Thanks, guys!
   Sandy

"dingraham1@..." <DIngraham1@...> wrote:
           Hi Angela,
I just got your e-mail to ANAWME, as well as some other e-mails. Andrea is away
right now. She is the one who sends people the info they need. She will be back
on March 15, so I am sure she will get back to you soon after.
Diane Barnes

__________________________________________________________
FREE Reminder Service - NEW from AmericanGreetings.com
Click HERE and never forget a Birthday or Anniversary again!
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ts/online_calendar.pd?c=uol5752

[Non-text portions of this message have been removed]






[Non-text portions of this message have been removed]

Glad to hear it, Angela!

I'm confused... is this still a listserv? Do these replies go to a whole
bunch of people? Is anyone still out there?!


[Non-text portions of this message have been removed]

Thanks,
Actually, I am all hooked up, and I "spoke" to Andrea via email. She was
very kind and I'm glad to be here!
Angie


>From: "dingraham1@..." <DIngraham1@...>
>Reply-To: anawme@yahoogroups.com
>To: anawme@yahoogroups.com
>Subject: Re: [anawme] Introduction
>Date: Thu, 22 Feb 2007 00:26:05 GMT
>
>Hi Angela,
>      I just got your e-mail to ANAWME, as well as some other e-mails.
>Andrea is away right now.  She is the one who sends people the info they
>need.  She will be back on March 15, so I am sure she will get back to you
>soon after.
>Diane Barnes
>
>
>
>_____________________________________________________________________
>FREE Reminder Service - NEW from AmericanGreetings.com
>Click HERE and never forget a Birthday or Anniversary again!
>http://track.netzero.net/s/lc?s=197335&u=http://www.americangreetings.com/produ\
cts/online_calendar.pd?c=uol5752
>
>
>[Non-text portions of this message have been removed]
>

_________________________________________________________________
Find a local pizza place, movie theater, and more….then map the best route!
http://maps.live.com/?icid=hmtag1&FORM=MGAC01

Hi Angela,
      I just got your e-mail to ANAWME, as well as some other e-mails.  Andrea is
away right now.  She is the one who sends people the info they need.  She will
be back on March 15, so I am sure she will get back to you soon after.
Diane Barnes



_____________________________________________________________________
FREE Reminder Service - NEW from AmericanGreetings.com
Click HERE and never forget a Birthday or Anniversary again!
http://track.netzero.net/s/lc?s=197335&u=http://www.americangreetings.com/produc\
ts/online_calendar.pd?c=uol5752


[Non-text portions of this message have been removed]

Dear Sandy Yen,
      I just got your ANWME message.  Our president, who gives the necessary info
to new members, is away now.  She will be back on March 15.  Sorry you haven't
received the info you need.  E-mail Andrea at themusicpainter@... and she
will get back to you when she returns.
Diane Barnes
PS. I teach music at the Housatonic Valley Waldorf School in Newtown,
Connecticut.  If anyone wants to come and observe me there, just give us a call.
The number is 203-364-1113.



_____________________________________________________________________
FREE Reminder Service - NEW from AmericanGreetings.com
Click HERE and never forget a Birthday or Anniversary again!
http://track.netzero.net/s/lc?s=197335&u=http://www.americangreetings.com/produc\
ts/online_calendar.pd?c=uol5752


[Non-text portions of this message have been removed]

Hello Holly and Angela!

   I am someone who is volunteering with music at my son's Waldorf charter school
(I am a traditional music teacher just learning the Waldorf philosophy). I sent
$30 to the person in charge many months ago to get a curriculum overview and
never recieved it, and can't get in touch with the person in charge. The e-mail
addresses are down. Any ideas?

   Sandy

Angela Mobley <angela_mobley@...> wrote:

Hi Holly,
It seems that the listserve is taking a little rest right now! I haven't
gotten that many replies, but I have perused the archives and found some
helpful information. I'm coming into teaching music mid-year, and I already
teach the students handwork (1-5) and the music is 3-5. The previous teacher
for music was really dry, and just started pouring all this heady stuff into
the students. The students have been wonderful, though. Even if a teacher is
not trained in the imagination, the students are, and when I brought the
picture of the fence and the flowers, they loved it. I really hope to learn
more and get them on track in the curriculum. I invested in Voiceworks book
1, and that has helped as well. My background is in teaching private voice,
not Verbeck, although I've done a lot of researching different voice
methods, and adopted/adapted more of a Linklater voice approach (which is
very similar to Verbeck, only American, not as regimented, and used by more
theater folks than voice folks) She says things like "forget the breath"
too. So it is a different feel to teach a class singing, although I feel
like the possibilities are endless. i want to learn more about bringing
movement into their singing as well.
Where did you teach/how long/ did you have the teacher training?
Thanks for your reply!
Angie


>From: HollyTline@...
>Reply-To: anawme@yahoogroups.com
>To: anawme@yahoogroups.com
>Subject: Re: [anawme] Introduction
>Date: Tue, 20 Feb 2007 13:56:08 EST
>
>Angie -
>Did you ever get any replies from the listserve? I am not teaching at this
>time, though in the past I have taught 3rd - 6th grade music and also sung
>with
>parents and faculty. Anyway, I hope things are going along well for you!!
>Holly Timberline
>
>
>[Non-text portions of this message have been removed]
>

_________________________________________________________________
Don’t miss your chance to WIN 10 hours of private jet travel from Microsoft®
Office Live http://clk.atdmt.com/MRT/go/mcrssaub0540002499mrt/direct/01/




Yahoo! Groups Links






[Non-text portions of this message have been removed]

Hi Holly,
It seems that the listserve is taking a little rest right now! I haven't
gotten that many replies, but I have perused the archives and found some
helpful information. I'm coming into teaching music mid-year, and I already
teach the students handwork (1-5) and the music is 3-5. The previous teacher
for music was really dry, and just started pouring all this heady stuff into
the students. The students have been wonderful, though. Even if a teacher is
not trained in the imagination, the students are, and when I brought the
picture of the fence and the flowers, they loved it. I really hope to learn
more and get them on track in the curriculum. I invested in Voiceworks book
1, and that has helped as well. My background is in teaching private voice,
not Verbeck, although I've done a lot of researching different voice
methods, and adopted/adapted more of a Linklater voice approach (which is
very similar to Verbeck, only American, not as regimented, and used by more
theater folks than voice folks) She says things like "forget the breath"
too. So it is a different feel to teach a class singing, although I feel
like the possibilities are endless. i want to learn more about bringing
movement into their singing as well.
Where did you teach/how long/ did you have the teacher training?
Thanks for your reply!
Angie


>From: HollyTline@...
>Reply-To: anawme@yahoogroups.com
>To: anawme@yahoogroups.com
>Subject: Re: [anawme] Introduction
>Date: Tue, 20 Feb 2007 13:56:08 EST
>
>Angie -
>Did you ever get any replies from the listserve? I am not teaching at this
>time, though in the past I have taught 3rd - 6th grade music and also sung
>with
>parents and faculty. Anyway, I hope things are going along well for you!!
>Holly Timberline
>
>
>[Non-text portions of this message have been removed]
>

_________________________________________________________________
Don’t miss your chance to WIN 10 hours of private jet travel from Microsoft®
Office Live http://clk.atdmt.com/MRT/go/mcrssaub0540002499mrt/direct/01/

Angie -
Did you ever get any replies from the listserve? I am not teaching at this
time, though in the past I have taught 3rd - 6th grade music and also sung with
parents and faculty. Anyway, I hope things are going along well for you!!
Holly Timberline


[Non-text portions of this message have been removed]

Hello all,
My name is Angie and I am a handwork and now music teacher at the
Louisville, Kentucky Waldorf School. I've taught here for 5 years and will
finish my handwork training in a couple of weeks. I'm eager to connect with
waldorf music folks. I'm thinking it would be good for me to do some
observing of other music classes....how close are any of you to Louisville?
Oh, by the way, I'm teaching 3rd, 4th, and 5th grades. I look for ward to
hearing from you all!
Angie

_________________________________________________________________
Check out all that glitters with the MSN Entertainment Guide to the Academy
Awards®   http://movies.msn.com/movies/oscars2007/?icid=ncoscartagline2

I was the one and guess what!  I just got Voiceworks 2 in the mail and it looks
good too.  Speaking of books, Anna Rainville (who I was in a singing games
workshop with at the Western Waldorf Conference) has a book out, available from
"Bob and Nancy's" about singing games.  I look forward to seeing it.
We have a simple setting of the St. Martin story. "He's riding along, St.
Mar---tin"  I don't have time to post it because I don't have a scanner.
   All the best, Carol
HollyTline@... wrote:
           I just wanted to thank whoever recommended Peter Hunt's "Voiceworks"
book. It
is wonderful! I am not currently the music teacher at our Waldorf school here
in Richmond, VA, but I do help out with community singing and am also leading
a vocal ensemble at another school in town. This book has turned out to be
just the infusion I needed of engaging new material.

Anyone have any lantern songs to recommend for Martinmas? We have some old
stand-bys we do at our school, but I'd love to find some new ones. We seem to
mostly do:

1) Glimmer Lantern Glimmer
2) La Bimme, La Bamme, La Boom
3) The Sunlight Fast is Dwindling
4) With a Lantern in the Hand (not everyone can get this one, but the older
classes usually sing it out strongly)

Any others I ought to know about?

Thanks,
Holly T.

[Non-text portions of this message have been removed]






[Non-text portions of this message have been removed]

I just wanted to thank whoever recommended Peter Hunt's "Voiceworks" book. It
is wonderful! I am not currently the music teacher at our Waldorf school here
in Richmond, VA, but I do help out with community singing and am also leading
a vocal ensemble at another school in town. This book has turned out to be
just the infusion I needed of engaging new material.

Anyone have any lantern songs to recommend for Martinmas? We have some old
stand-bys we do at our school, but I'd love to find some new ones. We seem to
mostly do:

1) Glimmer Lantern Glimmer
2) La Bimme, La Bamme, La Boom
3) The Sunlight Fast is Dwindling
4) With a Lantern in the Hand (not everyone can get this one, but the older
classes usually sing it out strongly)

Any others I ought to know about?

Thanks,
Holly T.


[Non-text portions of this message have been removed]

Andrea:  The Teacher Training is on our campus led by Dorit Winter who has
inspired many teachers at our school.  I didn't really think I could manage the
training but after several conversations it began to seem possible.  The Music
Teacher training still beckons but the logistics and time off are not things I
am ready to tackle just yet.  I am really glad to be reading, discussing,
practicing (!) anthroposophy on a weekly basis.  The summer session fills the
month of July so as unthinkable as it is, I will miss our conference if it is in
July.  Is it possible to survey others about the first (or second) week of
August?
   I'm also in Christiaan's Singing Training which is in June and February for 3
years.
   In 2008, The SInging Human Being Conference will be held in Finland (up in the
Lapland area, I believe.)  I hope I can go again.  It was like being in the Par
world for 2 weeks.
   I just found out that Anna Rainville's book Singing Games for Families,
Schools and COmmunities is available at BOb and Nancy's so I ordered it.  I was
in a 3 session workshop with her and loved it!
   Thanks for everything... Love, Carol

Andrea Lyman <aweandwonder@...> wrote:
   Carol,
I'm curious to know why you chose the teacher training as opposed to the music
teacher training? It is probably because the regular teacher training is nearer
to you and therefore more accessible. Thanks for your rhythm ideas. There are so
many different ways to do these things! It is hard to write them down with
words, isn't it? I mean, it would be so much easier if we could just observe
someone doing them. Wishful thinking....
Will you be able to attend the conference next summer if it is the first week of
July (as I think it will be)? It would be ghastly if you weren't there - I can't
imagine the conference without you, you add SO much!
Take care, Andrea


----- Original Message -----
From: Mark CarolAdee Culbertson
To: anawme@yahoogroups.com
Sent: 10/1/2006 3:43:45 PM
Subject: RE: [anawme] music reading


Hi there,
For rhythm, I have been using some ideas from "Music Mind Games". There are lots
of games that are fun and useful. Separating note reading from rhythm is
important. We look at lots of rhythmic groups that each have a name, like
"huckleberry" for 4 16ths, "gooseberry" for 1 8th, 2 16ths and get fluent at
recognizing the units, putting them together and then clapping without speaking.
Then there's BINGO using these same rhythms (you make the cards with them) and
more and more and more! I think we could probably get the gooseberries,
huckleberries and other fruits to grow on the fence with the flowers if we
thought it out! Thanks everyone!
I have a question: Has anyone written up your program for AWSNA accreditation? I
think they want a grade by grade list of what is taught but I wonder if I need
to say to them what each particular activity is addressing in the child's
development. If I could see samples, that would be great!
By the way, I have just started the 3 year teacher training here at the Bay Area
Center for Waldorf Teacher Training with Dorit Winter. I am loving it even
though it's every Friday night and Sat. Morning. and lots of homework. The
summer session is all of July so may I put in my request for an August
conference if others are interested?
Thanks, Carol


Richard Holden wrote:

Dear All,

The fence picture is nice. I used something similar. Do you have overhead
phone wires in the US? I used a picture of five wires, with the posts
eventually becoming bar lines, and the notes were represented by various
birds. Initially the birds were in free flight but over a week's main
lessons they came closer to earth and landed on the wires, creating a more
formed picture that eventually became "adult" notation.

Richard

>From: "Andrea Lyman"
>Reply-To: anawme@yahoogroups.com
>To: anawme@yahoogroups.com
>Subject: RE: [anawme] music reading
>Date: Sun, 24 Sep 2006 21:47:47 -0700
>
>Nils,
>I have used an imaginative method for a long time and it seems to meet the
>children and is effective in their learning the treble staff. There is the
>opinion that it is too "cutesy" and not the "real world" but I have found
>it to be very well-received. I tell a story about Gardener Gregory and his
>garden. He has a fence around it with fence posts and five wires strung
>between them. These of course, evetually become the bar lines and staff
>lines, respectively. But at this stage, they are just a picture. Then, I
>explain how he has designed and made a beautiful gate that has his inital
>(G) on it. It is, of course a very fancy, stylized 'G' and this becomes
>the G clef. All of this connection is not spoken of just now, it will come
>up naturally later on. Then, I proceed to talk about the different flowers
>he grows in his garden, some of which only grow up to a certain fence wire
>or perhaps between them. The bachelor button, for instance, only grows up
>to the middle fence wire, the foxglove grows up to the top fence wire, and
>so on. You can make up your own flowers, as long as the first letter
>corresponds to the line or space (carnations grow up to between the 3rd and
>4th wire, etc. I have the children draw this picture many times, drawing
>the different flower heads on the line or space with a (plant) stem, and
>practice the beautiful garden gate design; we do wire flowers one day,
>"space" flowers another day. Then we just shorten the names to the
>beginning letter and then drop the stem. We do little word games to see how
>many words we can make with just the letters found in his garden (a-g).
>Eventually, someone ALWAYS says, "Hey, that's music writing" or something
>like that. You can then praise their sharpness and go from there. I have
>them continue drawing these things to practice correct music writing, just
>as we do with penmanship. Staying between the lines in the space or
>centering a notehead over the line, for example, are practiced skills. I
>also make a large staff on the floor with masking tape and have the
>children actually stand on the lines or spaces. Then sometimes we "sing"
>them standing there. I also make large note heads for them to place on
>given spaces or lines, or we make words or they guess the words I have put
>there. We practice sight reading two notes, then three and SLOWLY progress
>from there. We sing the note names and we also play them on our flutes.
>Later, I tell a different story to start working with note values (the
>stems on the heads). There is a lot more that follows but I hope this gives
>you a little taste of one person's experiences in teaching note reading.
>It is one of my most favorite times in the curriculum.
>Hope this helps! Andrea
>
>----- Original Message -----
>From: nilfred
>To: anawme@yahoogroups.com
>Sent: 9/23/2006 10:23:47 AM
>Subject: [anawme] music reading
>
>
>hello everyone.
>i'm in the process of figuring out effective ways of bringing the
>musical staff to my 4th graders...thinking of it as a journey and not
>something to be hurried, i'm going to begin with a treble clef form
>drawing and move forward from there. any dynamic ways that have
>worked for you folks that you'd be willing to share?
>nils
>
>
>
>
>[Non-text portions of this message have been removed]
>

__________________________________________________________
Windows Live™ Messenger has arrived. Click here to download it for free!
http://imagine-msn.com/messenger/launch80/?locale=en-gb

Yahoo! Groups Links

[Non-text portions of this message have been removed]




[Non-text portions of this message have been removed]




Yahoo! Groups Links












[Non-text portions of this message have been removed]

Carol,
I'm curious to know why you chose the teacher training as opposed to the music
teacher training?  It is probably because the regular teacher training is nearer
to you and therefore more accessible. Thanks for your rhythm ideas.  There are
so many different ways to do these things!  It is hard to write them down with
words, isn't it?  I mean, it would be so much easier if we could just observe
someone doing them.  Wishful thinking....
Will you be able to attend the conference next summer if it is the first week of
July (as I think it will be)? It would be ghastly if you weren't there - I can't
imagine the conference without you, you add SO much!
Take care,  Andrea


----- Original Message -----
From: Mark CarolAdee Culbertson
To: anawme@yahoogroups.com
Sent: 10/1/2006 3:43:45 PM
Subject: RE: [anawme] music reading


Hi there,
For rhythm, I have been using some ideas from "Music Mind Games". There are lots
of games that are fun and useful. Separating note reading from rhythm is
important. We look at lots of rhythmic groups that each have a name, like
"huckleberry" for 4 16ths, "gooseberry" for 1 8th, 2 16ths and get fluent at
recognizing the units, putting them together and then clapping without speaking.
Then there's BINGO using these same rhythms (you make the cards with them) and
more and more and more! I think we could probably get the gooseberries,
huckleberries and other fruits to grow on the fence with the flowers if we
thought it out! Thanks everyone!
I have a question: Has anyone written up your program for AWSNA accreditation? I
think they want a grade by grade list of what is taught but I wonder if I need
to say to them what each particular activity is addressing in the child's
development. If I could see samples, that would be great!
By the way, I have just started the 3 year teacher training here at the Bay Area
Center for Waldorf Teacher Training with Dorit Winter. I am loving it even
though it's every Friday night and Sat. Morning. and lots of homework. The
summer session is all of July so may I put in my request for an August
conference if others are interested?
Thanks, Carol


Richard Holden <SkimpyRapper@...> wrote:

Dear All,

The fence picture is nice. I used something similar. Do you have overhead
phone wires in the US? I used a picture of five wires, with the posts
eventually becoming bar lines, and the notes were represented by various
birds. Initially the birds were in free flight but over a week's main
lessons they came closer to earth and landed on the wires, creating a more
formed picture that eventually became "adult" notation.

Richard

>From: "Andrea Lyman"
>Reply-To: anawme@yahoogroups.com
>To: anawme@yahoogroups.com
>Subject: RE: [anawme] music reading
>Date: Sun, 24 Sep 2006 21:47:47 -0700
>
>Nils,
>I have used an imaginative method for a long time and it seems to meet the
>children and is effective in their learning the treble staff. There is the
>opinion that it is too "cutesy" and not the "real world" but I have found
>it to be very well-received. I tell a story about Gardener Gregory and his
>garden. He has a fence around it with fence posts and five wires strung
>between them. These of course, evetually become the bar lines and staff
>lines, respectively. But at this stage, they are just a picture. Then, I
>explain how he has designed and made a beautiful gate that has his inital
>(G) on it. It is, of course a very fancy, stylized 'G' and this becomes
>the G clef. All of this connection is not spoken of just now, it will come
>up naturally later on. Then, I proceed to talk about the different flowers
>he grows in his garden, some of which only grow up to a certain fence wire
>or perhaps between them. The bachelor button, for instance, only grows up
>to the middle fence wire, the foxglove grows up to the top fence wire, and
>so on. You can make up your own flowers, as long as the first letter
>corresponds to the line or space (carnations grow up to between the 3rd and
>4th wire, etc. I have the children draw this picture many times, drawing
>the different flower heads on the line or space with a (plant) stem, and
>practice the beautiful garden gate design; we do wire flowers one day,
>"space" flowers another day. Then we just shorten the names to the
>beginning letter and then drop the stem. We do little word games to see how
>many words we can make with just the letters found in his garden (a-g).
>Eventually, someone ALWAYS says, "Hey, that's music writing" or something
>like that. You can then praise their sharpness and go from there. I have
>them continue drawing these things to practice correct music writing, just
>as we do with penmanship. Staying between the lines in the space or
>centering a notehead over the line, for example, are practiced skills. I
>also make a large staff on the floor with masking tape and have the
>children actually stand on the lines or spaces. Then sometimes we "sing"
>them standing there. I also make large note heads for them to place on
>given spaces or lines, or we make words or they guess the words I have put
>there. We practice sight reading two notes, then three and SLOWLY progress
>from there. We sing the note names and we also play them on our flutes.
>Later, I tell a different story to start working with note values (the
>stems on the heads). There is a lot more that follows but I hope this gives
>you a little taste of one person's experiences in teaching note reading.
>It is one of my most favorite times in the curriculum.
>Hope this helps! Andrea
>
>----- Original Message -----
>From: nilfred
>To: anawme@yahoogroups.com
>Sent: 9/23/2006 10:23:47 AM
>Subject: [anawme] music reading
>
>
>hello everyone.
>i'm in the process of figuring out effective ways of bringing the
>musical staff to my 4th graders...thinking of it as a journey and not
>something to be hurried, i'm going to begin with a treble clef form
>drawing and move forward from there. any dynamic ways that have
>worked for you folks that you'd be willing to share?
>nils
>
>
>
>
>[Non-text portions of this message have been removed]
>

__________________________________________________________
Windows Live™ Messenger has arrived. Click here to download it for free!
http://imagine-msn.com/messenger/launch80/?locale=en-gb

Yahoo! Groups Links

[Non-text portions of this message have been removed]




[Non-text portions of this message have been removed]

Hi there,
   For rhythm, I have been using some ideas from "Music Mind Games".  There are
lots of games that are fun and useful.  Separating note reading from rhythm is
important.  We look at lots of rhythmic groups that each have a name, like
"huckleberry" for 4 16ths, "gooseberry" for 1 8th, 2 16ths and get fluent at
recognizing the units, putting them together and then clapping without speaking.
Then there's BINGO using these same rhythms (you make the cards with them) and
more and more and more!  I think we could probably get the gooseberries,
huckleberries and other fruits to grow on the fence with the flowers if we
thought it out!  Thanks everyone!
   I have a question:  Has anyone written up your program for AWSNA
accreditation?  I think they want a grade by grade list of what is taught but I
wonder if I need to say to them what each particular activity is addressing in
the child's development.  If I could see samples, that would be great!
   By the way, I have just started the 3 year teacher training here at the Bay
Area Center for Waldorf Teacher Training with Dorit Winter.  I am loving it even
though it's every Friday night and Sat. Morning. and lots of homework.  The
summer session is all of July so may I put in my request for an August
conference if others are interested?
   Thanks, Carol


Richard Holden <SkimpyRapper@...> wrote:

Dear All,

The fence picture is nice. I used something similar. Do you have overhead
phone wires in the US? I used a picture of five wires, with the posts
eventually becoming bar lines, and the notes were represented by various
birds. Initially the birds were in free flight but over a week's main
lessons they came closer to earth and landed on the wires, creating a more
formed picture that eventually became "adult" notation.

Richard



>From: "Andrea Lyman"
>Reply-To: anawme@yahoogroups.com
>To: anawme@yahoogroups.com
>Subject: RE: [anawme] music reading
>Date: Sun, 24 Sep 2006 21:47:47 -0700
>
>Nils,
>I have used an imaginative method for a long time and it seems to meet the
>children and is effective in their learning the treble staff. There is the
>opinion that it is too "cutesy" and not the "real world" but I have found
>it to be very well-received. I tell a story about Gardener Gregory and his
>garden. He has a fence around it with fence posts and five wires strung
>between them. These of course, evetually become the bar lines and staff
>lines, respectively. But at this stage, they are just a picture. Then, I
>explain how he has designed and made a beautiful gate that has his inital
>(G) on it. It is, of course a very fancy, stylized 'G' and this becomes
>the G clef. All of this connection is not spoken of just now, it will come
>up naturally later on. Then, I proceed to talk about the different flowers
>he grows in his garden, some of which only grow up to a certain fence wire
>or perhaps between them. The bachelor button, for instance, only grows up
>to the middle fence wire, the foxglove grows up to the top fence wire, and
>so on. You can make up your own flowers, as long as the first letter
>corresponds to the line or space (carnations grow up to between the 3rd and
>4th wire, etc. I have the children draw this picture many times, drawing
>the different flower heads on the line or space with a (plant) stem, and
>practice the beautiful garden gate design; we do wire flowers one day,
>"space" flowers another day. Then we just shorten the names to the
>beginning letter and then drop the stem. We do little word games to see how
>many words we can make with just the letters found in his garden (a-g).
>Eventually, someone ALWAYS says, "Hey, that's music writing" or something
>like that. You can then praise their sharpness and go from there. I have
>them continue drawing these things to practice correct music writing, just
>as we do with penmanship. Staying between the lines in the space or
>centering a notehead over the line, for example, are practiced skills. I
>also make a large staff on the floor with masking tape and have the
>children actually stand on the lines or spaces. Then sometimes we "sing"
>them standing there. I also make large note heads for them to place on
>given spaces or lines, or we make words or they guess the words I have put
>there. We practice sight reading two notes, then three and SLOWLY progress
>from there. We sing the note names and we also play them on our flutes.
>Later, I tell a different story to start working with note values (the
>stems on the heads). There is a lot more that follows but I hope this gives
>you a little taste of one person's experiences in teaching note reading.
>It is one of my most favorite times in the curriculum.
>Hope this helps! Andrea
>
>----- Original Message -----
>From: nilfred
>To: anawme@yahoogroups.com
>Sent: 9/23/2006 10:23:47 AM
>Subject: [anawme] music reading
>
>
>hello everyone.
>i'm in the process of figuring out effective ways of bringing the
>musical staff to my 4th graders...thinking of it as a journey and not
>something to be hurried, i'm going to begin with a treble clef form
>drawing and move forward from there. any dynamic ways that have
>worked for you folks that you'd be willing to share?
>nils
>
>
>
>
>[Non-text portions of this message have been removed]
>

_________________________________________________________________
Windows Live™ Messenger has arrived. Click here to download it for free!
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Yahoo! Groups Links












[Non-text portions of this message have been removed]

Dear All,

The fence picture is nice.  I used something similar.  Do you have overhead
phone wires in the US?  I used a picture of five wires, with the posts
eventually becoming bar lines, and the notes were represented by various
birds.  Initially the birds were in free flight but over a week's main
lessons they came closer to earth and landed on the wires, creating a more
formed picture that eventually became "adult" notation.

Richard



>From: "Andrea Lyman" <aweandwonder@...>
>Reply-To: anawme@yahoogroups.com
>To: anawme@yahoogroups.com
>Subject: RE: [anawme] music reading
>Date: Sun, 24 Sep 2006 21:47:47 -0700
>
>Nils,
>I have used an imaginative method for a long time and it seems to meet the
>children and is effective in their learning the treble staff. There is the
>opinion that it is too "cutesy" and not the "real world" but I have found
>it to be very well-received. I tell a story about Gardener Gregory and his
>garden.  He has a fence around it with fence posts and five wires strung
>between them.  These of course, evetually become the bar lines and staff
>lines, respectively.  But at this stage, they are just a picture. Then, I
>explain how he has designed and made a beautiful gate that has his inital
>(G) on it.  It is, of course a very fancy, stylized 'G' and this becomes
>the G clef. All of this connection is not spoken of just now, it will come
>up naturally later on.  Then, I proceed to talk about the different flowers
>he grows in his garden, some of which only grow up to a certain fence wire
>or perhaps between them.  The bachelor button, for instance, only grows up
>to the middle fence wire, the foxglove grows up to the top fence wire, and
>so on.  You can make up your own flowers, as long as the first letter
>corresponds to the line or space (carnations grow up to between the 3rd and
>4th wire, etc.  I have the children draw this picture many times, drawing
>the different flower heads on the line or space with a (plant) stem, and
>practice the beautiful garden gate design; we do wire flowers one day,
>"space" flowers another day.  Then we just shorten the names to the
>beginning letter and then drop the stem. We do little word games to see how
>many words we can make with just the letters found in his garden (a-g).
>Eventually, someone ALWAYS says, "Hey, that's music writing" or something
>like that. You can then praise their sharpness and go from there.   I have
>them continue drawing these things to practice correct music writing, just
>as we do with penmanship.  Staying between the lines in the space or
>centering a notehead over the line, for example, are practiced skills. I
>also make a large staff on the floor with masking tape and have the
>children actually stand on the lines or spaces.  Then sometimes we "sing"
>them standing there.  I also make large note heads for them to place on
>given spaces or lines, or we make words or they guess the words I have put
>there. We practice sight reading two notes, then three and SLOWLY progress
>from there.  We sing the note names and we also play them on our flutes.
>Later, I tell a different story to start working with note values (the
>stems on the heads). There is a lot more that follows but I hope this gives
>you a little taste of one person's experiences in teaching note reading.
>It is one of my most favorite times in the curriculum.
>Hope this helps!  Andrea
>
>----- Original Message -----
>From: nilfred
>To: anawme@yahoogroups.com
>Sent: 9/23/2006 10:23:47 AM
>Subject: [anawme] music reading
>
>
>hello everyone.
>i'm in the process of figuring out effective ways of bringing the
>musical staff to my 4th graders...thinking of it as a journey and not
>something to be hurried, i'm going to begin with a treble clef form
>drawing and move forward from there. any dynamic ways that have
>worked for you folks that you'd be willing to share?
>nils
>
>
>
>
>[Non-text portions of this message have been removed]
>

_________________________________________________________________
Windows Live™ Messenger has arrived. Click here to download it for free!
http://imagine-msn.com/messenger/launch80/?locale=en-gb

Nils,
I have used an imaginative method for a long time and it seems to meet the
children and is effective in their learning the treble staff. There is the
opinion that it is too "cutesy" and not the "real world" but I have found it to
be very well-received. I tell a story about Gardener Gregory and his garden.  He
has a fence around it with fence posts and five wires strung between them. 
These of course, evetually become the bar lines and staff lines, respectively. 
But at this stage, they are just a picture. Then, I explain how he has designed
and made a beautiful gate that has his inital (G) on it.  It is, of course a
very fancy, stylized 'G' and this becomes the G clef. All of this connection is
not spoken of just now, it will come up naturally later on.  Then, I proceed to
talk about the different flowers he grows in his garden, some of which only grow
up to a certain fence wire or perhaps between them.  The bachelor button, for
instance, only grows up to the middle fence wire, the foxglove grows up to the
top fence wire, and so on.  You can make up your own flowers, as long as the
first letter corresponds to the line or space (carnations grow up to between the
3rd and 4th wire, etc.  I have the children draw this picture many times,
drawing the different flower heads on the line or space with a (plant) stem, and
practice the beautiful garden gate design; we do wire flowers one day, "space"
flowers another day.  Then we just shorten the names to the beginning letter and
then drop the stem. We do little word games to see how many words we can make
with just the letters found in his garden (a-g).  Eventually, someone ALWAYS
says, "Hey, that's music writing" or something like that. You can then praise
their sharpness and go from there.   I have them continue drawing these things
to practice correct music writing, just as we do with penmanship.  Staying
between the lines in the space or centering a notehead over the line, for
example, are practiced skills. I also make a large staff on the floor with
masking tape and have the children actually stand on the lines or spaces.  Then
sometimes we "sing" them standing there.  I also make large note heads for them
to place on given spaces or lines, or we make words or they guess the words I
have put there. We practice sight reading two notes, then three and SLOWLY
progress from there.  We sing the note names and we also play them on our
flutes. Later, I tell a different story to start working with note values (the
stems on the heads). There is a lot more that follows but I hope this gives you
a little taste of one person's experiences in teaching note reading.  It is one
of my most favorite times in the curriculum.
Hope this helps!  Andrea

----- Original Message -----
From: nilfred
To: anawme@yahoogroups.com
Sent: 9/23/2006 10:23:47 AM
Subject: [anawme] music reading


hello everyone.
i'm in the process of figuring out effective ways of bringing the
musical staff to my 4th graders...thinking of it as a journey and not
something to be hurried, i'm going to begin with a treble clef form
drawing and move forward from there. any dynamic ways that have
worked for you folks that you'd be willing to share?
nils




[Non-text portions of this message have been removed]

Dear Bianca,
      I am so glad to hear from you.  I have to tell you about the ANAWME account
and New Century Bank.  I e-mailed Andrea because I could not find out how to
reach you, and told her that the bank had requested that we get a a tax ID #. 
She e-mailed me back and said that you were going to write a check and close the
account, and open an account nearer you.  I am still getting mail from the bank,
and got a letter this past week saying that we must have this tax ID 3 by Sept.
30.  I gave everything to you and can really do nothing. I have to respond to
this letter, so I am going to say that you are closing the account, so please do
so immediately.
      Our trip was wonderful.  I got one Beckin to use at my school.  You never
clarified if you wanted me to pick anything up for you, and since it is all so
expensive I could not get you anything without knowing for sure if you wanted
it, as we are not in a good place financially.  Bleffert's workshop is
wonderful, and worth seeing!
Hope all is well with you.  Please take care of the ANAWME account.
Thanks,
Diane



_____________________________________________________________________
PrivatePhone - FREE telephone number & voicemail.
A number so private, you can make it public.
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[Non-text portions of this message have been removed]

Hi,
My name is Lorie and I am a 4th grade class teacher in Virginia. My class is
learning to read music and I am looking for easy two part recorder music.

Thanks

Lorie
----- Original Message -----
From: "nilfred" <nils@...>
To: <anawme@yahoogroups.com>
Sent: Saturday, September 23, 2006 1:18 PM
Subject: [anawme] music reading


> hello everyone.
> i'm in the process of figuring out effective ways of bringing the
> musical staff to my 4th graders...thinking of it as a journey and not
> something to be hurried, i'm going to begin with a treble clef form
> drawing and move forward from there.  any dynamic ways that have
> worked for you folks that you'd be willing to share?
> nils
>
>
>
>
>
>
>
>
> Yahoo! Groups Links
>
>
>
>
>
>
>
>
>
>
>

hello everyone.
i'm in the process of figuring out effective ways of bringing the
musical staff to my 4th graders...thinking of it as a journey and not
something to be hurried, i'm going to begin with a treble clef form
drawing and move forward from there.  any dynamic ways that have
worked for you folks that you'd be willing to share?
nils

Hello,
      It sounds like your all set for the music requested.. Let me know if you
need any copies.
Diane



_____________________________________________________________________
PrivatePhone - FREE telephone number & voicemail.
A number so private, you can make it public.
http://www.privatephone.com


[Non-text portions of this message have been removed]

Me too please!


Fax 949.574.7740



Bianca D. Lara

Waldorf School of Orange County

High School Coordinator

949-574-1747 office

760-525-8569 cell

   _____

From: anawme@yahoogroups.com [mailto:anawme@yahoogroups.com] On Behalf Of
Corey Averill
Sent: Thursday, September 21, 2006 9:00 PM
To: anawme@yahoogroups.com
Subject: Re: [anawme] Michaelmas songs



HI Terri:

the fax number is
(971)223-0649

thanks
corey and michelle averill
----- Original Message -----
From: Terri G. Everett
To: anawme@yahoogroups. <mailto:anawme%40yahoogroups.com> com
Sent: Thursday, September 21, 2006 5:04 PM
Subject: Re: [anawme] Michaelmas songs

>Hi everyone,
>
>Does anyone have any decent copies of Michaelmas music? (In Autumn St.
>Michael, To Battle and Victory, etc. also Wind in the Trees) All I
>have are hand written, very hard to read copies of copies of copies!
>
>Much appreciated,
>
>Michelle Averill
>Portland Waldorf School
>Milwaukie, Oregon

I can fax you a few. What is your number?

Terri Everett
Austin Waldorf School
Austin, Texas

[Non-text portions of this message have been removed]





[Non-text portions of this message have been removed]

HI Terri:

the fax number is
(971)223-0649

thanks
corey and michelle averill
   ----- Original Message -----
   From: Terri G. Everett
   To: anawme@yahoogroups.com
   Sent: Thursday, September 21, 2006 5:04 PM
   Subject: Re: [anawme] Michaelmas songs


   >Hi everyone,
   >
   >Does anyone have any decent copies of Michaelmas music? (In Autumn St.
   >Michael, To Battle and Victory, etc. also Wind in the Trees) All I
   >have are hand written, very hard to read copies of copies of copies!
   >
   >Much appreciated,
   >
   >Michelle Averill
   >Portland Waldorf School
   >Milwaukie, Oregon

   I can fax you a few. What is your number?

   Terri Everett
   Austin Waldorf School
   Austin, Texas




[Non-text portions of this message have been removed]

>Hi everyone,
>
>Does anyone have any decent copies of Michaelmas music? (In Autumn St.
>Michael, To Battle and Victory, etc. also Wind in the Trees) All I
>have are hand written, very hard to read copies of copies of copies!
>
>Much appreciated,
>
>Michelle Averill
>Portland Waldorf School
>Milwaukie, Oregon

I can fax you a few. What is your number?

Terri Everett
Austin Waldorf School
Austin, Texas

Hi everyone,

Does anyone have any decent copies of Michaelmas music? (In Autumn St.
Michael, To Battle and Victory, etc. also Wind in the Trees) All I
have are hand written, very hard to read copies of copies of copies!

Much appreciated,

Michelle Averill
Portland Waldorf School
Milwaukie, Oregon

There is a fantastic book called "Encore for Choirs" with a good varied
repertoire of four-part songs.  I would strongly recommend it for classes
(or grades) 7 to 12.

I will not be teaching music this year, as I am teaching Religion as well as
Class 7.  It will be a welcome break for my ears.

Hope all is well across the pond,

Richard (from Brighton Steiner School, UK)

>From: Eleonora Ebata <eleonoraebata@...>
>Reply-To: anawme@yahoogroups.com
>To: anawme@yahoogroups.com
>Subject: Re: [anawme] Re: how is everyone?
>Date: Sun, 17 Sep 2006 17:35:01 -0700 (PDT)
>
>Penelope,
>There is a rock cantata called "The Creation" based on
>Genesis, written by David Bobrowitz and Steven Porter.
>  Possibly Walton Music Corp. publishers?  Sort of
>retro rock but challenging and a lot of fun.
>Eleonora Ebata  eleonoraebata@...
>--- Penelope Grover <phgrover@...> wrote:
>
> >
> > >
> > Hi Everyone, Penny Grover here. School is off to a
> > zooming start. The
> > seventh and eighth grade girls are avid singers and
> > I'm standing
> > strong with the boys, some of whom are already
> > showing strong
> > musicianship. (I only teach chorus, not orchestra)
> > The High School is
> > going to have a large chorus and I'm having
> > auditions currently. I'm
> > looking for challenging music for the High School,
> > but that's not
> > too "spiritual". Most of what I prefer comes from
> > western oratorio or
> > gospel and spiritual roots; the kids want "rock" and
> > I'm resisting.
> > Any good arrangements?? I'm definitely teaching them
> > "Oile" but I'd
> > love some more meaty stuff in four part harmony.
> > Thanks to all for one
> > of the best weeks last summer. Now I'm off to my
> > church job. (I sang
> > at temple last night and got home at 12:30am) whew!
> >
> > Hope to hear from you all; I'll try to check this
> > site as much as I
> > can. I'm not too much of an e-mail person, 'cause I
> > don't sit at a
> > desk, but you all know what that's like.
> >
> > Ta
> >
> >
> >
> >
>
>
>__________________________________________________
>Do You Yahoo!?
>Tired of spam?  Yahoo! Mail has the best spam protection around
>http://mail.yahoo.com

_________________________________________________________________
The new Windows Live Toolbar helps you guard against viruses
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Penelope,
There is a rock cantata called "The Creation" based on
Genesis, written by David Bobrowitz and Steven Porter.
  Possibly Walton Music Corp. publishers?  Sort of
retro rock but challenging and a lot of fun.
Eleonora Ebata  eleonoraebata@...
--- Penelope Grover <phgrover@...> wrote:

>
> >
> Hi Everyone, Penny Grover here. School is off to a
> zooming start. The
> seventh and eighth grade girls are avid singers and
> I'm standing
> strong with the boys, some of whom are already
> showing strong
> musicianship. (I only teach chorus, not orchestra)
> The High School is
> going to have a large chorus and I'm having
> auditions currently. I'm
> looking for challenging music for the High School,
> but that's not
> too "spiritual". Most of what I prefer comes from
> western oratorio or
> gospel and spiritual roots; the kids want "rock" and
> I'm resisting.
> Any good arrangements?? I'm definitely teaching them
> "Oile" but I'd
> love some more meaty stuff in four part harmony.
> Thanks to all for one
> of the best weeks last summer. Now I'm off to my
> church job. (I sang
> at temple last night and got home at 12:30am) whew!
>
> Hope to hear from you all; I'll try to check this
> site as much as I
> can. I'm not too much of an e-mail person, 'cause I
> don't sit at a
> desk, but you all know what that's like.
>
> Ta
>
>
>
>


__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com

>
Hi Everyone, Penny Grover here. School is off to a zooming start. The
seventh and eighth grade girls are avid singers and I'm standing
strong with the boys, some of whom are already showing strong
musicianship. (I only teach chorus, not orchestra) The High School is
going to have a large chorus and I'm having auditions currently. I'm
looking for challenging music for the High School, but that's not
too "spiritual". Most of what I prefer comes from western oratorio or
gospel and spiritual roots; the kids want "rock" and I'm resisting.
Any good arrangements?? I'm definitely teaching them "Oile" but I'd
love some more meaty stuff in four part harmony. Thanks to all for one
of the best weeks last summer. Now I'm off to my church job. (I sang
at temple last night and got home at 12:30am) whew!

Hope to hear from you all; I'll try to check this site as much as I
can. I'm not too much of an e-mail person, 'cause I don't sit at a
desk, but you all know what that's like.

Ta

Hi all! I don't have much time to reply (baby girl up soon), so
here's my year so far in a nutshell: BUSY!

Last year I was teaching middle school band, middle school girls
chorus, and high school chorus. This year I added grades 3-5 general
music and grades 4-5 chorus to my teaching load. I had very little
prep time this summer due to several factors, so I'm scrambling but
doing ok.

Great to hear from you Nils and Carol! Hope to hear more from the others, too!

Terri
Austin Waldorf School

Hello to Nils and all... You are not alone!  We're all still here
(metaphysically connected to that warm little room full of lyres!)  My school
starts on Weds. so I'm still feeling summery while I prepare.  I just discovered
a book that seems like it will be really helpful for a variety of classes,
especially middle school:  Voiceworks by Peter Hunt, Oxford University Press. 
It is full of legally xeroxable songs with added ostinato and harmony parts and
suggestions for building them up, varying, exploring, etc including some simple
graphic score and spoken word pieces.  FUN!   It comes with a cd which makes it
more expensive but gives you a quick way to hear and sing the parts together. 
It lists at 49.95 but Amazon had it for 31 or so.  I also got Jr. Voiceworks in
the same series but by a different author and find it much LESS useful so don't
be tempted to get both while you're at it!
   I'm really inspired about building a community singing aspect into our
program.  I will teach some of the same songs to all of the students with the
older ones learning parts and the youngers learning only melody.  We will only
have assembly once a month but I am hoping to inch toward Par's "Singing Hour"
by having a few songs all together each time!
   I'm interested to hear how other's instrumental classes are going.  This year,
we will have 7/8 combined for orchestra but in 2 levels.  I will have a few
pieces that both groups learn so that we can play together sometimes.  We have a
couple new students with no instrumental background.  I will have to fold them
in somehow because we have eliminated our recorder ensemble option.  THe 6th,
7th and 8th will play alto and soprano (and occasionally tenor & bass) with
their class teachers in morning lesson.
   Finally, there is a lot of interest in having an after school musical for
middle school.  Has anyone else done this?  Can you give me a thumbnail sketch
on how many teachers and parents you had to organize and do  tasks and how many
days and weeks of rehearsal you had?  I'm thinking of having them learn the
choruses in choir class but do the acting, solos, dancing, etc. after school.
All the best to everyone.. and Nils, I can't get those tapping feet of yours out
of my head!  Thanks for bringing that to us this year!
Peace, love and mingenmongen, Carol
nilfred <nils@...> wrote:
           hello all...
i'd love to get some activity happening here -- i know we all get busy
with school plans and life, etc. but the conference this summer put
me in touch with the wider community of waldorf music teachers, and
i've carried that feeling of support into my school year -- i don't
want to lose that as my routine kicks into high gear.
i guess what i'm trying to say is that i'm lonely in my role as the
lone music teacher at my school! let's keep each other company.
looking forward to future collaboration.
take care, keep up the good work.
love,
nils
just started an english country dance block with my 7th graders -- i'm
pleased with how well it seems to match where this particular class is
emotionally (and physically). feels good to know that i've gotten it
right (this time, anyway!).







[Non-text portions of this message have been removed]

hello all...
i'd love to get some activity happening here -- i know we all get busy
with school plans and life, etc.  but the conference this summer put
me in touch with the wider community of waldorf music teachers, and
i've carried that feeling of support into my school year -- i don't
want to lose that as my routine kicks into high gear.
i guess what i'm trying to say is that i'm lonely in my role as the
lone music teacher at my school!  let's keep each other company.
looking forward to future collaboration.
take care, keep up the good work.
love,
nils
just started an english country dance block with my 7th graders -- i'm
pleased with how well it seems to match where this particular class is
emotionally (and physically).  feels good to know that i've gotten it
right (this time, anyway!).