I love trying something new in the classroom! In our district we have our CRISS strategies that are designed to help students of all abilities learn content information across the curriculum and throughout the grade levels. At first I was hesitant to try a new technique, but creating an exercise that can be used in an instrumental-band classroom was actually rewarding. I used my TPS (Think, Pair, Share) listening exercise in class for a baroque composition that I was preparing for our upcoming cycle. TPS is a technique that asks students to THINK of answers (or in my classroom, evaluate a performance based on timbre, rhythm, harmony, and dynamic contrasts). PAIR up with a partner and compare the best, unique, and most convincing evaluations. Finally, to SHARE the notes with the rest of the classroom, usually by calling on each group and recording them on the board or overhead.
For some of the students it was new approach for evaluating a performance, for some others it was just another way for "us teachers to complete their requirement to use CRISS." The exercise took 3 days to complete (20-25 minutes), and was rather beneficial for the ensemble. It was a fresh approach to evaluating their own performance, and encouraged them to discuss with each other their own results.
I did take an opportunity to do a post rehearsal evaluation on their opinions about the use this strategy in an instrumental-band classroom. There was mixed feelings about the strategy, but mostly positive. Three comments that I thought were unique:
1. "I now can say 'yes' on those evaluations if any of my teachers use CRISS strategies."
2. "It was a change trying something new. Good."
3. "I can't believe it took 3 days to finish this assignment."
1. This shocked me at first, but I believe teachers use these strategies, but do not publicize them. I told my students that it was a CRISS strategy.
2. It was a change. A change for me also. On the Project CRISS website it does say "Helping Teachers Teach, and Learners Learn", but it also can be reversed. I learned a lot because my students were active listeners, used their prior musical knowledge in their evaluations, and supported their evaluations with great comments about their performance. I recorded all the comments, went back and listened to the recording, compared the comments that my students made, and a majority of the comments were VALID. I went back and created lesson plans that focused on those key areas for my rehearsals for the rest of the cycle. My students designed my lesson plan for the rest of the semester. Wow.
3. It did not take 3 days to complete the exercise. It took 20-25 minutes a period to complete the exercise, so around an hour to complete the exercise. I am an advocate for changing up the rehearsal, and not to spend too much time on a concept or a behavioral objective. 20-25 minutes on one activity may be too much for any teenager, especially when we are in a 'go-go-go' society. In the future, I may try this exercise again with a challenging portion of the composition versus the whole piece.
I do encourage all educators to use CRISS strategies in their classroom, but not to let it dominate your classroom. It is a new refreshing way to approach teaching! Mostly I encourage you to try something new to change up your classroom, it may benefit in the long run. Good luck.
