End-of-Year Reflection and Advice for Incoming Students

  

During our last full orchestra of the year, students share their thoughts about their experience in orchestra with an end-of-the-year reflection.  Thanks to our elementary band teacher for the idea and for many of the questions!

I'll type up the responses and include many of them in the weekly email to families, and then I take their advice to next year's orchestra students and post them on the wall for all to see :)

• End-of-year-reflection sheet (Word document)

• End-of-year reflection sheet (PDF)

Here are some of my beginners' comments from this year:

What was the best part about playing in orchestra this year?

• Medieval Kings
• Getting to play cool songs
• String Fest
• Playing for family and friends
• Having my composition performed at the concert
• Performing for the school
• Learning the notes on a staff
• The concerts
• Trying new things
• String Fest because I got to do the thing I love for the day
• Playing very hard pieces
• Seeing how much I’ve grown from the beginning to now
• I really liked performing Medieval Kings in the spring concert because it was complicated and showed all that we learned throughout the year
• The best part was trying amazing pieces and discovering a new talent

What part about playing in orchestra are you the most proud of?

• Medieval Kings
• Playing different types of music
• Concerts
• Having my composition performed at the concert
• Playing Ukrainian Bell Carol
• How I did on my solo for “It’s the Blues Man!”
• Composing our own pieces
• Knowing all the notes
• Knowing some pieces by heart
• I can finally play an instrument that I like and I’m good at.
• Everything
• That I got so good so fast at something new!
• I am most proud of holding my bow
• Playing at String Fest—it was an amazing experience, I even got to play with my cousin!

And some from my second-year students:

What was the best part about playing in orchestra this year?

• I liked how the groups were small so we could go more in depth in our pieces.
• Definitely having the time to have fun playing with friends!  Many good times here!
• Getting to play more challenging pieces of music in orchestra (Telemann, Dragon Dance)
• I got a taste of playing in a group with people my age
• Everyone was able to stay together during songs
• Being able to have the experience of playing an instrument
• Being with friends
• The Solo/Ensemble tours
• String Fest
• I learned a lot of new things

What part about playing in orchestra are you the most proud of?

• I am most proud of how we all played in unison to make really nice sounding music
• Being a legacy for other 5th/6th graders!
• I’m proud to be playing the viola because not many people know how to play an instrument like this
• I was playing with everyone—not in front or behind them.
• My friends and I play more together
• The fact that we played my composition at the spring concert
• That we all work together well
• Playing for the kindergartners
• I learned quickly
• Knowing that I’m able to play an instrument
• Learning technique

We always have a lot to be proud of at the end of the school year!


And advice from this year's orchestra members to next year's orchestra members:

I typed these up in different fonts and cut them out in individual strips--they read like fortune cookies :)

C Major Packet and Scavenger Hunt

As we get into our unit on the key of C Major, I present my students with a packet of pieces that use the C Major key signature (there is one piece in A minor).  To become better acquainted with these new pieces, I tell students that I have a scavenger hunt for them.  Some questions will have one more than one possible answer, and the same title may be used more than once.

I do very few written worksheets in orchestra, but I like this one because it's a good review of many topics that we've covered over the course of the year (anacrusis, triad, note-reading etc.) and it exposes students to some new musical concepts that we haven't officially covered (6/8 time signature, dotted quarter-eighth note rhythm).  And when students get to the music history questions, their heads always turn to the music history timeline wall to figure out where each composer would fit.  Nice use of resources :)

I tried to include a variety of public domain pieces, some familiar and some not so familiar.  Here are the contents:

• Pop Goes the Weasel
• Theme from Surprise Symphony
• November (Bohemian Folk Song)
• Sailor's Hornpipe
• Mexican Hat Dance
• America, the Beautiful
• Red Wing
• Minuet in C

Enjoy!

• C Major repertoire packet (Word document)
   
• C Major repertoire packet (PDF)
   
• Scavenger hunt (Word document)
   
• Scavenger hunt (PDF)
   
• Answer key (PDF)

(See a second version of the C Major packet with some different repertoire and updated scavenger hunt here)

Music In Our Schools Month: Reflections

During March, students complete a short questionnaire where they respond to a couple of prompts.  I explain that March is Music In Our Schools Month where we get to celebrate all the musical opportunities we have at school and that the questionnaire is a chance to share our thoughts about music.

I type up the responses and include them in the weekly orchestra email and send them to staff and administrators, wishing them all a happy Music In Our Schools Month.  And then, of course, the responses also end up on the bulletin board.  I do these early in the month so students and staff get to enjoy reading them as they walk by the orchestra room for the rest of the month.  Orchestra students like to read what their classmates have written as well as spot their own responses from the lists.

• MIOSM questionnaire prompts (Word document)

• MIOSM questionnaire prompts (PDF)

Another week in March is our tour week where we perform our Solo/Ensemble pieces for a class.  Pictures from those performances get added to the bulletin board, and then the last week of March we get a request day during full orchestra.  The week before, the question of the week is to put in a request for full orchestra so that I have time to organize the requests and figure out the order of pieces to make the best use of our time together.

Check out this post for more bulletin board pictures from MIOSM.

Careers in Music Bulletin Board

With career day coming up in a couple of weeks, I thought I had better put together a bulletin board to highlight some possible careers in music.  When I was in elementary school, the only careers in music that I was aware of were "orchestra teacher" and "member of a symphony orchestra," so I'm hoping this will help other students realize that there are many different ways they could make a career out of music.

I added a few descriptive words or phrases and an image for each of the careers.  Then, for the bulletin board, I took six long pieces of black yarn, tied them in one big knot in the middle, and stapled that to the center of the bulletin board first.  After stapling one corner of each of the different pages to get an idea where each one would end up, I knew where to staple the other end of each piece of yarn (and trim it down), and then I could finish securing the rest of the corners.

• Careers in Music (Word document)

• Careers in Music (PDF)

Feel free to add other musical careers to the list and enjoy!

End-of-Year Recruiting Bulletin Board

Near the end of the school year, I posted pictures and the names of the instruments students can choose to study in band and orchestra (plus the option of singing in choir).  I also included the grade levels when students can join each ensemble.  Now on their way to and from music class, students can be visually reminded about their musical options for the upcoming school year.

Here are some pictures from a couple versions of this bulletin board:

Composition #4--G-string Notes

I keep hoping that one of these years I'll land on the composition template that works and then be able to just keep reusing that one.  However, that hasn't happened yet, and I keep tweaking these composition sheets to make them easier to read or to fit where each orchestra is each year.  For example, last year when we got to the G string composition, we were at the point in the book where we were exploring tempo markings and dynamics.  I also included some optional extensions (write a duet, create lyrics, etc.).  This year, we're just not quite there yet, but it's getting to be time to write a new composition.  Last year, I made time at the beginning of the year to practice drawing the appropriate clef for each instrument.  This year, we talked about the clef, but drawing it wasn't part of that first open-string composition.  To better fit where we are at this point of the year, I did some combining and editing of a couple older worksheets.  So...now I have two different versions of the G-string composition.  And already I'm thinking of ways to update it for future years...my example doesn't use all of the notes of the G string, and the G string notes that are included aren't labeled as a reference.  Hmm...

Composition #4 (G-string notes; includes tempo/dynamics/extensions):

• Word document
• PDF

Composition #4 (G-string notes; includes practice drawing the appropriate clef):

• Word document *
• PDF *
• PDF with handwritten clef examples and some fingerings written in *

* = updated January 2026 for clearer resolution and to include a reference of the G string notes and fingerings

Feel free to take either and adjust it to fit your students' current needs--enjoy!

Template for composition packet:

• Template for G string notes composition packet (Word document)
• G string VIOLIN (Google Doc)
• G string VIOLA (Google Doc)
• G string CELLO (Google Doc)
• G string BASS (Google Doc)

--

Links to other composition worksheets: 

• Composition #1 (open strings, pizzicato)
• Composition #2 (D-string notes, pizzicato)
• Composition #3 (A-string notes, arco)
• Composition #5 (C/E string notes, arco)

Link to Templates for composition packets

Elementary Orchestra Solo/Ensemble, Part 2: Timeline and Documents

When planning out the Solo/Ensemble unit, I work backwards from the date of the festival itself.  Since we meet for small groups only once a week, I really have to be mindful of the S/E timeline so students have enough time to prepare.

Saturday: Solo/Ensemble festival

1 week before: Tour day!  Students perform for one classroom during their small group time.  If there's extra time, we'll go to a second performance site like the office or special education room or music room.  Students perform their solo pieces first, and we end with ensembles.  Before the school day, I set up chairs for cellists and music stands outside the different classrooms so everything is ready to bring into the classroom for the performance time and all I have to lug around the school is my camera :)  To get comment sheets ready for the Saturday festival, I use mail merge on Word to automatically add the headings (student name, piece, school, site, time, etc.) and print them on colored paper by school to enable quick sorting after the event.

2 weeks before: Dress rehearsal day!  Students get in front of their small group, say their introduction, and practice playing through their piece(s) without stopping.  I jot down final comments to help during their last week of home practice.  I do not want tour day to be the first time students are up in front of an audience playing through their piece.  I want them to get their jitters out of the way during dress rehearsal day and to make sure everyone has their introduction planned out.  Any late S/E signups should all be in, so I put together the Saturday morning schedule and share that with students and families.

• S/E dress rehearsal comment sheet (Word document)
• S/E dress rehearsal comment sheet (PDF)
• S/E dress rehearsal grading sheet template (Google Sheet)

3-4 weeks before: Rehearse!  During small groups, a big chunk of time is dedicated to rehearsing with students' ensemble groups.  Students also figure out what they're going to say for their introduction, using the introduction template as a guide. I also send out a tour sign-up sheet (using Google Sheet) where teachers can choose a time that works best for them to have students come perform for their class.

• Sample tour sign-up sheet for teachers (Google form)
• Introduction template (Word document)
• Introduction template (PDF)

5-6 (or so) weeks before: The last 5-10 minutes of small groups are dedicated to practicing individual parts of S/E pieces.  I quickly go around helping students--especially in the area of rhythm--to hopefully make the first combined rehearsal with their ensemble go smoothly.  The warm-up for each of these weeks gets a different emphasis, based on the different categories on the S/E rubric: rhythm, LH, RH, etc.  This is the time when I tell students about the Saturday morning optional festival and send home the sign-up sheet for that.  I remind students that everyone will go on tour during school, and then the S/E festival on that Saturday morning is a highly encouraged optional event.  We briefly look over the rubric to see which areas the adjudicator would be commenting on.

• Letter/permission slip sample (Word document)
• Letter/permission slip sample (PDF)
• Online registration form template (Google Form)
• Rubric (Word document)
• Rubric (PDF)
• Updated rubric (Word document)--includes a category for body format instead of tone
• Updated rubric (PDF)

2nd week of unit: During full orchestra, students form their ensembles and fill out a planning sheet, indicating which piece(s) they're planning to learn.  Every student turns one in, and there's a place to list a solo piece and an ensemble piece plus who is in their group.  I type these up into one master list for myself to make sure everyone is accounted for.  I talk with those students who signed up for just a solo to see if they also had an interest in playing in an ensemble and help set that up if desired.  Repertoire choices may change over the next few weeks, but at least everyone is leaving class that day with an idea of which piece(s) to focus their home practice on.

• S/E planning sheet (Word document)
• S/E planning sheet (PDF)

1st week of unit: Explain what Solo/Ensemble is, hand out the list of choices plus additional repertoire, and give some time to try out options.  I tell students that at the end of this unit we will be going on tour around school to perform our piece(s) for an audience.

• S/E options (Word document)
• S/E options (PDF)

This timeline covers roughly two months of school.  During this time--especially at the beginning of the unit--we are focused on more than just Solo/Ensemble in orchestra, and this advance planning helps me to balance all different areas of what students are learning during this time.


See also: 

Elementary Orchestra Solo/Ensemble, Part 1: Description and Additional Repertoire

Elementary Orchestra Solo/Ensemble, Part 3: Creating the Schedule

Elementary Orchestra Solo/Ensemble, Part 4: Festival Day!

Elementary Orchestra Solo/Ensemble, Part 1: Description and Additional Repertoire

For the elementary orchestra students in our district, we create our own Solo/Ensemble festival each spring.  Since it's not an "official" Solo/Ensemble festival, we can create our own list of repertoire choices suitable for first- and second-year players and really customize the event to make it work for our students.

This is a big unit for us in orchestra, and it's a great experience for our beginners on many levels.  They get to prepare a solo and/or ensemble (duet or trio for first-year students; up to a quartet for second-year students), so the outcome of this performance really hinges on how much individual effort each student puts into it.  Performing alone is a really different feeling compared to performing as a full orchestra.  During this unit, we take a look at the whole process of selecting and learning a piece, getting it ready for performance, and then performing it for an audience.  Once students are in middle school and can participate in the "real" Solo/Ensemble festival, they already have an idea of what to expect.

Students take time to try out lots of pieces from the list of choices before settling on their repertoire, and I give time during full orchestra for students to form ensembles.  They enjoy getting to play with students who play different instruments than them.  The month before Solo/Ensemble, I form small groups based on S/E ensemble groups, which generally includes some mixed instrumentation.  We do a dress rehearsal during small groups, where each student introduces what they're playing and something interesting about the piece or something to listen to or watch for, and this is when I do my formal assessment and give last-minute tips.

The next week during small groups, we go on tour around their school.  I create a Google Doc with available times for teachers to sign up on, and then each small group gets to perform for one classroom.  If it's a time slot I'm having trouble filling, we can always go perform for the people in the office.  This is an authentic performance experience, as students get to experience what it's like actually performing for an audience.  The audience members always have great questions for our performers afterwards, and it's built-in school-wide exposure for the orchestra program.  I make sure to bring a camera and get pictures of each solo and ensemble performing to post in the orchestra room, and on the weekly orchestra newsletter.

Then, that Saturday is Solo/Ensemble.  Since it occurs outside of the school day, not all students are available to participate.  That's another reason we all go on tour at school--everyone gets to do that, and then the Solo/Ensemble festival is the icing on the cake.  We alternate each year between the two high schools in town so students get a sneak peek at the music wings where they will be attending school in the future.  Performers dress up, families are welcome to listen, and area teachers and musicians serve as our adjudicators.

Adjudicators fill out a rubric with comments for each set of performers, and they have a few minutes to work with each student too.  These one-on-one teaching moments are so valuable for our students, and they really reinforce what we're working on at school too.

It takes a lot of planning to get all the registrations turned in, the schedule created, performance rubrics printed, the sites set up, all the instruments tuned etc. but I'm glad we do it.

Most students perform music either from their book or from this "Additional Repertoire" sheet.  "Sweetly Sings the Donkey" is the popular ensemble choice with the beginners--they like the musical "hee-haws" in the last line :)  The lyrics are: "Sweetly sings the donkey at the break of day.  If you do not feed him, this is what he'll say: 'Hee-haw!  Hee-haw!  Hee-haw, hee-haw, hee-haw!'"  Feel free to use or update these sheets to make them work for you:

Additional Repertoire (for first-year string players):

• Word document *

• PDF *

Contents: 

• Can Can
• Frere Jacques (round)
• Cripple Creek (duet)
• Sweetly Sings the Donkey (round) 
  

[Alpha notation included at the end too]

Additional Repertoire (for second-year string players):

• Word document *

• PDF *

Contents:

• Old Joe Clark
• Lakota Lullaby
• Swing Low, Sweet Chariot
• The World's Best Mother 

[Alpha notation included at the end too]

* = updated January 2026 for clearer resolution


Enjoy!

See also: 

Elementary Orchestra Solo/Ensemble, Part 2: Timeline and Documents

Elementary Orchestra Solo/Ensemble, Part 3: Creating the Schedule

Elementary Orchestra Solo/Ensemble, Part 4: Festival Day!

Template for a Concert Program and Concert Flyers

I enjoy making the programs for each of my schools' concerts throughout the year.  I get the program information from the band and choir teachers and then add the students' names and concert pieces to the program template.  I like to change font combinations each year, keeping the program to two fonts--one for headings and one for everything else.  Text boxes help me easily move groups of names around the page.

Students decorate concert flyers a few weeks before the concert and hang them around the school and community.  If a student shows me their completed flyer, I'll scan a copy for myself so I can include some student artwork in the concert program too.  I use Paint to select the portion of the artwork I want to use and then copy/paste it into the Word document.  I've seen some really impressive student artwork.  Using clip art is another possibility to add interest to all the text of a concert program, but I really like the personalized touch of using student artwork.

In addition to a place to list all the pieces on the concert by ensemble, the concert program template includes a place for student names for band, orchestra, and choir as well as a "special thanks" area.  This template makes a program that's one piece of paper folded in half.

• Template for concert flyer (horizontal)

• Template for concert flyer (vertical)

• Template for concert program

Feel free to use these as a starting point to create your own concert programs and flyers!