Exploring Mindful Breathing in Elementary Music Classes

Elizabeth Weismehl teaches K-5 General Music and Choir at Avoca West School in Glenview, IL, and directs Voices Rising at the Midwest Youth Artists Conservatory in Ft. Sheridan, IL.
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“Ms. Weismehl! Ms. Weismehl!” a second grader blurted out with her hand raised. I was in mid-sentence, and the flow of the lesson was interrupted. My initial reaction was mild annoyance as my young students learn the art of patience. Thanks to practicing mindfulness, I maintained composure and realized that if she had waited for acknowledgement, the moment would have been gone. Spring was on the horizon, and a vibrant cardinal was perched outside the window. As a class we took a breath and paused to observe the songbird before it flew away.

During the pandemic, I began integrating mindfulness as a regular part of rehearsals and classes to help students regulate emotions and find joy and gratitude even in small moments. The results have been impactful in the music room and beyond. Bringing nature and beauty to students’ awareness fosters tranquility, enhances focus and creativity, and cultivates a receptiveness to learning and, especially important, connecting to one’s self and others.

When was the last time you paused during your teaching to allow students to become aware of something beautiful in the score or environment? Often, we may feel pressed for time and focus on singing with technical accuracy. But have we helped our students to connect to the music emotionally? Perhaps the students sang a phrase with exquisite musicality. You can use moments like this to create deeper, more meaningful connections to the music and each other.

Creating Intentional Connection

We were working on a well-known song for young singers called “The River Sleeps Beneath the Sky” by Mary Lynn Lightfoot. The poetry by Laurence Dunbar depicts the setting sun over a tranquil river. I asked students what they found beautiful about the sunrise peeking through the window and what it would sound like to “sing the sunrise” (or sunset). This allowed us to experience the song on an emotional level, especially at the end when they whisper the word “sunset.”

What are some ways you can intentionally create beauty and connection in your teaching space? Perhaps you have inspirational quotes, reflective questions or artwork posted. These may even tie in directly with the music you are working on. These are all wonderful possibilities as long as the students are aware of their purpose.

Breathing Strategies

It was not long after I began introducing a variety of mindfulness strategies that the students began making up their own breaths. Perhaps because of their young age, they are open and filled with ideas of how to integrate mindfulness, positivity, gratitude, and kindness into classes and rehearsals. My aspiration is for them to carry this into their future leading to a more purposeful and joyful existence, one filled with empathy, allowing their unique light to shine brightly in the world.

I often choose one of the student-created breaths to focus on each week. This gives students joy and agency in their own well-being. As an educator that is the greatest thing I could hope for. With older students, I may choose someone as the breathing leader.

When practicing mindful breathing, students are invited to sit tall with eyes closed if they are comfortable or using a soft downward gaze. I may use the Hoberman sphere as a visual for those who need a directed focal point. As the class focuses on mindful breathing, it is an opportunity for me to reset as well. Below are a few suggestions for breaths to try, intended for grades 3 and below.

Heart Kindness Breath (3rd grade)

This breath was inspired by Valentine’s Day but is one we return to throughout the year whenever we want to express kindness or empathy. As I introduced the breath to classes, it evolved and took on a life of its own. Students are invited to do whichever version meets their needs at the moment, with or without drawing a heart shape.

Original Heart Breath: Inhale through your nose for four counts as you make a heart shape in the air with both of your hands and bring your hands to heart. Hold your breath for four counts. Exhale through your nose for four counts, release your hands and send out a message of kindness or care.

• Version #1: Heart Kindness Group Breath: This is my favorite as it fosters community and connection. Students are encouraged to do this together but if some prefer to sit in personal space that is fine, too.
  • Sit in a circle. Thanks to a 4th grader, our circle is called the Community Gratitude Circle because we express our gratitude for one another. Inhale for four counts as you make a heart shape with your hands. Hold your breath for four counts. Exhale over four counts and send out a message of kindness or care as you connect fingers in a heart shape with your neighbor on each side, each person making half of the heart.
• Version #2: As you bring your hands to your heart during the inhale, make the shape of a small heart with both hands or bring your hands to your heart.
• With the exhale simply release your hands or draw a heart shape in the air.
• As you inhale, draw half of a heart shape with one hand and on the exhale draw the other half with your other hand to complete the heart.

Rhythm Breath (2nd grade)

As you inhale, gently tap your fingers once on your knees, as though conducting a downbeat and bring your hands together up in the air on the upbeat. Keep your hands together as you hold your breath for four counts. As you release your breath, release your hands to prepare  for the next downbeat. Holding your breath before the exhale gives the oxygen a chance to flow throughout your body.

Musical Conducting Breath (2nd grade)

This is a fun way to integrate breathing and conducting at the same time. This student personalized the breath by adding my name. Perhaps you notice when a student walks in the door that they are not themselves. If you know that this will lift them up you can add their name. “Today let’s do <name> Musical Conducting Breath.”

In a slow, legato pattern, inhale for four counts as you and your students conduct one measure and then exhale for another four counts. If your students are high energy, I would encourage you to add a hold for four beats before the exhale.

Hummingbird Breath (3rd grade)

I especially love this one created by a student who was inspired by “Hummy,” our finger puppet that we typically use for practicing improvisation. Humming is a great way to gently warm up the vocal folds and get the vibrations placed into the mask of the face for resonant, artful singing.

Additionally, humming has many physical benefits.  It encourages deep breathing, stimulates the vagus nerve (which can help balance the autonomic nervous system), can improve one’s mood and reduce stress by activating the parasympathetic nervous system, lower blood pressure and heart rate, and increase oxygen in the cells and endorphins (the “feel good” hormones). (YouTube: The Self-Empowering Effect of Humming with Jonathan Goldman, February 2024.)

I may choose a specific pattern to hum depending on what we are working on in class. If we are learning a song based on the pentatonic scale, we focus on a pattern that reinforces this concept. Sometimes I invite students to hum their own pattern so that they are able to focus more fully on the sensations of the hum and how their body is feeling without concern for singing the correct pattern.

Sit tall. Notice and release any tension in your face and body, paying special attention to your jaw and neck. Inhale for four counts through the nose. Before you exhale try to notice the moment when the inhale stops and the exhale begins. This is part of being mindfully aware of what is happening right now.

As you exhale, begin the hum with your lips lightly touching and your teeth separated to prevent jaw tension. To further release the jaw, you can experiment with open mouth humming. Lower your jaw as if you were about to say “ah.” The front of your tongue should be flat with the tip against your bottom teeth. Raise the back of your tongue against the hard palate and sing on “ng” (as if you were saying the last sound of the word “sing”). You should be able to feel the buzzing of the vibrations in your sinus cavities. Open mouth humming may be a bit more challenging initially.

Energizing Pool Cue or Bow and Arrow Breath (3rd grade)

Sometimes a sound on the exhale can be energizing and will prepare singers by connecting to the breath. As you inhale, draw your hand back as though you are getting ready to hit balls on a pool table or preparing to shoot an arrow. As you release the “cue” or “arrow,” make an energetic “shoo” sound in one count.

Wiggly Breath (2nd grade)

This was created by a student who often seems to be wiggling! From a seated position, wiggle your fingers in an upward motion as you inhale, wiggle your fingers for four counts at the top while you hold your breath and let your fingers wiggle as you bring them down on the exhale.

Variations to prepare for choral singing by encouraging expansion of the abdominal region and ribs:

• Be sure your shoulders are relaxed. On the inhale, start with your fingers near your abdomen and wiggle away from the body as if filling up a balloon.
• On the inhale, start with your fingers at your side and wiggle them to the sides of your body.
• On the inhale, start with your arms and shoulders relaxed and low with your fingers behind you.

I hope this article inspires you to explore mindfulness strategies with your singers! You might also enjoy the two-part article in ACDA’s ChorTeach: “Go and Shine! Nine Strategies for Cultivating a Positive Mindset” (Part 1, Spring 2023) and “Go and Shine! Eight Strategies for Cultivation a Positive Rehearsal Space” (Part 2, Summer 2023). Find them at acda.org/chorteach.