The First Six Notes with Classroom Composers

Classroom Composers
  • 5.0 (4)
  • Performing Arts
  • Biweekly

The First Six Notes Podcast helps music educators build stronger programs, improve rehearsals, and make teaching more manageable. Hosted by Kevin Hoff and Jessica Frank of Classroom Composers, each episode features practical, classroom-tested conversations about beginning band and orchestra, classroom management, curriculum, rehearsal strategies, recruitment, retention, program growth, and the everyday realities of teaching music. Whether you are a new music teacher or an experienced educator looking for fresh ideas, you will leave each episode with strategies you can use with your students right away. Because every great musical journey begins with the first six notes. Connect with Classroom Composers Teachers Pay Teachers https://www.teacherspayteachers.com/Store/Classroom-Composers Website https://classroomcomposers.com Join our email community https://classroomcomposers.myflodesk.com/newslettersignup Facebook https://www.facebook.com/people/Classroom-Composers/61590769772268/ Instagram https://www.instagram.com/classroomcomposers/ YouTube https://www.youtube.com/@classroomcomposers

  1. 3d ago

    39. Beginners and Classroom Management

    Send us Fan Mail Classroom management in beginning band can be especially challenging. Students are learning new instruments, new routines, and how to function as an ensemble all at the same time. In Episode 39, Kevin Hoff and Jessica Frank discuss practical classroom management strategies specifically for beginning band. They talk about establishing clear expectations, teaching routines instead of assuming students know them, following through consistently, and addressing individual behavior without bringing the entire rehearsal to a stop. In This Episode Why beginning band requires strong routines from the startTeaching expectations instead of assuming students already know themCreating consistent procedures for instruments, materials, and rehearsalRepeating routines until they become automaticFollowing through when expectations are not metUsing consequences consistently without turning them into a power struggleAddressing individual behavior privatelyAvoiding arguments with students during rehearsalKeeping the rest of the ensemble learning while dealing with behaviorBuilding a classroom where students know exactly what is expectedChapters 00:00 Classroom management in beginning band 02:20 Setting expectations from the beginning 05:15 Teaching routines instead of assuming students know them 08:15 Repeating procedures until they become automatic 11:20 What happens when students do not follow expectations? 14:25 Consistency and consequences 17:30 Avoiding arguments and power struggles 20:20 Addressing individual students privately 23:30 Keeping the rehearsal moving 26:35 Creating a predictable beginning band classroom 29:15 Final thoughts Connect with Classroom Composers Teachers Pay Teachers https://www.teacherspayteachers.com/Store/Classroom-Composers Website https://classroomcomposers.com Join our email community https://classroomcomposers.myflodesk.com/newslettersignup Facebook https://www.facebook.com/people/Classroom-Composers/61590769772268/ Instagram https://www.instagram.com/classroomcomposers/ YouTube https://www.youtube.com/@classroomcomposers Subscribe, leave a rating or review, and share the episode with another music educator.

    39. Beginners and Classroom Management

  2. Oct 19

    38. What’s the Point?

    Send us Fan Mail As music educators, it is easy to keep doing things simply because that is how they have always been done. But every rehearsal activity, performance, tradition, and expectation should have a clear purpose. In Episode 38, Kevin Hoff and Jessica Frank discuss the importance of asking, “What’s the point?” They explore how defining the purpose behind what we teach can help music educators make better decisions, use rehearsal time more effectively, and focus on the experiences and skills that matter most for students. In This Episode Asking why we do the things we do in music educationDefining clear goals for rehearsals and performancesAvoiding routines and traditions that no longer serve a purposeMaking instructional decisions based on student outcomesFocusing rehearsal time on what matters mostHelping students understand the purpose behind what they are learningBalancing performance goals with long-term musicianshipBeing willing to change when there is a better wayChapters 00:00 What’s the point? 02:30 Why music educators should ask “why” 05:30 Defining the purpose behind what we teach 08:30 Reconsidering routines and traditions 11:30 Using rehearsal time with intention 14:30 Performance goals versus student learning 17:30 Helping students understand the purpose 20:30 Making decisions based on student outcomes 23:30 Being willing to change your approach 26:30 Final thoughts Connect with Classroom Composers Teachers Pay Teachers https://www.teacherspayteachers.com/Store/Classroom-Composers Website https://classroomcomposers.com Join our email community https://classroomcomposers.myflodesk.com/newslettersignup Facebook https://www.facebook.com/people/Classroom-Composers/61590769772268/ Instagram https://www.instagram.com/classroomcomposers/ YouTube https://www.youtube.com/@classroomcomposers Subscribe, leave a rating or review, and share the episode with another music educator.

    38. What’s the Point?

  3. Oct 12

    37. Band and Modern Teaching

    Send us Fan Mail Music education has changed, but many rehearsal techniques still rely on the same teacher-directed approach that has been used for decades. In Episode 37, Kevin Hoff and Jessica Frank discuss modern teaching strategies that can make rehearsals more effective and help students become more independent musicians. They explore modeling, gradual release, chunking difficult material, checking for understanding, and giving students opportunities to think instead of simply waiting for the teacher to provide the answer. In This Episode Moving beyond traditional teacher-directed rehearsalsUsing gradual release to build student independenceModeling new skills before asking students to perform themBreaking difficult music into manageable sectionsTeaching passages by rote before adding notationChecking for understanding throughout rehearsalGiving students more responsibility for their own learningMoving beyond playing the right notes toward deeper musicianshipChapters 00:00 What do we mean by modern teaching methods? 02:30 Rethinking the traditional rehearsal model 05:00 Building independence through gradual release 08:00 Modeling and teaching by rote 11:00 Breaking difficult music into smaller pieces 17:00 Checking for understanding 20:00 Giving students more responsibility 23:00 Moving beyond notes and rhythms 26:00 Applying modern teaching strategies in rehearsal Connect with Classroom Composers Teachers Pay Teachers https://www.teacherspayteachers.com/Store/Classroom-Composers Website https://classroomcomposers.com Join our email community https://classroomcomposers.myflodesk.com/newslettersignup Facebook https://www.facebook.com/people/Classroom-Composers/61590769772268/ Instagram https://www.instagram.com/classroomcomposers/ YouTube https://www.youtube.com/@classroomcomposers Subscribe, leave a rating or review, and share the episode with another music educator.

    37. Band and Modern Teaching

  4. Oct 5

    36. Stop Overprogramming

    Send us Fan Mail More music does not always mean a better concert. When music educators program too much or choose repertoire that requires every rehearsal just to survive the notes, there is less time to actually teach musicianship. In Episode 36, Kevin Hoff and Jessica Frank discuss why music educators should stop overprogramming concerts and focus instead on choosing an appropriate amount of music at the right difficulty level. They share how leaving room in the rehearsal process allows students to move beyond notes and rhythms and spend more time developing tone, balance, dynamics, articulation, and musical expression. In This Episode Why music educators tend to overprogramChoosing quality over quantity when selecting repertoireProgramming music at an appropriate difficulty levelLeaving enough rehearsal time to actually teach the musicMoving beyond simply learning notes and rhythmsGiving students time to develop musicalityRecognizing when you have programmed too muchAdjusting your concert expectations to fit your ensembleCreating performances where students can feel successfulChapters 02:30 How much music do you really need? 05:30 Choosing music your ensemble can be successful with 08:30 Difficulty level versus amount of repertoire 11:30 Getting beyond notes and rhythms 14:30 Making time to teach musicality 17:30 What happens when you program too much 20:30 Adjusting expectations for your ensemble 23:30 Quality over quantity 26:30 Final thoughts on concert programming Connect with Classroom Composers Teachers Pay Teachers https://www.teacherspayteachers.com/Store/Classroom-Composers Website https://classroomcomposers.com Join our email community https://classroomcomposers.myflodesk.com/newslettersignup Facebook https://www.facebook.com/people/Classroom-Composers/61590769772268/ Instagram https://www.instagram.com/classroomcomposers/ YouTube https://www.youtube.com/@classroomcomposers Subscribe, leave a rating or review, and share the episode with another music educator.

    36. Stop Overprogramming

  5. Sep 28

    35. The No-Prep School Year

    Send us Fan Mail What if you could spend less time planning every individual lesson and more time actually teaching? In Episode 35, Kevin Hoff and Jessica Frank discuss how music educators can create a more predictable, low-prep school year by planning the big picture first, building repeatable routines, organizing resources ahead of time, and using systems that keep instruction moving without constantly reinventing the next class period. In This Episode Planning the school year before planning individual lessonsCreating a clear scope and sequenceBuilding repeatable daily and weekly routinesUsing consistent warm-ups and skill-building activitiesOrganizing curriculum and resources ahead of timeLetting long-term goals guide daily instructionReducing unnecessary day-to-day lesson planningCreating systems that make teaching more manageableAdjusting the plan when students need more or less timeChapters 00:00 What does a no-prep school year look like? 02:00 Planning the big picture first 04:30 Creating a scope and sequence 07:00 Building repeatable classroom routines 09:30 Organizing your teaching resources 12:00 Using consistent warm-ups and skill work 15:00 Planning around long-term goals 18:00 Reducing day-to-day prep 21:00 Adjusting when students move at a different pace 24:00 Building a system you can reuse every year Connect with Classroom Composers Teachers Pay Teachers https://www.teacherspayteachers.com/Store/Classroom-Composers Website https://classroomcomposers.com Join our email community https://classroomcomposers.myflodesk.com/newslettersignup Facebook https://www.facebook.com/people/Classroom-Composers/61590769772268/ Instagram https://www.instagram.com/classroomcomposers/ YouTube https://www.youtube.com/@classroomcomposers Subscribe, leave a rating or review, and share the episode with another music educator.

    35. The No-Prep School Year

  6. Sep 21

    34. School Money for Music Educators

    Send us Fan Mail Running a successful music program takes more than good teaching. Music educators also have to understand where school money comes from, what funds are available, and how to advocate for the resources their students need. In Episode 34, Kevin Hoff and Jessica Frank discuss school funding, budgeting, fundraising, purchasing, and practical ways music educators can make the most of the money available to their programs. In This Episode Understanding the different sources of money available to a music programWorking with school and district budgetsAdvocating for the equipment and resources your students needPrioritizing purchases when money is limitedUsing fundraising to supplement school fundingNavigating purchasing procedures and purchase ordersFinding additional funding opportunitiesMaking long-term financial decisions for your music programChapters 02:00 Understanding your school budget 05:00 Where music program funding comes from 08:00 Advocating for what your program needs 11:00 Deciding what to purchase first 14:00 Fundraising and additional sources of money 17:00 Purchasing procedures and purchase orders 20:00 Making limited funds go further 23:00 Planning for future program needs Connect with Classroom Composers Teachers Pay Teachers https://www.teacherspayteachers.com/Store/Classroom-Composers Website https://classroomcomposers.com Join our email community https://classroomcomposers.myflodesk.com/newslettersignup Facebook https://www.facebook.com/people/Classroom-Composers/61590769772268/ Instagram https://www.instagram.com/classroomcomposers/ YouTube https://www.youtube.com/@classroomcomposers Subscribe, leave a rating or review, and share the episode with another music educator.

    34. School Money for Music Educators

  7. Sep 14

    33. Finding Success in Unusual Circumstances

    Send us Fan Mail Not every music educator gets the ideal schedule, class size, instrumentation, or teaching setup. Sometimes success means adjusting your expectations and finding a system that works for the students and circumstances you actually have. In Episode 33, Kevin Hoff and Jessica Frank discuss their experiences teaching in unusual situations and how they have adapted instruction, pacing, routines, and priorities when the traditional model does not fit. In This Episode Adapting when your teaching situation is not idealWorking with unusual schedules and limited instructional timeAdjusting pacing based on how often students meetTeaching students with different experience levelsMaking the most of the students and instrumentation you havePrioritizing what matters most when time is limitedBuilding routines that maximize instructional timeAvoiding comparisons to programs with completely different circumstancesFinding success by adapting instead of forcing the ideal modelChapters 00:00 Not every teaching situation is ideal 02:00 Adapting to unusual circumstances 05:00 Working with challenging schedules 08:00 Making limited instructional time count 11:00 Different experience levels in the same class 14:00 Adjusting expectations and pacing 17:00 Prioritizing the most important skills 20:00 Building routines that save time 23:00 Working with the program you actually have 26:00 Defining success in your circumstances Connect with Classroom Composers Teachers Pay Teachers https://www.teacherspayteachers.com/Store/Classroom-Composers Website https://classroomcomposers.com Join our email community https://classroomcomposers.myflodesk.com/newslettersignup Facebook https://www.facebook.com/people/Classroom-Composers/61590769772268/ Instagram https://www.instagram.com/classroomcomposers/ YouTube https://www.youtube.com/@classroomcomposers Subscribe, leave a rating or review, and share the episode with another music educator.

    33. Finding Success in Unusual Circumstances

  8. Sep 7

    32. Classroom Management for Music Educators

    Send us Fan Mail Good classroom management is not about having the perfect consequence system. It starts with creating clear expectations, predictable routines, and an environment where students know exactly what is expected of them. In this episode, Kevin Hoff and Jessica Frank discuss practical classroom management strategies for music educators, including establishing routines, responding consistently to behavior, handling problems privately, and avoiding power struggles with students. In This Episode Creating clear expectations and routinesEstablishing procedures for the entire class periodBeing consistent with rules and consequencesCorrecting behavior calmly and privatelyAvoiding arguments and power struggles with studentsCreating a safe and predictable rehearsal environmentRecognizing that the behaviors you allow can quickly become the normChapters 00:00 What good classroom management looks like 02:00 Setting clear expectations 04:30 Building predictable classroom routines 07:30 Procedures throughout the class period 10:30 Consistency with rules and consequences 13:30 Correcting behavior without stopping rehearsal 16:00 Handling problems privately 18:30 Avoiding arguments and power struggles 21:00 Creating a safe and predictable environment 24:00 Final classroom management takeaways Connect with Classroom Composers Teachers Pay Teachers https://www.teacherspayteachers.com/Store/Classroom-Composers Website https://classroomcomposers.com Join our email community https://classroomcomposers.myflodesk.com/newslettersignup Facebook https://www.facebook.com/people/Classroom-Composers/61590769772268/ Instagram https://www.instagram.com/classroomcomposers/ YouTube https://www.youtube.com/@classroomcomposers Subscribe, leave a rating or review, and share the episode with another music educator.

    32. Classroom Management for Music Educators
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About

The First Six Notes Podcast helps music educators build stronger programs, improve rehearsals, and make teaching more manageable. Hosted by Kevin Hoff and Jessica Frank of Classroom Composers, each episode features practical, classroom-tested conversations about beginning band and orchestra, classroom management, curriculum, rehearsal strategies, recruitment, retention, program growth, and the everyday realities of teaching music. Whether you are a new music teacher or an experienced educator looking for fresh ideas, you will leave each episode with strategies you can use with your students right away. Because every great musical journey begins with the first six notes. Connect with Classroom Composers Teachers Pay Teachers https://www.teacherspayteachers.com/Store/Classroom-Composers Website https://classroomcomposers.com Join our email community https://classroomcomposers.myflodesk.com/newslettersignup Facebook https://www.facebook.com/people/Classroom-Composers/61590769772268/ Instagram https://www.instagram.com/classroomcomposers/ YouTube https://www.youtube.com/@classroomcomposers

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