notch comic book/story writers, artists, and directors?

Hence, the birth of WillowCon.

WillowCon will not only be a fun and exciting event, but it will also inspire and motivate those of all ages to read and write. Throughout the day, attendees will be able to listen to a panel of speakers, walk down artist alley that will include a collection of art work from Willows students and guest artists, meet and greet with speakers, develop writing skills through workshops, and decorate and create masks!

Some of the panel speakers will include Chris Ayers, Bruce Eric Kaplan, Dana Simpson, David Goodman, Cecil Castellucci, Emma Steinkellner, Josh Gad, Kyle Bornheimer, and Vaun Wilmott, just to name a few. Combined, these individuals have worked on Star Trek, Family Guy, The Daily Zoo, The New Yorker, Phoebe and Her Unicorn, DC Comics, The Okay Witch, Frozen, and much more.

Make sure to mark your calendars because WillowCon is going to be out of this world!

Permission to Feel

“We have a crisis on our hands, and its victims are our children”

-Marc Brackett, “Permission to Feel”

In this day and age, the mental well-being of our children and adults is shockingly poor. Marc Brackett knows why. And he knows what to do.

Marc Brackett, the Founding Director of the Yale Center for Emotional Intelligence, has spent 25 years as an emotion scientist. Marc Brackett’s prescription for raising healthy children and adults is a system and approach that he calls RULER, which is an acronym that stands for the five skills of emotional intelligence: recognizing, understanding, labeling, expressing, and regulating emotions. RULER was developed to help improve the lives of children and adults through understanding our emotions and using them wisely to help, rather than hinder, our success and well-being. The RULER approach has been implemented in more than 2,000 schools across the US and globe, reaching over 1 million students.His new book, Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive, is the culmination of Marc’s development of RULER and his way to share the strategies and skills with readers around the world. Permission to Feel combines rigor, science, passion, and inspiration in equal parts. Too many children and adults are suffering; they are ashamed of their feelings and emotionally unskilled, they don’t have to be. Marc’s mission is to reverse this course and this book can show you how.

If you’re interested in learning more, Marc Brackett will be coming to The Willows to speak about his new book.It’s free and open to the public!

Tuesday, October 15, 2019
7:00 pm to 8:30 pm
The Willows Community School Gymnasium
8509 Higuera Street
Culver City 90232


Talk will be followed by a book signing of his provocative, new work!

RESERVATIONS required at: PERMISSION TO FEEL

Writing Workshop at The Willows

Five years ago after moving from teaching the first/second grade loop to teaching upper elementary students, I noticed that there was a need for a more consistent writing curriculum across the grades at our school. Of course teachers gave writing assignments, but a continuity in how writing was being taught needed to be reviewed and updated.

In search of more comprehensive writing instruction, I found The Reading and Writing Project at Teachers College, Columbia University. I was familiar with Lucy Calkins and her writing workshop curriculum, but I wanted to learn more. After attending their Summer Writing Institute on their campus at Columbia University, I returned to The Willows inspired and invigorated to share what I learned with my colleagues. Since then, we’ve created an exceptionally strong writing curriculum, guided by Writing Workshop.

The Writing Workshop Model is very Willows in that it is student-centered, but also provides structure and clear goals.

These are the Writing Workshop Essentials, from Lucy Calkins’s book, Guide to the Writing Workshop, and how we have implemented them at The Willows:

  • “Writing needs to be taught like any other basic skill, with explicit instruction and ample opportunity for practice.”

I found that we weren’t scheduling writing into our regular weekly lessons. We’d give students creative writing assignments during the year, but the craft of writing wasn’t being explicitly taught everyday. We’d justify this by reasoning that our students were doing lots of writing in other subjects. Imagine if we did that with math— “Oh, we don’t have a regular math time, but students do math in science and social studies without even realizing it, so that’s okay.”

The first and most important change we made was to make writing a priority and to put it on the weekly schedule, just like math, reading, social studies, and science.

  • “Children deserve to write for a real purpose, to write the kinds of texts that they see in the world and to write for an audience of readers.”

    1st Grade Expert Book Cover
    A first grade “expert book”

In Writing Workshop there are three main types of writing we teach—narrative, informational, and persuasive. We teach each of these forms every year and build upon the skills from the year before, increasing the complexity and sophistication of the writing. At the end of each unit, we “publish” our books and share them with one another and our greater community.

 

  • “Writers write to put meaning onto the page. Children invest themselves in their writing when they choose topics that are important to them.”

We teach children strategies to find topics they are passionate about, rather than assign them a topic. We teach them that the purpose of writing is to communicate your ideas. We write because we have something to say, and we often discover what we have to say through our writing. This has been so empowering. Our students love writing workshop because of this.

  • “Children deserve to be explicitly taught how to write.”

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A third grade “expert book”

In the younger grades, we teach informational writing units in which students write “expert books.”. Each student chose a topic that they feel they are experts in and do not need to research (being an older sister, football, playing with sticks). We then explicitly teach them how to write an informational piece well, organizing and focusing their topics, writing paragraphs, using lots of examples, synthesizing their ideas, and using vivid, descriptive language. Later, we combine our informational writing unit with a social studies or science unit, and introduce the element of research into their process.

  • “Children deserve the opportunity and instruction to cycle through the writing process.”

By explicitly separating writing into stages, we’re demystifying the writing process and giving students the expectation that they will create several drafts when they write.

The biggest change I’ve seen has been to differentiate revision from editing. Many teachers lump these together, and end up giving revision short shrift. We talk about revision as the big stuff—does the writing make sense?, is there enough description so readers can picture this in their minds?, what is the writing really about?, is my message—what I have to say—really coming through? Editing is fixing the conventions (spelling, punctuation, grammar) so the work can be read easily. This comes after revision.

Narative-Writing Example

My students now enjoy revision. Their papers get messy, and the more revisions they make, the messier the draft gets. I revise my own writing in front of them, then invite them to do it to their work.

  • “To write well, children need opportunities to read and to hear texts read, and to read as writers.”

We use mentor texts by master authors that we examine to see what techniques the writers use to communicate their ideas, so we can try using them as well. Now, during book clubs or read aloud, students are noticing devices writers’ use that they can incorporate in their own writing, like flashbacks or foreshadowing.

  • “Children need clear goals and frequent feedback.”

This happens mainly during writing conferences. Before writing workshop, my writing conferences took place at my desk, after a student had finished a draft. I’d hold a pen and write on the student’s paper, showing them where to add a detail or to re-order some sentences. The student would often stare into space, and I’d mark up the paper and give it back so they could make my corrections. I’d have a long line of students snaking around the room waiting for my help and my approval.

Now, I rarely sit at my desk during writing times. I move around the room and check in with students at their tables. I talk to them and give them feedback in whatever stage they’re working in. I don’t write on their papers. I might write some notes on a separate paper so they can remember what we talked about, but the students have to make their own revisions, do their own writing.

We use checklists and charts so students can remind themselves of their goals. Students don’t stand in line and wait for a conference with a teacher. They keep working and use the tools we provide to help themselves until the next teacher check-in.

Teaching writing like this takes more work, but we are now sending students to each higher grade with more skills, ready to take on a new level of sophistication in their writing. It’s been so gratifying to see how our students have embraced this process. Students are excited about writing, disappointed when their writing time is over, sometimes asking if they can stay inside during recess to keep working on a story. As a teacher it doesn’t get better than that.

How do we respond?

Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.

-Victor Frankel

Walking through our halls Wednesday morning after Tuesday’s election, discussions about the election results could be overheard everywhere. Most children sought out friends with which to share their collective surprise over the news; others parroted remarks they may have heard on TV or from various adults. Some others said nothing.

I can only speak for myself, but watching the results the night before I couldn’t help but wonder: what do I say to the kids tomorrow? Regardless of one’s own personal political persuasion, the nature of this campaign and its surprising end made for an election night like no other. Contemplating spending Wednesday with young children eager to discuss this at school, I asked myself: how do we respond?

Waking up Wednesday, I thought of Victor Frankel’s famous quote (above). One of our most challenging jobs as educators is to live in the space between stimulus and response, to appropriately model for our students the importance of taking the time to pause and be thoughtful before we react to the words and actions around us. Imagining my conversation with a student about the election, I resolved to offer more questions than answers, especially open-ended ones like “How are you feeling?” or “What’s making you anxious?” so that students feel they have a safe space to process their emotions or concerns.

Shortly after arriving at school, I saw an email in my inbox from Lisa, our Head of School, stating that we would be meeting as a faculty after school to discuss our school-wide response to the election.

During our discussion, we heard from various teachers about their experiences throughout the day, many of them similar to my own. We all agreed on the need to acknowledge feelings, encourage conversation, and allow for differing points of view. Lisa reminded us that the RULER emotional intelligence tools we’ve been implementing in classrooms over the last year and a half are truly powerful for times like these. (Read a short message on the election from Yale’s Emotional Intelligence team here)

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instagram.com/willowscommschool

Different grade levels shared specific moments and activities from the day. During their morning meeting, first graders plotted themselves on the classroom mood meter; one student acknowledged the news of the election had left him feeling “uncomfortable,” after plotting his mood somewhere between blue and red.

One third grade teacher felt that the activities surrounding a mock election held at school had really helped her students learn to be respectful of others’ choices and to deal with feelings surrounding winning and losing an election. In the middle school, certain math classes had studied polling surrounding the various California ballot propositions, and their discussion Wednesday morning covered not only the predicted versus actual outcomes, but also about the vital need to cultivate a mathematically-informed electorate in our country.

Although it is unclear what the next four years will bring, it is certain that plenty of emotions and other stimuli in need of our collective responses await. Of the many things I saw on social media Wednesday, one short passage shared with the staff by third grade teacher Stephanie Wald helps show a path to the growth and freedom Victor Frankel spoke about:

Let’s start small. Let’s start by looking each other in the eye. By smiling to a stranger. By picking up a piece of trash. By being helpful in your community and commit to listening to each other. Let’s start with more mindfulness, more self-care, more reading and writing. Let’s take it day by day. We have a lot of work to do, but today let’s be really kind to each other. Let’s be honest, generous, and forgiving and connect through our hearts rather than through our minds. Let’s start small, and with love. Let’s start now.

Some helpful links for parents and educators:
http://betsybrownbraun.com/2016/11/09/talking-to-your-kids-about-the-election/
http://www.tolerance.org/blog/day-after
http://www.huffingtonpost.com/entry/what-should-we-tell-the-children_us_5822aa90e4b0334571e0a30b

 

 

The Power of Trust

I was listening recently to a podcast from Tara Brach, a psychologist and meditation teacher, and she began by revisiting a famous quote from Albert Einstein:

 I think the most important question facing humanity is, ‘Is the universe a friendly place?’ This is the first and most basic question all people must answer for themselves.

If we consider the universe to be unfriendly, he posits, we will direct all of our effort and scientific resources towards building defense systems to protect us from all that seeks to harm us. Perhaps we consider the universe to be neutral, devoid of purpose or meaning, neither friendly nor unfriendly – hence Einstein’s well-known description of a randomized cosmic order (“God playing dice with the universe”).

However, if we decide that the universe is inherently friendly – that is, if we trust that there is some underlying order and goodness to the systems around us, then we may actually feel empowered to try to understand our universe. Power and safety is a result of our efforts not to protect ourselves by building up walls but instead to trust and connect with others, working to understand the world around us.

These ideas reminded me of a recent TED talk led by Marc Slors entitled “Cultivating Trust,” which our faculty watched as part of our Learning Lunch series held each month at The Willows.

Slors acknowledges that while trust involves making ourselves vulnerable to others and all kinds of potential disappointments and calamities, it is also a vital component of successful human communities. In any workplace, people need to be able to trust others in order to focus their cognitive abilities on the work they are responsible for – as a teacher, I trust that our facilities manager keeps our campus safe so that I can devote my time to understanding how best to help students learn. Slors argues that trusting gives us the freedom to be present with the work at hand, as opposed to worrying about all that could possibly go wrong throughout our day.

From this point of view, trusting is ultimately an act of empowerment. Consider various relationships that exist within our school community. Parents trust teachers and the leadership at the school to provide the right conditions for learning to take place. They trust that we will teach the whole child, that teachers will strive to see their child and hear their interests and needs. They trust that they have a partner with open lines of communication. Though they make themselves vulnerable by sharing their children with us each day, by putting trust in us we are able to build stronger partnerships that support students; we feel empowered to join forces together.orig_photo391775_3846309

Also, teachers at the Willows trust their students. In my maker class, I trust that (under my supervision) students will capably utilize a wide variety of tools that could prove harmful if used carelessly – hot glue guns, hand saws, soldering irons, even the internet! Teachers at our school trust that students are competent and capable of taking on problems put before them, or, even better, problems that they come up with on their own. Willows students are not passive learners waiting to be spoon-fed information but in fact feel empowered to construct meaning and think deeply alongside teachers who are guiding the way.

One message we also try to consistently deliver from Developmental Kindergarten to eighth grade is that students need to trust themselves. Children need to feel confident to take risks and potentially make mistakes in order to develop into the kinds of learners described above. Trust in oneself surely instills power, in school and beyond.

“Don’t Dissect the Frog, Build It”

All of sudden, learning by doing has become the standard rather than the exception. Since computer simulation of just about anything is now possible, one need not learn about a frog by dissecting it. Instead, children can be asked to design frogs, to build an animal with froglike behavior, to modify that behavior, to simulate the muscles, to play with the frog.

In advance of a visit to The Willows next week from Nicholas Negroponte, one of the world’s most innovative, revolutionary thinkers (and grandfather to one of our Kindergarteners), I was inspired to revisit an incredibly prescient short piece he wrote for Wired magazine 22 years ago, from which the above quote was taken. The whole piece, “Learning By Doing: Don’t Dissect the Frog, Build It,” is short and worth taking the time to read in full.

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Negroponte is well known as one of the co-founders of the MIT Media Lab and for giving the very first TED talk, where he predicted much of the modern technology we use today (see links below). Reading this Wired article again, I found it fascinating to reflect on which of his predictions for education and society at large actually came true.

One quote that really caught my eye in the  article:

In the 1960s, most pioneers in computers and education advocated a crummy drill-and-practice approach, using computers on a one-on-one basis, in a self-paced fashion, to teach those same God-awful facts more effectively. Now with multimedia, we are faced with a number of closet drill-and-practice believers, who think they can colonize the pizazz of a Sega game to squirt a bit more information into the thick heads of children.

What was true in the 1960s and the 1990s is still true today. Now more than ever, what sells in Ed-tech are just shinier devices and platforms for delivering facts and practicing rote skills. Arguably, there are times and places for facts and skills, but Negroponte reminds us here that educators need to imagine all the ways to use computers to help people learn something besides Googling facts.

Learning By Doing

Negroponte’s insistence that schools promote more learning by doing resonates most today. Essentially, this is the ethos of the maker movement, and one that informs many of the projects I choose for the maker classes that I teach at The Willows.

For example, our third graders are learning about the Native American tribes of California, specifically the villages of the Chumash tribe. Naturally, the classroom teachers and I thought it would be a good idea for the students to make their own interactive version of a Chumash village, complete with littleBits circuits and other tech-related components.

However, before even beginning to create the Chumash village, I asked students to first just build a village. To kill two birds with one stone, I actually asked them to draw and program a village using the software Microworlds EX, so they could practice coding skills while sharing what they know about villages.

The direction I gave was simple: think about what you would find in a village and try to represent that on your screen. As they worked, spontaneous discussions arose about the difference between villages versus cities; students would identify certain components (shelter, food sources and storage, water), inspiring others to add on to their villages in an organic manner. By observing and taking notes as I circulated, I was certainly learning from their doing, and as they designed I noticed they were learning a few things too.

First, given a finite space on which to build, they had to carefully consider where to place different elements of their village, and how much space each could occupy. For example, most students showed that a village has more than one building some for inhabitants to live in and others for various communal purposes; each had to be scaled and placed properly, and much revision was needed as they tinkered with their designs. Second, many students learned that in their first iterations they had omitted certain vital features; for example, only certain students included some means of transportation to move people in and out of their hypothetical village.

Of course, I could have simply read a book or showed a video about villages to them beforehand if I wanted to ensure that they all had close to identical villages with all of the same elements. But my goal was for these third graders to construct their own understanding about how villages work, rather than mimic what I told them should go into a village. Or, echoing Negroponte’s words, I asked them to build their own village instead of dissecting someone else’s.

By asking them to learn by doing, I was actively engaging them, and also allowing them to teach me what they knew or didn’t know, to inform the rest of our project.

For more on Nicholas Negroponte, here are a few links, old and new: