July 30, 2020 Julie Buell Lodi [email protected]

International School Manila, Elementary Music Specialist for K-4 Director: ISM Sing! www.ismanila.org

www.amis-online.org

Access to Asynchronous Sessions: Each Wednesday through 19 August 2-15 November 2020 (7 AM CST) Synchronous Weekend: 7-8 November All Summer Sessions free and Synchronous Weekend: 14-15 November posted afterwards Tentatively: 7 - 11 AM CST Where are we? AUSTIN

MARTIN What time is it? ASHLEY

13 hours later than CST JULIE

sciencehowstuffworks.com Context of Location, COVID & School ● CONTEXT IS HUGE and UNIQUE!!!!!!!!--NEED TO UNDERSTAND IT--WORK WITHIN IT TO BEST MEET NEEDS

THE PHILIPPINES ● Developing country, population 110 million ● Manila population 13 million (roughly same population as 2 greater Houston areas--but denser/not more spread out) ● Made up of over 7600 islands, total land mass is close to physical size of AZ or NM ● Accustomed to crazy: Volcanos, typhoons, earthquakes, water rationing, random airport closures, unanticipated declaration of holidays, great adventure! ● Culturally--rule followers, don’t tend to question authority (masks worn cooperatively and lockdown curfew hours observed from what I have seen) ● Dense living areas / public transport - jeepneys / many live hand to mouth

COVID ● The Philippines has the longest running non-stop quarantine in the world (I have hardly left my house since early March) ● For a while, President said no face to face learning until vaccine. (view into mentality of government) ● That said, the current word is schools may be able to begin hybrid if the COVID situation improves one level or if we are granted an exception since we have adequate space to social distance-- may be a while! ● Cases still going up, probably well under reported, published mortality rate is high (it really is high + under reporting of cases) ● Yesterday: 85K total cases, 1800 new cases. Mortality rate is high (surely under reported numbers, plus not great track record on treatment)

INTERNATIONAL SCHOOL MANILA ● Affluent school in a bubble, our very fortunate kids regularly see poverty in the city and when they travel, HUGE service learning participation/ethos in the school ● With very rare exception (due to parent choice), all kids have access to (sometimes shared) devices at home, some internet issues depending where a family is during pandemic ● Not a super hi-tech school, not 1:1 in ES or even 1:2 in ES (have been in others that emphasized tech much more) ● School enrollment was 2350 PK-12th pre-COVID, fingers crossed for 1900+ when we open (haven’t heard in a few weeks) ● ES Music Team/Facilities: 3 full time ES Music Teachers / 2 full time TA’s for ES Music, different strengths are well-utilized, 3 dedicated ES Music Rooms with 3 practice rooms each, 1 ES Movement Room with Mirrors, 1 Early Years Music Room ● ES is PK-4th. I teach K-4th, a large after school choir for 3rd/4th, help out with MS/HS musicals/events/adjudication. Students from 120+ countries, EAL, LS, SLS, robust on campus after-school program Classroom/Schedule Pre-COVID K-4 Music classes, twice weekly for 45 minutes -- plenty of room for social distancing My Classroom/Schedule for Distance Learning 1.0 March - June ● Assignments/Activities/Videos shared via Google Slides (along with whole day’s work by the classroom teacher) at 3 PM the day before it was to be done. Music slides submitted ahead of time. 1-2 slides max. Approximately 30 min. of work. Videos housed in safeyoutube (no ads, can’t click on inappropriate content). ● Each Specialist subject was assigned a different day of the week. ● No regular Music Zoom calls--did not “see” students regularly. ● Students posted to Seesaw the same week, lots of feedback/conversation ● Flexible Wednesdays ● Popped into classroom Zoom meetings when able Screenshot of Sample Lesson Slide During Distance Learning 1.0 Learning objectives were listed on a chart with the rest of the day’s assignments for students/families. Weekly video music greetings from the entire ES Music Team always included on another slide. Task for completion also explained in video.

Inactive links Flexible Wednesday Schedule and Sample Activities (active links removed per school request)

Many asynchronous activities were provided as well: beat boxing, cup game, harmonization, advanced recorder, read alouds, guitar, listening, keyboard, composing with Chrome Music Lab, and more What will instruction look like when we start on August 24? Distance Learning 2.0

● WITH Teachers on campus if they are in town (currently 100+ can’t get back into the PH, also means many families are out of the country as well, related to type of work visa). Teachers may have to be at home instead of on campus, but that is no big change except that ES teachers will teach synchronously via Zoom to students in Manila and close by. ● Students at home wherever they are on the planet. ● Zoom class calls recorded for students in different time zones to view asynchronously. Posted later in day. ● All students (PK-12th) follow regular schedule with slightly shortened classes to allow time for breaks/get off of screens/do work to submit. (30ish, not 45 min. Time for getting off of screens, bathroom breaks, teacher time to reorganize for next class. ● Practice immediately with needed technology and related functions:

○ For Zoom: raise hand/lower hand, student name on screen, mute, use of chat, breakout rooms, speaker view, “Being a toot? = mute,” “Being a ham? = Turn off the cam”, expectation for video on/off ○ For Seesaw: Making a post/video/audio recording/checking for feedback, permission to share with class blog, constructive comments, who sees posts ○ Whole body listening, taking turns ● CAN sing at home, CAN play recorders at home (if they have one with them where they are--school recorders went home in April to those in town), CAN move, CAN drum and play unpitched percussion, CAN use melodic instruments at home, CAN compose, CAN respond, CAN work with family members, CAN explore world music, CAN integrate with other classes where logical. Social Emotional Learning a top priority. Also, Diversity/Equity/Inclusion. ● Some documents / materials will need to be shared via Seesaw as well, even with students who attended call. ● Instruments packs assembled at home for regular use, other materials needed communicated ahead of time. ● Hopeful the expectation will be stronger from Admin re: not “invitational,” rather “necessary” ● I imagine our team will continue to plan together and deliver similar lessons at the same time. ● I imagine some portions of lessons will need to be pre-recorded to allow for part work, accompaniments, etc. ● No Flex Wednesdays. Parents want full regular schedule online learning if they are going to pay full tuition. Research guiding my decision making process?

Receptiveness of Admin to recommendations/choices? ● South Korean research that ages 10-18 can spread as much (or more) virus as adults. That includes 4th and 5th graders. I would not push for in person singing as quickly with those grade levels. Sing/recorder at home. Learn/read/hum/speak in unison/limited movement in class. That makes us, the teachers, more likely to spread the virus as well. ○ https://www.sciencealert.com/older-children-transmit-covid-19-as-much-as-adults-do-new-evidence-su ggests

● Article about the preliminary results of the University of Colorado study (much more to come!) Face forward, teachers should use an amplification device to keep voices softer and, thus, dispersion of aerosol and droplets to lower amounts. ● https://www.nfhs.org/articles/preliminary-results-of-performing-arts-aerosol-study-depict-hopeful-outlo ok-for-future-music-activities/ ● Full preliminary report: https://www.nfhs.org/articles/unprecedented-international-coalition-led-by-performing-arts-organizations-to -commission-covid-19-study/ ● More coming, re: singing and theatrical speech

● In terms of Admin receptiveness, I have sent some research--but it has not been as critical to address yet because we are still on distance learning with many teachers and students out of the country as we wait for government guidelines.. It may be a while before we can begin hybrid learning. We have increased IT equipment orders to deal with the situation. Context of the virus could change a lot. Also, we do not have government Dept of Ed guidelines. Consider having school nurse help analyze the scientific lingo of research. Common sense also valuable. Important that decisions take into account safety of students and teachers. . What am I nervous about when I head into face to face learning?

● The more than realistic chance that I will still have to teach face to face with some students while virtually with others at the same time with same recording or workload of additional material. How can I make the learning most effective for the most students and natural for all involved? ● Hopeful that the faculty and community will be fully respectful and adherent to safety guidelines and think about the greater community--not just themselves. Hope all adults lead by example. ● Keeping up with changing guidelines and procedures. ● What tone are the parents helping set prior to this time? ● Social-emotional needs of the students

. What face to face practices am I considering for learning if students are in regular classrooms? a.k.a. “On a cart” -- LOTS we CAN do! ● UNDERSTAND REGULATIONS FROM GOVERNING BODIES / SCHOOL (and we don’t have those yet!) ● Are some students still learning virtually? ● Instrument packs from home if needed (not shared) / can transfer to Music Room later if needed ● Think through what segments need to be pre-recorded (accompaniments possibly?) Recordings of me singing song material (better volume / can see mouth / helps EAL/I won’t be spreading virus potentially) ● Hand games with desk / modified singing games / rhythm games / various cup games NYCOS has tons! ● Chair drumming / drum on desk / body percussion ● Literacy work / compositions (especially if they have access to a device) / Form work ● If we can’t sing, then listen, hum, speak in rhythm-unison (not loudly) / learn to prepare for home singing practice (example from Singapore government--very rigid with national guidelines). FACE FORWARD. ● Modify folk dances to do in chairs / conducting-meter work / limited movement / creative movement / mirroring / scarves / individual stretchy bands...nothing too physical ● Listen/respond, watch/respond ● World music ● If shared instruments are allowed: 4-6 tubanos for a week at a time in, for example, each Grade 4 classroom, same for Orff instruments / UPP / cleaning procedure / sterilizing materials / rotate to a different grade level. ● Consider having each student bring a box of food prep gloves to use in Music/Art all year for shared materials. ● Beginning / end routine / helper / create norms ● Time to chat / get to know the kids--especially new to you / new to school, SEL component ● Spend time on mask guidelines / safety, check with school approach ● Technology addressed on another slide ● Prep my own materials / cart / masks / cords/ powerstrip / devices to travel / extra masks/ sterilizing-sanitizers / material storage in classrooms/ desks? What face to face practices am I considering for learning if students are in the Music Room? a.k.a. “Approaching normality” - LOTS we CAN do!

● UNDERSTAND CHANGES IN REGULATIONS FROM GOVERNING BODIES / SCHOOL which allow this to happen ● Are there still students learning virtually? ● Traffic flow / ventilation / beginning and end routine / helper / create norms / hand sanitizer ● Everything you could do in their classrooms except use of desk and possibly / hopefully more! ● Students daily bring Instrument packs from classroom if needed (not shared) / use shared instruments which can be cleaned easily ● If shared instruments allowed: Orff Instruments, Tubanos, UPP- depends on numbers / spread out / half play at a time ● Consider having each student bring a box of food prep gloves to use in Music/Art all year for shared materials. ● Bathroom procedure supervised out of regular class time I hope! ● Recordings of me singing song material (better volume if still in masks, keeps me from possibly spreading) ● Think through what segments need to be pre-recorded (accompaniments possibly?) ● Broader range movement that is not physically demanding, movement stories, modified folk dances / conducting-meter work / creative movement / mirroring / scarves / individual stretchy bands / slower tempi ● Body percussion ● Literacy work / compositions / form work / socially distanced group work if we can face each other ● If we can’t sing, then listen, hum, speak in rhythm-unison / learn to prepare for home singing practice. Face forward if context of virus still warrants this. Not pushing for 4th/5th grade to sing too soon -- they spread just as much as adults. ● Listen/respond, watch/respond ● World music ● Helpers, sanitation rituals ● Consider splitting choir when we get to hybrid (if virus situation improved enough) to have less students in the space in Sem 2 ● I won’t try to do as much….shorter classes/careful entry/exit/re-set for next class What modifications do I plan to make to physical space and classroom management practices to improve student learning?

I will need to know guidelines. This stage is still pretty far off for me.

● Possibly remove staff carpet ● Possibly use chairs instead of floor -- mark chair spots (easier to clean, more sanitary) ● Guidelines on distancing (hula hoops or affix polyspots or tape) ● Travel path in room if that is part of guidelines ● Possibly face only forward ● Consider getting students to bring a box of plastic food service gloves for shared instruments (could also use in Art) ● Sanitation routines upon entry/exit or after you touch a shared surface or someone else by mistake ● Spread out Orff /drums OR mark only some for use and rotate groups of students ● Will think about similar equipment across grade levels at the same time when using Orff/drums ● Research best sanitation practices for various materials / surfaces / instruments / manipulatives. ● Implement positive mask checks. Idea offered to come up with funny names for ways masks are incorrectly worn. Practice these with the class over Zoom first. Possibly relate to game. ● Open a window, adjust A/C temp if needed ● Student helper to remind me about check-ins with any virtual students Will I teach face to face and virtual learners simultaneously?

● YES, when we get to that point! Because our students are still spread around the world. Different countries allow different passports to enter countries in these times. Employers may not be opening up again locally yet. There may be a degree of parents keeping students home) ● Where? Will the face to face students and I be in a regular classroom or the Music room? Impacts a lot of technology. ● I will recommend the school be up front about communicating norms to families on how this will work as a teacher can not be expected to be glued to a camera and give the best to the students in their physical presence. Human nature is to talk to those you can see in front of you/deal with that behavior and learning. Teachers need to advocate for these discussions. ● I have spoken with a teacher who has done this in . The parents of virtual learners put pressure on the school to have their kids get the same “attention” thus keeping the teacher glued to the desk. Therefore, far from authentic situation in the classroom. Need to be committed to making best impact we can for all students. Hence, the need to get involved in developing norms from your point of view. CONTEXT. ● Virtual learners will have to be proactive about questions via email/Seesaw/other platform. ● Student helper face to face with timer who is physically present to remind me to check-in on virtual learners every 8-10 minutes. ● Helpful hardware: Swivl sounds fantastic. $1300. Mixed reviews. Next generation may be better. Other hardware? Doc camera? ● Minimal: solid tripod for iPad possibly aimed at me/wider class from back or side. ● Need to do trial with and without microphones. ● If “on a cart,” may need a bluetooth speaker. ● I am considering a call into a Zoom class from a second device aimed at face to face students so that can be seen too (would appear as another student on the call). Let virtual learners see what students are doing...not just me standing in front of them. I could make both devices co-hosts and operate from either if needed. Might need to mute the microphone on a second device. ● Relocating hardware during lesson depending on what is being done? May bring my own laptop into school instead of using desktop. ● Where to strategically position computer and other devices in relation to screen (see virtual learners) and where I will be. Try it with some colleagues on a call giving feedback. Help each other. Which device goes where? ● Extra extension cords/powerstrip for chargers. ● Acknowledge and talk to the virtual kids! Know your kids! ● If a one on one is needed, parents may also need to be present. Check your child safety policies. Advice for managing my workload when teaching to students who are learning in different ways? (face to face and virtual) ● Need to understand if this is virtual one day at school/alternating one day at home...or virtual for the long haul (parent choice) ● Color code virtual learners differently. Screenshot each class so I know who was present/student can do so/email it. ● iDoceo--so worth the price. I think it was $7 US when our school purchased it. Good for all school devices on same user ID ○ OR some document of each class with student pictures and a grid. ○ Track engagement and assessment. ○ Look at virtual learner work submitted first for feedback. Tradeoff for them not being in the room. ● Google sheets--use the tabs, keep it all in one document: All Zoom codes and schedules entire team will need, Planning, what will be assessed, who on your team is doing what, meeting schedules (Calendar too with reminders), teacher roles, video agreements/formats, Special event planning, concerts/virtual concerts, tally engagement ● Touch base with classroom teachers if I have concerns (they have bigger picture), go to counselor or Admin if needed ● Positive shoutouts/posts and thank yous to kids who submit work ● Know your school’s child safety guidelines. Critical for understanding your limitations of getting kids into smaller groups. ○ Can you do break out rooms without an adult present in each room? ○ Trusted parent volunteer to supervise discussion in breakouts--will get it a bit smaller? ○ What if you have an assistant in a class for any learner with special needs/EAL? I found that adults were happier to have roles than just sit on a call (when I called into other teacher’s Zoom class meetings) ○ Can you contact a student for a one on one discussion or must a parent be present (in which case--arrange the meeting with the parent and ask the student to be present) ● Dividing the time possibilities ○ Split class time in half (two separate calls) for composition work (or similar) so you can give more feedback? ○ Have face to face students work on something while you do a check-in with virtual learners, then switch. ● If same kids on virtual only, consider a periodic Zoom call with all of your virtual learners in a given grade level for a check in when you are “at the camera” just for them--outside of regular class time. Help session. Questions. Repeat for other grade levels. ● Hold up work while student is talking/screenshot for documentation...or ask them to submit after call or after completed (active music making, written, explanation, critique, etc.) How do I plan to address social emotional needs of students with unpredictable nature during a pandemic? ● School will keep same class groupings as last year and move the students forward together ○ Big relief! Not so much time needs to be spent getting to know a whole new class unless new. ○ Easy to welcome newbies dispersed into these groupings. ○ The end of their previous year together was cut off. Good to start together. ○ Less behavior issues with Zoom. ● In person--names tags/buttons with names and pictures since we won’t see faces with masks (for benefit of newbies AND everyone). Schoolwide initiative? ● Directly ask counselor “Are there any hotspot issues I need to be aware of from distance learning last year?” ● Hope to listen in on a classroom Zoom before they delve into Specialist classes ● CASTLE resources, this will be a major part of our team planning. ● Discuss taking risks, privacy, ● Arioso...tell about summer/how they feel. Sing for class or submit privately. ● Ashley Benusa’s Spotify playlist! ● Choose songs for lyrics and analysis potential--how do you identify with this? Or bring a song to which your feelings relate and tell us why. Respond. ● CNN article: “Stop Shaking Hands. Do This Instead.” /Non-physical contact greetings from around the world / choose related songs from those cultures / create related movement ● Song parodies/lyrics ● Creative movement to music that necessitates different energies/emotional responses. ● Take a few minutes to chat / listen / share at beginning ● Have them help develop Zoom norms / hybrid norms ● Sense any issues? -→ classroom teacher, sibling’s teacher, counselor, Admin, parent. ● FUN! Parting advice

● No reason to sweat what you can’t control! ● Be positive / supportive / proactive / offer solutions. Don’t be a negative neighsayer in the community. ● Don’t try to be perfect or over the top with videos. You are not a production studio, but a little simple fun goes a long way to be engaging. Some ideas on Resources page. ● You are a good teacher. Guidelines are a chance to test your creative thinking and problem solving skills. You don’t need to have it all figured out yet. ● Ease into it / learn / unlearn / re-learn a new way. ● LOTS of change is inevitable! Be flexible. ● Love your students! Out of the ordinary masks to be aware of: ● The Singer’s Mask manufactured by Broadway Relief Project. www.broadwayreliefproject.com ● The Leaf Mask (clear) Their website is under maintenance and refers you to their indiegogo page. Resources ● The Totobobo Mask (clear) https://totobobo.com/

Favorite Facebook group in these times: e-Learning in Music Education ● If you join it, you will have access to: 27 different 10-Minute Masterclasses and much more - free. Thanks, Nyssa Brown!

Song Challenges (cup games, etc.) with movement in place: National Youth Choir of Scotland (NYCOS) Non-contact greetings from around the world: CNN article “Stop Shaking Hands. Do This Instead.” Add music from these countries/create class greeting or link to creative movement

Tech Tips: ● Integrate your technologies for the most bang for your buck. For example, sometimes images of slides inserted into iMovie video where appropriate is better than Screencastify. Think about best way to get to what you want emphasized. ● Zoom: ○ If you play music or video with audio on Zoom from your computer, learn the audio settings for optimal quality! There are tons of tutorials out there. Do a trial with a colleague or friend to check! ○ Figure out Spotlight view function to keep student eyes on you if needed. ○ Ask your IT personnel to forward you updates/changes in Zoom specs as relevant! Don’t be caught by surprise. ● iMovie is free for Macs and has so much power: sound effects, PIP (part work), cloning (part work/humor), split screen (part work), cut away, green screen, transitions, titles. You can separate audio from video completely or in part/add new audio or background music. Filmora has a great reputation too. ● Silly and fun tech: ○ Chatterpix animates mouth on image with the audio you provide, ex. school mascot, free app for up to 30 second clips. ○ Snapchat Filter adds hats, moustaches, ears, props and fun to YOUR face in a Zoom call. They follow you as you move. ○ HUGE, free sound effect database, courtesy of BBC: http://bbcsfx.acropolis.org.uk/ ● Life Saving app: iDoceo (not free...approx $7 last time I checked) class lists, pics, seating, gradebook, turn picker, more. ● Multiple audio parts: ○ Garage Band is so easy to learn for teacher use/layers for part work/accompaniments. Free on Macs. ○ Soundtrap sounds equally easy--basic level is free. ○ Acappella app (no longer free). 14 and up. Good for ES teacher use. ● Cloudconvert for converting file types. Free. ● Maintain separate browser windows with tabs you need open according to purpose: School, Personal, Other