Making, Not Just Performing, Joyful Music
Our school’s commitment to fostering joyful learning is a work in progress. It is ever in the forefront of our educational minds and something that we intentionally lead with. From joyful learning clubs to our parent engagement week, our goal is creating opportunities for joyful learning.
Credit: Photo courtesy of Sheilah Jefferson-Isaac
Students and their families enjoy interactive music performances at Baldwin public schools.
One example of this is an innovative way our music department rethought performances. In lieu of a traditional winter concert, our music department created “Winter Informances”. Using an interdisciplinary workshop model, parents sat alongside students and engaged in singing, dancing, and music-making. Students are not expected to “just perform,” but rather use the skills of musicianship fostered during their general music classes to learn alongside their families. By shifting the focus from the product to the process, parents become partners in joyful expression rather than passive consumers. Author Joan Koenig calls the art of making imperfect music with another person “musicking,” and it was evident from the warm hugs, laughter, and excitement that musicking was present in our informances. We believe that when we give importance to glimmers of joy and purposefully encourage them, we will naturally develop students who are motivated to learn.
— Sheilah Jefferson-Isaac, principal, Lenox Elementary School, Baldwin, New York
Start Mornings with Joy
I cultivate joy with my students during morning meeting on a daily basis. I strategically display the visually appealing “Little Spot of Feelings” chart created by author and illustrator Diane Alber, and my students share out how they are feeling. They love the images on the chart. Sometimes, my students will share why they are feeling a particular emotion. I will also ask a fun question such as, “What is your favorite dessert?” A question like this can help build positive student-to-student and student-to-teacher relationships by starting the day with a moment of joy.
—Todd Feltman, intensive reading interventionist and instructional coach, NYC Public Schools, New York, New York
Lay a Foundation of Positive Relationships
Daily, I cultivate joy in our school by prioritizing connecting with each staff member before student arrival. I walk around the building, greeting everyone and engaging in conversations beyond school matters. I ask about their families, weekends, or anything that brings a smile, intentionally steering the conversation away from work topics. These moments let me get to know our teachers and staff more personally and start the day with positive, lighthearted interactions.
A joyful school is built on the foundation of positive relationships. Engaging in these small but meaningful conversations fosters an environment where staff feel valued and connected. I hope these interactions contribute to a supportive and joyful atmosphere throughout the school. Cultivating joy is about creating spaces where people feel seen and appreciated; these daily conversations are a vital part of that.
—Patrick Keenoy, principal, Rogers Elementary School, St. Louis, Missouri
Celebrate Small Wins
One small way I cultivate joy in my classroom is by incorporating a daily "mini celebration" into our routine. Each day, we take a few minutes to recognize and celebrate small wins, whether it’s a student mastering a challenging concept, someone showing kindness to a classmate, or a group successfully completing a project. These celebrations are simple yet meaningful. We might clap, give out high-fives, or allow the student we’re celebrating to share their achievement with the class. Sometimes, we create a Joy Jar where students can write down something positive that happened to them or something they’re proud of, and, at the end of the day, we pull a few notes from the jar to celebrate together. This practice not only boosts individual confidence but also fosters a positive and supportive classroom environment. By consistently acknowledging and celebrating everyday successes, I help students see the value in their efforts and the joy in learning, which contributes to a more joyful and connected classroom community.
—Liza Bondurant, associate professor, Mississippi State University, Starkville, Mississippi
Share Your Story and Purpose
Laughter is a sure sign of joy, and we’re generating it with “Who & Why” presentations, a regular feature of our staff meetings. Teachers share about “Who” they are (family, interests, background, etc.) and their “Why” as an educator. It’s a period of both joy and connection as everyone comes to understand each other a little deeper. Everyone loves sharing about their lives and passion and learning about their colleagues.
The presentations not only remind teachers of the importance of connections but also ground them in purpose, another critical step for fostering well-being and joy. Teachers tailor their two slides however they want, often adding fun, illustrative pictures. Everyone also chooses their walk-up music to enhance the whole production, and some even dance their way up. It’s a small ask to prepare in advance, and they choose when during the year to present. Smiles inevitably follow, and the presentations always inject a positive energy into the room. It’s a great way to remind teachers of their purpose, passion, connection with each other, and, ultimately, the joy in the work.
—Tom Szczesny, principal, Jeffco Public Schools, Littleton, Colorado
Recharge with Microbreaks
As a special education district administrator, my days are often filled with IEP paperwork, phone calls, and virtual meetings. After a stretch of desk time, I make a point to get up and head out to the main office where I might engage with a student, a colleague, or, if I’m lucky, our principal. I might even burst into song! These microbreaks help our team stay connected and provide renewal. Research has found that taking three to five minutes to recharge during the workday can also optimize performance and reduce stress. I find that I’m more focused and joyful when I return to work after a microbreak.
—Theresa Melito-Conners, special education district administrator and the founder of Dr. MC's Self-Care Cabaret, Melrose Public Schools, Melrose, Massachusetts
Make a To-Done
I always encourage everyone to take the good home with them. There is so much struggle and difficulty in the world, and it can be easy to take that home. But no matter what you get done during the day, it is enough. Sometimes, I'll write down on a post-it note my to-done list rather than write a to-do list. I've seen students use this too. Then, when they get to the end of the day, they see all the things that they accomplished rather than the things they didn't.
—Joshua Garrett, dean of curriculum and instruction, Horizon Honors, Phoenix, Arizona
Student Spotlight
Can you share a time when you felt really happy or excited about something you were learning in school?
In my ELA class, we had this really interesting debate about whether a statue of Alexander the Great should be displayed in Greece. I got super excited researching both sides. Our team discovered that even though he was a famous leader who spread Greek culture, he also conquered lots of places and hurt many people. When it was my turn to speak, I talked about how we have to think carefully about which historical figures we honor with statues. It made me realize that history isn't just about remembering what happened, but also thinking about what messages we send when we celebrate certain people. It was cool how our whole class got really into the discussion, and everyone had different opinions.
—Noah K. / 6th Grader
During our Ancient Egypt unit in social studies, I loved when we learned how to write our names in hieroglyphics. It was like solving a puzzle backward! We got to make our own cartouches (these oval shapes the pharaohs used) out of clay and carve our names into them. Mine turned out really good, and now it's hanging in my room. I even taught my little sister how to write her name, too. It made me realize how interesting it is to learn about how people communicated thousands of years ago.
— Stella R. / 6th Grader
