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Go and Shine! Part 2: Eight Strategies for Cultivating a Positive Rehearsal Space

As we warmed up, my worries dissipated. The sound of the dance and choosing hearts. The dance is a fun op-
was glorious, and the students exuded a confidence beyond portunity to let everyone, including me, cut loose, generat-
their years. Students noticed that I was emotional and ing smiles, laughter, and connections. Students are adept at
asked if I needed an emergency group hug. In that mo- dancing with great spirit and energy and being still when a
ment of vulnerability, we became more deeply connected. dramatic musical cutoff is given. Such joy!
I could not have anticipated how much heart, beauty, and Using the treasure chest to choose partners ensures all
confidence they would sing with that night. I believe part students feel included. When two hearts are selected, the
of what allowed the magic to happen are mindfulness and students ask “<Name>, will you be my partner, please?”
gratitude practices that are integrated into each class and They respond with, “I would be grateful to be your part-
rehearsal. ner” or “Yes, thank you.” Sometimes they add a personal
My goal in this article is to offer eight strategies for cul- touch. As long as the communication is done in a welcom-
tivating a positive rehearsal space. The following strategies ing way, including facial expression, body language, and
can be modified for any teaching situation. Begin with pos- tone of voice, anything goes. Children need opportunities
itivity to create an environment favorable for learning, and to practice what kindness looks, sounds, and feels like.
give students agency to create a culture of collaboration.
Strategy #3: Connecting through Joy and
Strategy #1: Good Vibes! Gratitude

The fourth graders created a chain of kindness activity Another way of creating positivity and connection is to
called Good Vibes Compliment Tag. It is a fun way to kick have students write down something or someone that they
off the year or whenever the group energy feels off to help are grateful for or makes them happy. The possibilities for
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students make connections and feel valued. sharing their joys and gratitudes are limitless! Students give
It is important to discuss what a compliment is and their note to the person or place them in our Joy and Grati-
sounds like. As students get to know each other, I encour- tude Jar. We look at responses or add to the jar whenever
age compliments about character. Play a “good vibes” we need a lift.
song, maybe even something you are rehearsing or plan- You could create class, grade level, or individual contain-
ning to teach, as students move musically around the ers or envelopes. One year our Gratitude Wall was in the
room. When you pause the music, a student (chosen ahead hallway. Students can write on sticky notes, bulletin board
of time) gives a compliment to someone nearby. The next paper, or create a paper chain.
time the music stops, both of these students compliment Practicing gratitude is positively impacting the music
other students. Continue the activity until everyone is giv- room culture. One morning I noticed writing on the dry
ing and receiving compliments. Take a moment to soak up erase board and wondered why it had not been cleaned.
the good vibes! My frustration turned to deep appreciation when I realized
these were messages from fourth- and fifth-grade band stu-
Strategy #2: Happy Dances, Heart dents thanking me for the use of the room. As I expressed
Keepers, and Partner Connections my gratitude, I could tell they felt a sense of pride.

Every student in my class has their own class number.
Throughout the year, I choose students randomly for dif- Strategy #4: Breathing In, Breathing Out
ferent needs by using a small box filled with numbered When students show up for class or rehearsal, they may
wooden hearts. The “Happy Hearts Treasure Chest,” as be emotionally unavailable. Breathing is integral to sing-
I call it, keeps the environment childlike and playful. I in- ing technique and instrumental in regulating emotions. If
troduce it by sharing that each one of us is a treasure to be one’s breathing is calm and relaxed, it will positively im-
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valued and that I treasure our time together. Using hearts pact one’s state of mind and ability to focus and the music
is a symbolic way to remind students that they matter and room environment. To encourage this, we say the mantra
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are cared for. “Breathing in, I calm my body. Breathing out, I smile” as
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First graders suggested a Happy Dance to ensure the students enter.
hearts are well mixed, and a Heart Keeper to be in charge

ChorTeach Volume 15 • Issue 4 16 Summer 2023