Skating the Blue Danube

One of the songs the Utah Symphony will be playing this year is the Blue Danube Waltz, by Johann Strauss II. I recently got to spend time in Nancy Toone's classroom. The timing was perfect, becuase she had her students skating to the strong beat of the Blue Danube Waltz. 

Here's a short clip of her second graders practicing the strong beat by conducting/moving their arms.

In this clip, sixth graders are skating to the downbeat. Nancy had them use paper plates at their skates. It was so clever and fun, and it really provided an appropriate challenge for all of the students.

Nancy kept the students engaged by having just the girls or the boys skate, having the students partner skate, and having them free skate.

Here's some great background information and history Nancy provided on the Blue Danube and on Johann Strauss II.

Here are a few management tips for success:

• Talk less, do more. We think we need to explain so much to make sure the students understand.  Really think about your explanation ahead, even record yourself, and make it as concise as you can. Often we don't even have to explain, we can just do and the students will copy.
• Before turning the entire class loose on paper plate skates, have one or a few students model correct skating first. Use this as a motivational tool ("Who thinks they can show us how we could stake the strong beat?"), and a chance to give expectations through positive, specific praise. ("Notice how she uses her arms to help keep her balance and stay with the beat," etc.)
• Be firm on your behavioral expecataions. For example, I tell students to "show me with your bodies. If necessary, I remind them "Show me with your bodies, not with your voices." If students are using their voices they must take a watching turn (or whatever consequence you'd like to set) until they can participate appropriately. 
• Present it as a challenge
• "Can you skate without using your voices? I know it's hard, but I bet you can do it!"
• "Who thinks they have good enough balance to keep on their feet?"
• "who can do this while staying in their own space?
• Quickly and concisely point out the desired behaviors with specific, positive praise.
• "Thank you for showing me without using your voice!"
• "Look at Joseph, he used him arms to keep his balance so he could stay on his feet!"
• "Mary and Gracie noticed each other and quickly changed directions to keep in their own space."

Have fun, teachers! Thank you for sharing, Nancy!