Hello from Michiko!

In fall of 2008, I formed a Music Mind Games Council of 18 teachers who are trained in Music Mind Games to advise and help me develop various programs to assist teachers interested in Music Mind Games. Several committees have been formed and I'd like to introduce you to Elizabeth, Cunha, chair of the Music Mind Games in the Classroom Committee. Elizabeth is a gifted, insightful and enthusiastic teacher who has her own new blog on the website with several excellent posts. There is space for adding your comments and questions so please check it out and share your feedback. Feel free to use her email if you have ideas, questions or would like to help Elizabeth.

Introducing Elizabeth Cunha, Chair of the Music Mind Games in the Classroom Committee

"I am thrilled and excited to kick start the Music Mind Games in the Classroom Committee. Currently I teach general/vocal and instrumental music to middle and upper school students at Stone Ridge School of the Sacred Heart in Bethesda, Maryland. I have been overwhelmed with the outcome of placing Music Mind Games into the school's music curriculum and found it to be especially complementary with recorder, Orff ensemble, chorus, and world drumming lessons. I am also the director of the Suzuki Violin Program at Musical Expressions, in Bethesda, Maryland where I use Music Mind Games as the primary method of teaching theory and music literacy in group classes with both students and parents.

"I took Music Mind Games Unit 1 in 2005 and 2006, Unit 2 in 2007 and assisted with teacher training in both Units 1 and 2 in 2008. During the 2008-09 school year I was pleased to assist Michiko with the training of music educators in Prince George's County, Maryland. This was the first Unit 1 offered in the United States with the sole purpose of helping public school teachers implement Music Mind Games into the classroom. Michiko and I are continuing the course this fall. In September, I led a successful 2-day teacher training workshop in Ft. Lauderdale through the Suzuki Association of South Florida. 

"In the last five years I have turned away from using paper and pencil to teach and assess music theory and literacy. Although this pedagogy may currently be the road less traveled I do believe it to be a journey that is more effective, positive, and fun for both teachers and students. Therefore, I want to be active in making Music Mind Games more available in music education classrooms, where it has the potential to reach so many students. As head of this committee I am committed to developing and sharing information that will assist teachers with the organization, application, and management of Music Mind Games in a variety of music educational settings.

"I invite music educators to email me with any questions, problems, or concerns, and to share success stories as well. I am confident that by sharing stories, lessons, and ideas teachers will find Music Mind Games to be a valuable tool in the field of music education. I look forward to working with you towards making Music Mind Games more prevalent in music education."

"My students take general music class once a week.  Often we will play one or two games during class time, but I also look for opportunities to integrate games with other elements of the curriculum: Recorder, Drumming, Orff Ensemble, Guided Listening, etc. Students really enjoy using Music Mind Games materials and often enter the classroom with requests to play games from previous lessons. Along with the curriculum of games provided in the Music Mind Games book and through training, we use the Blue Jello rhythm language when learning new repertoire, as well as with improvisation and composition lessons.

"I love the way Music Mind Games creates an open and safe learning environment. Students are encouraged to share information and learn from each other. Furthermore, the guide cards seem to inspire self-motivated learning. In one particular class a student expressed that she felt guilty using the guide cards to find an answer, as if she were cheating, and another quickly responded 'there's no such thing as cheating in Music Mind Games.' I was thrilled and proud to see that they were getting it. They were really getting it! 

"Another student who studies piano privately was anxious to tell me she had started to use the Blue Jello words to work on pieces at home without telling her teacher, as if it were her own little secret weapon. One parent emailed that when her daughter was asked about her new music class she responded 'Mom it's great! I'm really learning a lot!' All and all I am thrilled with how students enjoy and progress using Music Mind Games in the classroom. In the end I want my students to leave with a positive musical experience and understanding that musical intelligence and ability is not only within their reach but a whole lot of fun!"

Elizabeth can be reached at elizabethcunha@musicmindgames.com