About Ms. Buck
About Me
My name is Becca Buck and I am the K-5 Music Specialist at Gideon Pond Elementary. I’m excited to continue this wonderful journey through music with the students of Gideon Pond! This is my 8th year at Gideon Pond, and my 12th year in the district!
I graduated from the University of St. Thomas in 2012 with a Bachelor of Music in K-12 Vocal Music Education. In 2018, I graduated with my Master of Arts in Music Education, with a concentration in the Kodály method (pronounced koh-DYE), also from the University of St. Thomas. I am adjunct faculty at the University of St. Thomas and teach in the Kodály Institute each summer. I am fully certified in the Kodály method and have completed the first level of Orff-Schulwerk with intent to complete my certification in the next few summers. I also served as Treasurer on the board for the Kodály Chapter of Minnesota for 9 years and helped plan workshops for music educators around the state. I am also the co-lead for our district's union equity team.
I received the Spirit of Excellence award in ISD 191 in 2020, received 2024 MMEA Elementary Music Teacher of the Year, and am a 2024 MN Teacher of the Year Finalist.
Recently I have been enjoying presenting with Pond's former amazing teacher, Ms. Qorsho Hassan, on our work "The Rhythm of Somalia" at both the local and national levels. We also co-authored a book on Somali songs and games, called "The Rhythm of Somalia," which you can check out here! I have also been enjoying presenting on the Kodály method for various undergraduate and graduate courses across the country.
Ms. Buck and Ms. Qorsho presenting in Portland, OR
on culturally relevant teaching in the music room & "The Rhythm of Somalia"
March 2020 / April 2024
In my free time, I enjoy playing and hanging out with my Border Collie and cat at my house in South Minneapolis, exploring the Twin Cities, discovering new musical activities and songs to bring into my classroom through ongoing professional development opportunities, going to live music events, performing in choirs, making music with friends, reading, and surrounding myself with friends and loved ones.
Here are a few articles about my work:
- Sahan Journal: Somali music arrives in the classroom through book with Burnsville roots
- ISD 191: Gideon Pond teacher connects students with culture through music
- Savage Pacer: Songs from Home
- MPR: Burnsville Music Class Includes Songs Familiar to Somali Students
- ISD 191: We've Got You Covered!
Ms. Buck receiving 2024 MMEA Elementary Music Teacher of the Year with Gideon Pond principal, Salma Hussein
How I Teach Elementary Music
I use a blend of the Kodály method and Orff-Schulwerk every day in music class, with culturally relevant and culturally responsive teaching completely intertwined.
What is the Kodály Method?
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A philosophy of education and a concept of teaching
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A comprehensive program to train basic musical skills and teach the reading and writing of music
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An integration of many of the best ideas, techniques, and approaches to music education
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An experience-based approach to teaching
Click to learn more about Orff-Schulwerk
"Sound before symbol" cognitive developmental approach
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Students sing and practice melodic and rhythmic concepts before they are shown the musical symbol. This is just like how children learn to say a word ("dog"), then identify a picture of that word ("that is a picture of a dog"), then finally are able to read and write that word ("now I can read and spell the word 'dog'")
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In music class, students learn the language through musical songs and activities, are shown the symbol, and are then able to read and write using musical language
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Presentation of materials, concepts, and development of skills can be done in a meaningful way only if the curriculum is well sequenced
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A carefully planned sequence, well taught, will result in successful experiences for children and teacher. Success breeds success – and fosters a love of music
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A Kodály sequenced curriculum is an experience-based approach to learning rather than a cognitive developmental approach
Singing games
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We should first learn to love music as human sound and as an experience that enriches life
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The voice is the most natural instrument and one which every person possesses
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Singing is a powerful means of musical expression
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What we produce by ourselves is better learned; and there is a stronger feeling of success and accomplishment
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What do we sing?
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Folk songs and games from around the world
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Traditional children’s songs and games
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Music of the masters from all ages
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Pedagogical exercises written by master composers
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Singing best develops the inner, musical ear
Movement
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Movement helps children's brains learn!
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Movement puts rhythms into their bodies
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Movement helps children learn to move expressively using gross and fine motor movement
Emphasis on use of folk music
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Folk music is the music of the people. There can be no better material for singing than the songs and games used by children for centuries
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Folk music has all the basic characteristics needed to teach the foundations of music and to develop a love of music – a love that will last a life time
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Folk music is the classical music of the people, and, as such, is a perfect bridge leading to and working hand-in-hand with-art music
Information from The Kodaly Concept
"If selected carefully, these songs furnish the best material through which to introduce musical elements."
"Only the best is good enough for a child."
-Zoltán Kodály
Culturally Relevant Teaching (link) & Culturally Responsive Teaching (link)
Simply put, culturally relevant and culturally responsive teaching both honor the rich backgrounds, cultures, races, and identities of the students that are present in the classroom. Each lesson looks slightly different, depending on the students that are in the classroom. My focus is on the WHO I teach, along with the what and why I teach. This means I place a strong emphasis on relationship building, so that I know who my students and their families are inside and outside school.
A very important priority of mine is that my students feel represented in their music education, so that they feel music class is for them, rather than just a class they attend.
In our diverse setting at Gideon Pond, I show my students that their interests and backgrounds are placed at the forefront of our learning, and I form the curriculum around them. Every class follows the same scope-and-sequence and receives the same high level of music education, all while "seeing" themselves in their education.
