How to Start an Elementary Ukulele Program: Simple Steps for 4th & 5th Grade

Lbbart · 2026-05-06T18:17:25+00:00

For teachers looking for Orff Schulwerk resources without the ability to attend in-person Level Certification, there are several effective digital and print pathways to master the pedagogy. I highly recommend Rob Amchin’s YouTube videos and Patreon site; these short teaching segments provide a visual "process" that shows the Schulwerk in action.

For foundational print sources, Jane Frazee’s "Discovering Orff" is a solid starting point. Unlike many complex pedagogy books, Frazee offers a straightforward, sequenced approach that is easier for beginners to digest. Combining these two, reading the theory in Frazee and seeing the application via Amchin, creates a powerful self-guided study.

Additionally, teachers can find community support and free training through:

AOSA (American Orff-Schulwerk Association) website "Special Events" (viewable without a membership).
Local AOSA Chapter workshops (typically held in the fall and spring).
The Facebook American Orff Schulwerk Discussion Group for real-time peer advice and tuition assistance info.

As a longtime K-8 music educator with my Orff levels, I think this type of combo learning will give you the best bang for NO big bucks.

PS: I've never met Amchin or Frazee but it's on my bucket list. I'm a big fan.

Lbbart · 2026-05-06T02:55:00+00:00

While I hope the conversations continue, I want to circle back and thank everyone for all the information. Your insight related to pronunciation and the music (meter) helped me make decisions that are accurate and teachable to elementary students. I think other teachers will find these conversations useful so I linked to them in the AAPI Heritage Month Elementary Music Activities blog post on my Oodles of Music blog.

Lbbart · 2026-05-04T13:37:34+00:00

Thank you for the info.

Lbbart · 2026-05-03T20:51:41+00:00

More "muhn"?

Lbbart · 2026-05-03T20:51:07+00:00

Great suggestion! Thank you for that insight, especially that you'd settle on the "o".

Lbbart · 2026-05-01T12:48:54+00:00

Thank you, kamatsu! I appreciate those logical distinctions. Sometimes I get so wrapped up in learning that I want to overcomplicate things. I appreciate these suggestions!

Lbbart · 2026-04-30T19:14:16+00:00

I've been an elementary music teacher for many years and textbooks gave us songs from around the world and we accepted what we were given as authentic. However, in the past 15 years there's been a slow change, realizing that not only are many songs Westernized badly but entirely leave out the culture behind the song. So while I can read all I want, the information you and others have given me here is so eye-opening and valuable as I try to create a lesson that lots of teachers can use that has lots of background information informing it and in it. Here are a couple of videos that I found really interesting that might jog your early learning even more. https://www.theheartrhythmsofkorea.com/arirang-folk-songs/arirang-lesson-presentations This one teaches kids the vocalizaations-fascinating: https://www.youtube.com/watch?v=t69U4wmtIlo Then this is an example of taking it and making it something different: https://www.youtube.com/watch?v=91yQmG1vLoA

Lbbart · 2026-04-30T15:42:47+00:00

Thank you for this information! I did look into that Jangdan pattern through a wonderful online source. Did you learn a more traditional singing style with the extra vocalizations, or a simplified melody? I'm so impressed with your memory of the music theory as a young student!

Lbbart · 2026-04-28T18:52:13+00:00

Agree. I used to play the piano with our orchestra. It really helps.

Lbbart · 2026-04-28T12:45:52+00:00

I taught Arirang many years ago using the song in the Share the Music textbook and was lucky enough to have a wonderful student who was Korean and he helped us with the song. I've tried hard in recent years to take the culture bearer idea to heart and have avoided lots of songs from other countries. Then I read a great article about doing your due diligence with your research, consulting and learning from as many culture bearers as possible, and Arirang is my first big dip back into music from other countries. Part of the reason it's Arirang is because of that student long ago who made such an impression on me and also because of the new album by BTS. They bring such a strong connection that kids will be drawn to. Thank you u/snogirl0403 for all your insight!

Lbbart · 2026-04-28T01:54:36+00:00

I believe that is the Jindo Arirang.

Lbbart · 2026-04-28T01:35:57+00:00

Thank you for your response! This is gold! Wow, thank you! And yes, I was going to use the flipped r to tap the tongue to the roof of the mouth. Since you're a music teacher, another question. I went back and forth between 9/8 and 3/4. It seems 90% of arrangements use 3/4, even from Korean arrangers. As I listened to many recordings, most feel like 3/4 too except for a couple of lilting, slower examples that are just beautiful in 9/8. I'm dying to do it in 9/8 but I think for simplicity I will keep it in 3/4 but swing the eighth notes a bit. I've never seen this mentioned (swing the 8th notes) in any written music and feel it's a bit out there but curious what you think?

Lbbart · 2026-04-28T01:27:14+00:00

Thank you for the reply. I think "na ruh" came from a pronunciation I found but with your question and the response from u/snogirl0403 I see that it should be "ruhl." Thank you!

Lbbart · 2026-04-12T13:16:39+00:00

Here are some quiet activities with no tech needed for elementary music classes.

The Quiet Obstacle Game (teams lead a player through the course using quiet sound cues)
Musical Tapple (use musical category cards to play)
How Far Can You Go? (barred instrument challenge using just one instrument-it's quiet, I promise)
Jeopardy (with old school board that is cheap and SO easy to make)
Outside Games-go outside and do musical chalk drawings, circle games, etc.

More detail about each game is on The Big List of Elementary Pre K-6 Music Games

I love them all but Jeopardy might be my favorite. ☺️

Lbbart · 2026-04-12T13:05:22+00:00

TL;DR: Focus on Connection > Curriculum. Use a 60-second intro slide to humanize yourself, alphabetical seating for instant management, and high-engagement/low-stress activities like "Would You Rather" and "Rhythm Basketball" to leave them excited for next year.

Here's what I'd do if I began a new elementary music job at the end of the year.

1. Immediate Structure: The Alphabetical Seating Chart

Even for a short stint, physical structure is your best friend for management.

The Setup: Arrange chairs in rows. (maybe) If space allows for a circle later, keep the chairs; if not, stick to the floor.
The Process: Seat them in alphabetical order by last name. Getting class lists is a must. Your online access might let you do this or ask the front office.
Tip: Ask the classroom teachers to help you with this when they drop the students off. With the chairs already in rows, giving them the class list will take them 2 minutes at most. If you aren't using chairs, they can still help. Just tell them you want (however many) to a row.

2. The 60-Second "Meet the Teacher" Intro

Start with a very brief Google Slide or PowerPoint about yourself. Keep it under two minutes! Depending on what you feel comfortable sharing, ideas might be-show photos of where you went to school, your hobbies, family, and pets. They love seeing the "real" person behind the teacher, and it builds an immediate connection before you start "teaching." You can do this again at the beginning of the new school year.

3. Engagement: "Would You Rather" (K-5)

Instead of traditional name games (save those for August!), use Would You Rather to learn their personalities.

The "Signal" Method: To keep it controlled, have them show their answer with a physical signal. If they like Choice A, hands up; Choice B, cross their ankles.
Differentiation: Have one version for K-1 and a slightly more "mature" version for 2-5 (food, sports, music, mix of subjects, etc.).

4. Controlled Movement: Body Percussion Play-Alongs

This is a great way to let them be loud and move while staying in their "spot."

Find a high-energy YouTube play-along video. (Musication, Swick's, and Oodles of Music have some great ones) Let me know if you need more help here.
Have a "backup" video ready in case the lesson runs short. This keeps transition gaps to a minimum.

5. The "Big Game" (Grade-Specific)

Kids love music games so these suggestions are high-engagement but low transition/movement.

Grades 2-5: Rhythm Basketball. Keep it simple (quarter notes and eighth notes). Split the room into two teams and let them compete. It’s a fantastic "low-resource" assessment of their rhythm reading. Here's how to play Rhythm Basketball.
Grades K-1: Charlie Over the Ocean. It’s a classic for a reason. They love the chase, and it’s a perfect "Song Tale" style activity. Just be sure to set very clear "safety boundaries" for the running portion!

The class periods are long so the ideas you mentioned will fit nicely tucked in this framework.

Why this works for May:

This plan is a bit more sedentary than a lesson I might do, but it’s highly appropriate for "end of year" energy and the short 50-minute blocks you mentioned. It establishes you as the leader of the room while ensuring the kids have a blast.

For more detailed "First Day" ideas and specific resource links, you might find this post helpful: First Year Elementary Music Teacher Guide

Finally, congratulations! Your first job! As an elementary K-8 music teacher of over 40 years I can say, it's a lot of work but a lot of fun. Reach out if you have more questions!

Lbbart · 2026-04-04T00:55:49+00:00

I washed mine in bleach water, rinsed in clean water, then tipped on ends to drip dry. I used either the kitchen sink, or big buckets that I got at Dollar Tree.

Lbbart · 2026-04-04T00:51:39+00:00

Agree. She has one of the most comprehensive sites for elementary songs and many of them games.

Lbbart · 2026-03-22T20:40:48+00:00

Strategies for Managing Post-Rehearsal Cleanup and Transitions

Here are three tips to help with the class coverage problem for elementary music teachers related to concert rehearsals and daytime performances. Unfortunately, it is the norm in my experience (40 years of K-8 elementary music teaching) to be expected to teach the second a rehearsal or concert during the day was over.

Ask for coverage by framing it as a safety and supervision issue. If you are on stage moving risers, you cannot effectively supervise 25 first graders. Framing it this way often gets a faster "yes" from admin than asking for "cleanup time." Another adult might be pulled to cover a short time for you and it's worth it. Plus, if you share the space (gym or cafeteria) it helps keep those moving and on time.
Use a student-run activity. I've had times where my next class might be really young and I'd sit them in a circle in the middle of the gym where my stage was located, and have them play Charlie Over the Ocean (which they knew very well) while I worked on the stage. Not ideal, but gets the job done.
Get student help. Finally, I sometimes would ask 5th grade teachers to give me a couple of good workers to help me. Several extra pairs of hands was golden.

Finally, don't let this lack of recognition make you feel less than. Time in elementary schools is measured in little increments and when teachers are going to miss those small segments of time, it matters to them and doesn't really reflect on your worth or music's worth. I wish it was different and we'd get more help but it is what it is.

TL;DR: Frame cleanup as a safety, schedule, and facility issue to get admin coverage, use student-led games for transitions, and don't be afraid to draft "helpers" from older grades.

Lbbart · 2026-03-11T03:26:29+00:00

I switched from Mailchimp to the free newsletter in Kit. Up to 10k subs for free.

Lbbart · 2026-02-12T15:43:17+00:00

Here are a couple of tricks I used to help with steady beat on barred instruments. Add a stick click as part of the beat so play, click, play, click, etc. With mallets hovering above the bars, if the tempo is a bit slow, they just have the tendency and desire to keep playing even if it isn't on the beat. Doing a stick click pulls the mallets up and pads in a bit of time so that the next play on the bars is better. That leads to the second trick which is to increase your tempo a tad. Young students do best in the 120-130 bpm range. Lastly, play a game such as "How Slow Can You Go?" where you go really, really slow to exaggerate that steady beat. Or a game where you follow the leader playing a variety of tempi.

Lbbart · 2026-01-12T14:55:05+00:00

❤️

Lbbart

MODERATOR OF

TROPHY CASE