Sessions

 

Directors’ Ensembles | Workshops | Presto Discussions | Technology Institute for Music Education (TI:ME) Band | Choral |
Collegiate | Composition | General Interest | General Music | Guitar | Higher Education |

Jazz | Non-Traditional Ensemble | Orchestral | Students with Differences/Disabilities | Sponsored Sessions 

 

NAfME is excited to offer four micro-credentials at the 2017 National In-Service Conference, which you can use in your resume and annual review.

 

Directors’ Ensembles

Band Directors’ Ensemble

– Peter Boonshaft

These sessions will allow band directors to develop and experience rehearsal technique, effective conducting, new repertoire, standard literature, warm-ups and how to develop ensemble concepts, with the goal of creating even better rehearsals. Don’t miss this opportunity to learn and perform with Peter Boonshaft.

Orchestra Directors’ Ensemble

– By Christopher Selby

Orchestra directors from across the country will come together to learn and perform in the 2017 Orchestra Directors’ Ensemble under the direction of Christopher Selby. During this unique experience, music educators will be exposed to rehearsal techniques, effective conducting, a wide variety of literature, warm-ups and ensemble development tactics.

Choir Directors’ Ensemble

– By Jo-Michael Scheibe

Composer and Conductor, Jo-Michael Scheibe will lead you and your fellow choir director colleagues through efficient rehearsal techniques, effective conducting, a wide variety of standard and new literature, warm-ups and ensemble development tactics during the second annual Choir Directors’ Ensemble.

 

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Workshops

First Annual Music Program Leaders Summit

November 12-13, 2017

NAfME’s first Music Program Leaders Summit will provide relevant professional development for those music leaders working in the K-12 school setting, and to establish and grow networks of collegial support for those in the profession. It is recognized that sessions targeted to administrative aspects of the position differ from those designed for classroom and ensemble music educators, and, thus presentations from active music program leaders/supervisors are especially desirable and appropriate. 

Sessions will address recruitment/retention of teachers, human resources, credentialing teachers, funding, leveraging resources, and professional development for program leaders. One session will address the work being done in our “Perspectives” group which has focused on the challenges of urban school districts. 

NAfME realizes the important role Music Program Leaders and Supervisors play in our mission of advancing music education by promoting the understanding and making of music by all. We invite music program leaders to meet and work with others across the nation to learn and develop new programs and innovative ideas, tackle issues such as equity and access, and address how we all can deliver a culturally responsive curriculum in music education.

General Interest

Advocacy in Action: Advancing Music Education

– By Scott Sheehan and Chris Woodside

Given the current political landscape, every music educator must be an advocate now more than ever! During this workshop teachers will create a successful grassroots advocacy plan to ensure that ALL students have access to a quality music education by examining ways to tap into NAfME’s resources and capitalize on music’s importance in the ESSA legislation. Participants will complete an “advocacy inventory” of their own teaching situations and will engage in rich discussion about the issues surrounding the path forward for music education.

General Interest

Inclusivity in Action: Honoring LGBTQ Students in the Music Classroom 

– By Joshua Palkki, Stephen Paparo, Russ Sperling and Mari Esabel Valverde

Recognizing that student gender and sexual identities are an integral part of their musical identities, music educators have a unique opportunity to better serve all students in K-12 settings. While the creation of safe spaces is vital for LGBTQ (lesbian, gay, bisexual, transgender, queer/questioning) students, more can be done to explicitly value, honor, and respect their identities and perspectives. As a recent blog post from the Maryland Political Review stated: “The creation of safe people is paramount to a safer and better environment,” and “Safe people travel carrying the message of justice.” In this extended workshop, the presenters will suggest how music educators can become “safe people” by providing research-based findings regarding LGBTQ perspectives on music teaching and learning as well as practical strategies regarding repertoire selection, analysis, rehearsal processes, and the teaching of background information about composers, lyricists, and texts. The longer format will also include small-group discussions and applications of the strategies in elementary and secondary general music, and choral and instrumental ensemble settings. Beyond providing a safe space, the music classroom can also be a place in which students–LGBTQ and non-LGBTQ–can freely express their gender and sexual identities in a way that enriches music education for all.

General Music

I don’t know anything about popular music! How (why) can I teach it?

– By Emily Cleghorn and Maud Hickey

It feels overwhelming to try to keep up with the latest music that our students listen to. Yet it is imperative that we let students know we do care about what they listen to, and use this to cater our teaching to their needs and interests. With the exponential proliferation of new music to keep up with, it may seem like a daunting task, yet it is a crucial task in order to honor the diversity of both students and musics in our classroom and teaching. In this workshop we will demonstrate how music educators don’t have to keep up because of the musical skills we have to stay one step ahead of our students. We will share curricula and strategies used for facilitating rap compositions and song writing with adolescents in a detention center setting and in an urban public school. Though the settings we describe may not relate directly to the settings of our audience, this vantage allows us to show how we navigated unknown music by relying on our own music skills while honoring students’ diverse talents and tastes. Sample lessons and resultant music files will be shared. Participants will have the opportunity to revise current unit/lesson plans, receive feedback about curriculum design, and practice mini teaching demonstrations with feedback.

General Music

ESL and Music: Cross-Curricular Learning through Imaginative Play

– By Katy Strand

This hands-on session provides music and classroom teachers with activities for integrating ESL learning and music through creative, imaginative play. Combining music education classroom practices and English language instruction, we will explore activities for common speaking practices, active listening, pronunciation, and responsive movement with singing, playing instruments, improvising, developing expressive performance, and composition. The session is valuable for teachers who work with ESL students and children with exceptionalities, or who teaches in a reading-across-the-curriculum school. Come and use your playful imagination!

General Interest

Putting it All Together – Standards and Assessment at the District Level

– By Denese Odegaard

Do you ever wonder how to implement the standards in your own district? This workshop will take you through the step by step process of writing a district standards-based curriculum, lesson plans, assessments for student growth, and more! This work is based on a school district’s plan and will cover tips for engaging the whole music staff on this project which results in more buy-in! Free templates will be offered and time embedded into the workshop to create a district plan for your district.

Choral

Gospel Music Sing-Along – Learn-Along

– By Donna Cox

Gospel music is one of America’s indigenous art forms, a rich and varied historical, cultural and musical tradition. Rooted in the musical expressions of West Africa and yet wholly American, gospel music is just beginning to be accepted as viable literature for formal study and performance. This workshop is an opportunity for teachers and teachers-in-training to build upon their knowledge and understanding of this wonderful art form. Gospel Music Sing-Along – Learn-Along takes a different approach to unlocking the historical, cultural and musical significance of gospel music through a focus on the performance practices associated with it. During the workshop, participants will be taught several gospel songs, representing a broad range of styles, from traditional gospel, to gospelized spirituals to contemporary gospel using the aural / oral tradition. Three specific skills, interpreting the written score, conducting gospel music and improvisation, will be threaded throughout the learning process. To make the experience more authentic members of the session leader’s gospel choir and colleagues well-versed in gospel style will be seated among NAFME participants. They will, from time to time, demonstrate certain techniques that workshop participants are learning. The workshop will conclude with a mini concert of the pieces and skills learned during the workshop. A highlight will be featuring people workshop participants as conductor or soloist.

 

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Presto Discussions

Presto Discussion: 21st Century Learning in a Music Classroom

– By Leyla Sanyer

Join NAfME’s National Executive Board Member, Leyla Sanyer, as they moderate a discussion on the topic of “21st Century Learning in a Music Classroom”. Our hope is for this conversation to provoke thoughtful reflection, facilitate professional connections and prompt future conversations. Come prepared to share your best practices, ideas, and brainstorm with your colleagues. This conversation will last for 25 minutes.

Presto Discussion: Equity and Diversity Integration in Lesson Plans

– By Leyla Sanyer

Join NAfME’s National Executive Board Member, Leyla Sanyer, as they moderate a discussion on the topic of “Equity and Diversity Integration in Lesson Plans”. Our hope is for this conversation to provoke thoughtful reflection, facilitate professional connections and prompt future conversations. Come prepared to share your best practices, ideas, and brainstorm with your colleagues. This conversation will last for 25 minutes.

Presto Discussion: Integration of Social and Emotional Learning (SEL)

– By John Combs

Join NAfME’s National Executive Board Member, John Combs, as they moderate a discussion on the topic of “Integration of Social and Emotional Learning (SEL)”. Our hope is for this conversation to provoke thoughtful reflection, facilitate professional connections and prompt future conversations. Come prepared to share your best practices, ideas, and brainstorm with your colleagues. This conversation will last for 25 minutes.

Presto Discussion: Thinking Outside the Box:  Innovative Ideas for the Music Classroom

– By John Combs

Join NAfME’s National Executive Board Member, John Combs, as they moderate a discussion on the topic of “Thinking Outside the Box:  Innovative Ideas for the Music Classroom”. Our hope is for this conversation to provoke thoughtful reflection, facilitate professional connections and prompt future conversations. Come prepared to share your best practices, ideas, and brainstorm with your colleagues. This conversation will last for 25 minutes.

Presto Discussion: Developing a positive and safe culture in the music classroom

– By Marc Green

Join NAfME’s National Executive Board Member, Marc Green, as they moderate a discussion on the topic of “Developing a positive and safe culture in the music classroom”. Our hope is for this conversation to provoke thoughtful reflection, facilitate professional connections and prompt future conversations. Come prepared to share your best practices, ideas, and brainstorm with your colleagues. This conversation will last for 25 minutes.

Presto Discussion: Classroom Management in the Music Classroom

– By Marc Green

Join NAfME’s National Executive Board Member, Marc Green, as they moderate a discussion on the topic of “Classroom Management in the Music Classroom”. Our hope is for this conversation to provoke thoughtful reflection, facilitate professional connections and prompt future conversations. Come prepared to share your best practices, ideas, and brainstorm with your colleagues. This conversation will last for 25 minutes.

Presto Discussion: Book Club:  Connecting with Other Music Teachers

– By Kathleen Sanz

Join NAfME’s President-Elect, Kathleen Sanz, as they moderate a discussion on the topic of “Book Club:  Connecting with Other Music Teachers”. Our hope is for this conversation to provoke thoughtful reflection, facilitate professional connections and prompt future conversations. Come prepared to share your best practices, ideas, and brainstorm with your colleagues. This conversation will last for 25 minutes.

Presto Discussion: Motivating and developing future music leaders/teachers (Tri-M – Collegiate)

– By Kathleen Sanz

Join NAfME’s President-Elect, Kathleen Sanz, as they moderate a discussion on the topic of “Motivating and developing future music leaders/teachers (Tri-M – Collegiate)”. Our hope is for this conversation to provoke thoughtful reflection, facilitate professional connections and prompt future conversations. Come prepared to share your best practices, ideas, and brainstorm with your colleagues. This conversation will last for 25 minutes.

Presto Discussion: Connecting with Community:  Parents, Business Partners, and More

– By Mike Blakeslee

Join NAfME’s Executive Director and CEO, Mike Blakeslee, as they moderate a discussion on the topic of “Connecting with Community:  Parents, Business Partners, and More”. Our hope is for this conversation to provoke thoughtful reflection, facilitate professional connections and prompt future conversations. Come prepared to share your best practices, ideas, and brainstorm with your colleagues. This conversation will last for 25 minutes.

Presto Discussion: Using Advocacy to Promote What You Do

– By Mike Blakeslee

Join NAfME’s Executive Director and CEO, Mike Blakeslee, as they moderate a discussion on the topic of “Using Advocacy to Promote What You Do”. Our hope is for this conversation to provoke thoughtful reflection, facilitate professional connections and prompt future conversations. Come prepared to share your best practices, ideas, and brainstorm with your colleagues. This conversation will last for 25 minutes.

Presto Discussion: Assessment – Portfolio Development (secondary v. elementary)

– By Glenn Nierman

Join NAfME’s Immediate Past-President, Glenn Nierman, as they moderate a discussion on the topic of “Assessment – Portfolio Development (secondary v. elementary)”. Our hope is for this conversation to provoke thoughtful reflection, facilitate professional connections and prompt future conversations. Come prepared to share your best practices, ideas, and brainstorm with your colleagues. This conversation will last for 25 minutes.

Presto Discussion: Support Beyond High School:  Helping H.S. Musicians Apply for Scholarships

– By Glenn Nierman

Join NAfME’s Immediate Past-President, Glenn Nierman, as they moderate a discussion on the topic of “Support Beyond High School:  Helping H.S. Musicians Apply for Scholarships”. Our hope is for this conversation to provoke thoughtful reflection, facilitate professional connections and prompt future conversations. Come prepared to share your best practices, ideas, and brainstorm with your colleagues. This conversation will last for 25 minutes.

 

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Technology Institute for Music Education (TI:ME)

TI:ME Music Technology Session

Creative Collaborations & Songwriting: Leveraging Available Technology for Awesomeness

– By Meredith Allen

Music is a universal language that should be composed, created and celebrated in classrooms across the globe. Available music tools, programs, classroom ideas, and success stories of music collaborations will be highlighted and explored in this session.

Using Google Tools in ANY Music Classroom

– By Lesley Schultz

Learn how Google’s free suite of tools can save you time and enhance your teaching practice. Create self-grading quizzes and rubrics, keep an instant inventory, provide better feedback to students, and enhance communications with all. Coordinate it all with Google Classroom. Bring your computers or tablets for this interactive session.

Top Tech Tools Under $300

– By Romeo Music

Come check out the latest and greatest tech tools for you and your classroom!

Band, Orchestra, and Choral Students Will Flip for Theory

– By Marjorie LoPresti

Every musician needs a solid foundation in music theory. Basic piano skills are an asset for a lifetime of music making. This session will provide easy, practical strategies to include theory and piano in your choral, band, orchestra, and general programs. Technology-supported learning and practice can enable you to make the most of instructional and rehearsal time with minimal prep and planning.

Digital Time Management for the Music Teacher

– By Robby Burns

Teachers spend too much time staring at computer screens checking email, scrambling to complete logistic tasks, and organizing documents. Technology is supposed to help us get work done, but often it is just one other thing in our way. Learn to harness the power of task management, calendar, and other productivity apps so that you can spend less time doing busywork and more time teaching music!

CompositionCraft: Composing using Minecraft

– By Daniel Abrahams

In this hands-on session, participants will explore CompositionCraft – a music composition modification (Mod) for the video game Minecraft designed by the University of Arkansas’ Music Education and Tesseract programs. CompositionCraft allows users to compose and create music that iconically represents musical notation creating and experience for students connecting STEAM initiatives and the artistic processes in the National Core Arts Standards. Participants will brainstorm how they might be incorporate this Mod in their music classrooms.

Tech tools for assessment in the music ensemble

– By Melissa Clark

Assessment has been an area that I have learned a lot on and how to incorporate it into a music ensemble. Being able to explore new technology tools and being able to apply it to assessment can help music educators in their ensembles. Throughout the presentation, you will learn about video chats, SmartMusic, Google products, Google classroom, practice charts, recap that, websites, and noteflight. Each of these technology tools can enhance student engagement and allow the teachers to better assess each individual student. I suggest taking time to use a new tech tools a few times during the year will help music educators.

Music Workstations Made Easy

– By IK MultiMedia

Want to have a workstation in your classroom to produce and create music? Come learn how to set up a workstation for students of any level!

How to use Shedthemusic.com as an enrichment and remediation tool for schools that are 1:1 with technology.

– By Bob Habersat

Shedthemusic.com is a free music education resource that was developed by two high school teachers. The content was created to supplement daily instruction in the general music and performance ensemble setting.. Materials are presented through concise documents and videos that are optimized for tablets and smartphones. This presentation will show you how to make The Shed work for you.

Personalize Your Elementary Music Classroom

– By Megan Endicott

See what all the fuss is about with personalized learning and how music teachers can enhance the traditional classroom model. Learn how to use a variety of teaching strategies that incorporate best practices, assessments, and how to seamlessly integrate technology while providing your students with a customized learning environment.

Compose and Record with Every Student!

– By Noteflight

Noteflight Learn is the ideal platform for composing and recording music, and includes hundres of musical scores for assignemnts and assessments. This session will provide a detailed overview of how to create assignements for composition and recording, and demonstrate the integration with Google Classroom.

Make an Instrument with Makey Makeys

– By Joshua Emanuel

With Makey Makeys, connect everyday objects to your computer. Apply engineering and construction principles to your music class by connecting conductive materials to create sound. In this session, participants will use MakeyMakeys and various conductive materials to create and play instruments. Examples of student work will also be shown to demonstrate the use of MakeyMakeys in the classroom. Participants are encouraged to bring their own laptops.

Turbocharge Student Practice and Results with SmartMusic

– By MakeMusic

In this clinic, we will discuss motivation theory and practice techniques including Mindset, Willpower, Flow and Deliberate Practice as they apply to building a culture of practice with your students. Then we will demonstrate how to put the concepts of practice to the test using SmartMusic as a deliberate practice tool.

Easy, Effective Technology Strategies for Band

– By Brittany Hassler

This session offers Band directors the resources and strategies in which to use technology as a supplemental teaching tool. Many educators are interested in using technology in all of their music classes but are unsure how to incorporate it in the instrumental setting. We will discuss web-based applications, apps, and assessment tools and how to use them in a way that’s easy, organized and enhances teaching instrumental skills.

EDTECH IN THE BANDROOM? Effective and practical ways to implement technology in the bandroom.

– By Stephen Keys

With the development of new technologies, band, orchestra,and choir teachers can implement technology to engage and enhance student learning and improve rehearsal efficiency.

Music Technology and the National Standards

– By Heath Jones

The session will focus on using the Music Technology National Standards to develop a curriculum to teach a Music Technology class in the middle or high school level.

TI:ME Music Technology Session

Ideas for Technology Use in YOUR Music Classroom

– By Laura Blake

This session will explore uses for technology in the music classroom, providing participants with tech tools that can be successfully used in a variety of areas, including assessment, communication, creativity, content creation, teacher productivity, and more. The emphasis will be on selecting technology that enhances creativity, encourages students to play music longer and with greater focus – not merely using tech for the sake of using tech.

The Single Sound Project: Unconventional Composition in the Digital Age

– By Clive Davis

G-Suite for » Music Education

– By Chad Zullinger

G-Suite for Education is the core suite of powerful productivity applications that Google offers to schools and educational institutions for FREE. In addition to Gmail, Calendars and Docs, there are a variety of interesting and highly useful tools bundled into this suite by Google. How do we leverage the technology of G-Suite for Music Educators? Come to this session to learn how not just one, but several G-Suite applications can be working together to deliver rich, transformative learning experiences with our students!

My School is 1:1 Chromebooks- Now What?!?

– By Kim Bruguier

Where to start when your elementary school goes 1:1 with Chromebooks. Sites and applications useful in elementary general music.

PASSION! Igniting Young Composers Through Online Tools

– By Ryan Henry

This session will focus on sharing a time-efficient method for inspiring young composers and building a collaborative composing culture in district using Noteflight. This method intrinsically motivates students to explore and compose outside of the school day. This session will also spark ideas on how you can expand the walls of your classroom by providing opportunities for across-district student-to-student mentorship and collaborative performances of student compositions.​

Music Production and the 21st Century Urban Classroom

– By Lincoln Smith

One of the main obstacles to incorporating music production in the classroom are the upfront costs associated with producing and recording music. This session will showcase free and inexpensive tools for music and general ed teachers to incorporate dynamic, creative, and collaborative projects into their teaching.

 

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Band Sessions 

 “Why Doesn’t My Band Sound Better?”: Ten of the Most Common Mistakes Band Directors Make During Rehearsals

– By David W. Snyder

Many band directors are frustrated by sub-par performance from their ensembles and mistakenly blame their students for these re-occurring problems. This clinic will present 10 common mistakes that directors make during rehearsal and some possible solutions for correcting them. These problems can be divided into two basic categories: “poor time management” and “poor critical listening skills”.

 Establishing and Maintaining the Beginning Band Program: Applying the Strategies Necessary for Progress and Success

– By Sharen Bolder 

The objective of session or workshop will be to foster and ensure a high level of success for future Middle School Band Directors, as well as, Elementary music teachers who feed into Middle School band programs. Having been through the many innovative changes in music education and being connected to educations of higher learning, I am familiar with diverse and current approaches to music education. My information al and interactive session will entail strategies and techniques for establishing a beginning band program, implementing an effective tried and true curriculum, maintaining classroom management, and involving and communicating with all stakeholders. I am grateful for this opportunity to submit a proposal that will to impact music education and meet the needs of future band directors and elementary school educators. The session will integrate a post-conference follow-up webinar and will include detailed information regarding feeder schools, recruitment, preregistration, registration/scheduling, curriculum planning, classroom,, and organization/administrative aspects.

 Motivating and Preparing Students to be Effective Practicers

– By Natalie Royston

Individual practice is essential for students to gain skills and grow in musicianship. Using a practical and developmental approach, Royston will discuss the importance of teaching students how to practice and suggest ways the teacher can address some of these strategies in the classroom. This clinic will be presented with many ideas and resources that will be able to be adapted and implemented immediately by the instrumental music teacher at any level. The session will include motivating students to practice, creating goal-based practice charts, utilizing effective practice activities and strategies, organization and time-management of the practice session, self-reflection, and assessment.

 Achieving Success In The Small (rural) School

– By Stanley Johnson

Will be discussing ways to achieve a successful music program especially in the smaller or rural schools, and particularly teachers in first few years of their vocation. Making the music program, a vital one that the school and community will support and be proud of, and also showing the community the life long advantages students obtain from a good music program. Creating enthusiasm and excitement for the students and the program, and discussing the challenges one faces, including Administration, Booster (parent) groups, development of a budget and funding for the program, developing a workable curriculum, and achieving proper classroom management.

 

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Choral Sessions

 Six Essential Elements for Beginning Choral Singers: Welcoming, Artistry, Motivation, Technique, and Hope (WARMTH)

– By Regina Carlow

We know that choral singing is thriving and growing art form in the US. A 2009 study done by Chorus America found that nearly 1 in 5 people sing in community, school and church choirs in the US. The study also found that people who sing choruses demonstrate characteristics that are associated with good citizenship and strong leadership. Yet there is a troubling decline in choral singing for school aged children. Research has shown that the hidden curriculum in music, those unstated values and norms which stem from social relationships, the school and classroom as well as course content, turn many children away (Piccone, 2001) This workshop will discuss strategies for working with beginning choral singers of all ages based on best practice, current research and culturally responsive pedagogy. This session will include successful strategies, recorded demonstrations of beginning choral groups as well as an opportunity for discourse and reflection.

 Beyond Sound: More than Singing in the Elementary and Middle School Choral Rehearsal

– By Sandra Doneski

Attendees will take part in activities, strategies and vocal exercises that engage students in more than participating in the choral rehearsal, but in understanding and shaping the choral rehearsal. Using Wiggins’s and McTigue’s (2005) framework of “Big Ideas” and “Essential Questions” along with the artistic processes that frame the 2014 National Standards, our students are encouraged to enter into the choral rehearsal as more than receivers of instruction but as shapers of the music-making process. Creating, performing, responding and engaging with a variety of repertoire empower students to become lifelong makers of music.

 Building Numbers and Diversity into your Middle School Vocal Music Program

– By Marci Malone DeAmbrose

This session will provide a model that will attract a more diverse and inclusive vocal music experience in middle school. This semester long class will not only focus on skills students need to make music at another level, but it will also inspire students to create, such as Hip-Hop music through vocal improvisation, and respond, such as blogging about new music heard inside and outside the classroom, to music as well. Through these requirements, students can explore individual interests and enjoy group singing. The model has been developed to accommodate students with a variety of vocal interests and all levels of student learning.

 Unveiling the Mystery: Understanding Arabic Choral Music for the Western Choral Conductor

– By Cari Earnhart

East meets West as we explore performance practice and the accessibility of Arabic Choral music. It is imperative for the Western conductor to develop a basic understanding of traditional Arabic musical styles and pronunciation of the language, thereby making Arabic choral music more accessible and enabling it to become a part of the larger world’s musical vocabulary. This will serve as an introductory resource for non-Arab choral conductors concerning key elements related to performing Arabic choral music and a context for how these elements relate to this evolving choral genre. This session will most importantly help the Western conductor to step beyond his/her own comfort level and encourage the conductor to be willing to realize the difference between merely performing music of other cultures and being willing to engage the music on its own terms.

 

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Collegiate Sessions

 Surviving the Gauntlet: How to Make it Through Your First 3 Years

– By Matthew Williams

Researchers have demonstrated that teachers are most likely to leave the profession during the first three to five years of teaching. While reasons may vary, the negative impact on schools, students, and the profession is clear. In this session, participants will discuss the biggest reasons that music teachers leave the field and come away with practical tips to stay engaged and motivated as music educators.

 edTPA and Other Teacher Certification Tests: Helpful Hints

– By Ann M. Deisler

This session will provide a brief overview of the edTPA teacher certification testing and other standard certification tests expected of teacher candidates nationwide. Practical, helpful hints on preparation, implementation and keys to success will be discussed.

 Where We Belong: Engaging, Nurturing and Encouraging All Students Inside (and Outside) the Music Classroom

– By Laura Andrews

What do you want your students to observe? What do you want your students to discover? What do you want your students to remember, love, and be awed by? What will they come to believe about themselves, others, and the unique environment they share with you? We will share our earliest musical memories, explore how our music experiences and those of our students impact learning and growing together, and examine proactive and productive steps to building collaborative relationships with parents, colleagues and the community so that our students are at home with music–wherever it is taking place.

 

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Composition Sessions

 Composition for General Music Classes, and for Special Learners

– By Rhoda Bernard & Sheena Dhamsania

In the 2014 Music Standards, creating has been elevated to one of three artistic processes, making the creative activity of composing more relevant than ever! Many in the profession, however, are unsure of how best to implement the creating process components of imagine, plan and make, evaluate and refine, and present. Examples of student work will be presented, along with music-composition teaching strategies and lesson ideas. Participants in this hands-on session will interact with these process components. The focus will be on how to implement the creating process with general music classes and for special learners through composition.

 Composition in Guitar, Keyboard, and Technology Classes; and in Non-Traditional Ensembles

– By Clint Randles   

In the 2014 National Music Standards, creating has been elevated to one of three artistic processes, making the creative activity of composing more essential and relevant than ever! Many in the profession, however, are unsure of how best to implement the creating process components of imagine, plan and make, evaluate and refine, and present. Examples of student work within each of these process components will be presented, along with music composition teaching strategies and lesson ideas. Participants in this hands-on session will interact with these process components individually and as a whole. The focus of this session will be on how to implement the creating process through composition guitar, keyboard, and technology classes; and in non-traditional ensembles.

 Composition in Choral and Instrumental Ensembles

– By Rob Deemer &  Alexander Koops

In the 2014 National Music Standards, creating has been elevated to one of three artistic processes, making the creative activity of composing more essential and relevant than ever! Many in the profession, however, are unsure of how best to implement the creating process components of imagine, plan and make, evaluate and refine, and present. Examples of student work within each of these process components will be presented, along with music composition teaching strategies and lesson ideas. Participants in this hands-on session will interact with these process components individually and as a whole. The focus of this session will be on how to implement the creating process through composition in choral and instrumental ensembles.

 Making Their Own Kind of Music: Teaching Songwriting in the Music Classroom

– By Anand Raj Sukumaran

Songwriting is an accessible and culturally relevant art form with multiple points of entry, independence and collaboration. Tapping into this mode of music making expands the artistic repertoire, technical ability, knowledge base and appreciation of a wider population of students. In this session, we will survey how to structure student learning, investigate a variety of entry points, examine samples of student work and participate in hands-on compositional activities.

 

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General Interest Sessions

Responding in Music: Instructional Units that Work

– By Johanna Siebert, Tom Dean & Robyn Swanson

This session will share inquiry-based, level-specific instructional units developed as part of NAfME’s three-year grant with the Library of Congress. Utilizing the Library’s considerable resources from its “Teaching with Primary Sources” collection, the choral and general music writing teams created lessons for multiple grade levels that integrate the National Core Music Standards’ Responding artistic process with those of Creating, Performing, and Connecting. Practical formative and summative assessments that measure students’ progress are also included, as well as suggested recordings, sheet music, images, print, and other historical artifacts.

 “We do this already!” – Teachers & Data: Support Your Teaching and Student Growth

– By John Wayman

Evaluation is a two way conversation not only for your students, but you and your administrators. Administrators, more often than not, do not speak the language of music; therefore, it is our responsibility to learn how to effectively communicate and support the success of our teaching in a language they can understand…data.

 Assess Yourself: Student-created Rubrics in the Music Classroom

– By Heather D. Waters

How might your fourth-grade student describe a “proficient” recorder performance? Within your classroom community, do you and your students agree on a set of criteria that constitutes “proficiency”? Do your students clearly understand why they received a particular grade? Does your administrator ask for clear and specific evidence of student learning? Through connections to research and practical examples from diverse classroom settings, this session will examine processes for creating rubrics alongside music students. Rubrics are well suited to assessing music performance (DeLuca & Bolden, 2014), and may help students achieve focused learning objectives (Jackson & Larkin, 2002). However, rubrics are frequently completed by teachers (Scott, 2005), students may not understand why they received a certain grade on a particular assignment (Jackson & Larkin, 2002; Montgomery, 2000), and processes for rubric creation are frequently described in teacher-centric language. Including students in the rubric creation process may facilitate student autonomy and accountability, and increase motivation (i.e. Eppink, 2002; Scott, 2001, 2012). When students and teachers collaboratively clarify shared learning objectives and criteria, they facilitate relevant and meaningful musical learning. In this session, we will explore connections to general education and music education research regarding rubric creation, and effective processes for facilitating student-created rubrics in your music classroom.

 “Dude, You’re a Fag”: On being a gay music teacher in the South. Perspectives from 2000 to today.

– By Webb Parker

An openly gay male student asked, “What’s it like being a gay choir teacher in the South?” After answering his question publicly, this student approached me after class and said, “It’s great to finally have a mentor who gets it.” Not having thought of myself as a mentor, I soon began to ponder as to if my experiences as a closeted high school teacher had had an effect on my approach to pedagogy as an openly gay college professor. This session explores my experiences as a closeted high school choir teacher and the experiences of my college students who are now in their first years of teaching and how those experience can inform interactions with non-heteronormative students in the music classroom setting.

 Battling Burnout: Actions You Can Take Today to Ensure You’ll Still Love Teaching Tomorrow

– By Elisa Jones

Have you read some of those ‘venting’ posts on social media all about how your fellow teachers have ‘had it’ or ‘get no respect’ or are ‘so frustrated’ and just cringed? Or maybe you have felt the same way- wondering why you got into music education at all? In this session we’ll talk about the most common issues music educators face once entering the workplace, and some of the strategies you can use to ensure not only will you be able to better manage the rigors of teaching, but still be entering your classroom with a skip in your step 20 years from now.

 Life, Music, and Social Justice for All

– By Rachael Fleischaker

Explore social justice through hands-on activities that challenge traditional styles of classroom management, interactions with colleagues, and involvement in community partnerships. This session was developed with the urban music teacher in mind, but the activities and information that will be shared is appropriate for any music teacher, at any experience level, and in any school setting. Participants will identify and explore conceptions and misconceptions of social justice by using props, stories, metaphor, poetry, and discussion.

 Conducting is Good for Your Health! Practical Application of Tai Chi, Yoga, and Body Movement To Bring Innovative Approaches to Conducting Technique That Enhance The Creative Response to Music Making  

– By Andrea Strauss

Used as practical approaches, Tai Chi, Yoga and Laban techniques improve the creative response to music making. Tai Chi and Yoga enhance body movement and balance while Laban movement cultivates nonverbal gestures. With the application of these innovative techniques in an interactive participatory session, music educators will improve body awareness, expand their range of motion, and promote a more expressive musical gesture. As a result, not only will the music making become more expressive, the teacher will feel the physical benefits! Conducting is good for your health!

 Making the seemingly impossible possible: The promises of new technologies for students with significant disabilities

– By Alice-Ann Darrow and Christopher Johnson

This session will address the promises of new technologies for students with significant disabilities and their participation in music education classes and ensembles. Technologies covered in this session will include devices such as Apps on smart phones, adapted instruments, interactive whiteboards in the classroom, and joysticks or switches. Realizing the rights of students with disabilities often requires implementation of technologies to remove barriers and provide reasonable accommodations in order to ensure their equal access and full participation in music education. In addition, use of technologies is central to the concept of Universal Design for Learning, and the provisions set forth in the Every Student Succeeds Act. Information and communication technologies have dramatically increased connectivity between students and their access to education and the arts. Accessibility is best defined as flexibility to accommodate a student user’s needs and preferences. Nevertheless, access to such information and communication technologies does not preclude other students without disabilities from enjoying the ease and flexibility of using adaptive devices to increase their interest and/or participation in music. Accessibility should be identified in terms of goals, which are not a defined to benefit only students with disabilities, but rather, all students. The role of new technologies is to move towards a music education classroom where the abilities and interests of all students are considered.

 Evaluation Evidence: What the Music Teacher Can Do to Document for Danielson

– By Don Stinson

Evaluations can be a time consuming and sometimes stressful part of both the evaluator and teacher’s professional life. Federal, state, county, and school requirements can make the evaluation process seem cumbersome, and in some instances, worrisome to the teacher being evaluated. It is my hope that this handout and presentation can help the teacher prove proficiency (at the very least) in the evaluation process.Techniques and guidelines on how to best represent yourself and your teaching will be outlined, and will be geared towards music teachers of all disciplines.

 The Elephant in the Room: Race Conversations in Our Classrooms

– By Jane M. Kuehne

This session focuses on addressing race in the classroom as it arises through our teaching and everyday interactions with students, other educators, and parents. Specifically we will define/discuss critical race theory, address our own hidden biases, address labeling of students in our society, and how those labels affect their daily interactions at school.

 Empowering our Voices: Teachers, Students, Cultures

– By Marta Frey-Clark

Each of us carries our own culture with us – our values, norms, beliefs, and perceptions. All of this has been framed and created by our individual life experiences. As we sometimes struggle to engage each of our students in truly meaningful ways, we can often (and unintentionally!) create conflict because our worlds are different from those of our students. If you would like to explore new ways to create connections with your students, join Frey-Clark as she shares from her own experiences teaching in Massachusetts, China, and Texas. Hear personal narratives of cultural collision and steps towards intercultural competence. Attendees will be invited to share their own experiences, challenges, and insights. Finally, participants will explore specific strategies for thoughtfully reflecting on their world-views and those of their students in order to bring the best possible musical experience to each student.

 Using the OTL Standards to Inventory Your Secondary Choral/Instrumental Program

– By Marta Frey-Clark

The 2014 Revised National Music Standards outline a bold new direction for many middle school/high school music programs. Is your program ready to offer students a chance to achieve the outcomes that the Standards advocate to lead toward music literacy for students? Does your program offer opportunities to engage a different and broader segment of the student body in musical encounters? This session will offer participants the opportunity to self-evaluate their programs in the areas of scheduling, staffing, curriculum, facilities, and equipment based on the standards outlined in NAfME’s Opportunity-to-Learn Standards (2015).

 The End of the Participation Grade! Meaningful and Realistic Assessment in the Ensemble Classroom

– By Brendan Ferrari

In the world of performing ensembles, large class sizes make it challenging to effectively assess every student. Instead of assessing musical skills and knowledge, many teachers grade their students on participation, attitude, and concert attendance. However, this does not document student progress nor give students feedback on their strengths and weaknesses. This session will begin with a presentation of my personal assessment practices of my own 375 choral students in grades 5-8. The second part of this session will consist of attendees sharing assessment strategies that have been successful in their own classrooms.

 Differentiated Portfolios for Standards Based Assessment

– By Peter Briggs

Help your students collect videos and evidence of their mastery using an app to create an online portfolio. Easily differentiate expectations by student level and track with students as they advance. This free program, FreshGrade, allows teachers to grade and comment on student work, share with parents, and easily export scores for import into your gradebook. Attendees will look at student portfolios as well as receive examples of standard based portfolio maps for band, percussion and music theory, though the concept easily transfers to any discipline.

 REAL Assessment: Authentic Assessment Made Easy – By Melinda Wallace

– By Melinda Wallace

With time constraints, large class sizes or many classes, and lack of proper assessment training, many music educators find assessment difficult. The truth is that many music educators assess in some manner everyday, often without realizing assessment is taking place. When pressured from administration, music educators sometimes have difficulty producing worthwhile assessments while still meeting the evidentiary requirements. It is times like these where music educators, although fantastic at informal assessment and quick diagnoses, often turn to assessments that are not valuable or that are complicated and time consuming. REAL assessment is a method that can aid music educators in creating authentic, worthwhile assessments to use in their music classroom. Flexible, and easily incorporated into any aspect of music education, REAL enhances the effectiveness of assessments administered.

 Developing Student Portfolios for your Music Program

– By Frederick Burrack

Student self-assessment and portfolios are useful to enhance music students’ critical listening skills, analytical skills, student self-monitoring of proficiency, and aesthetic development. This session provides examples of portfolio from schools across the nation. Results for student learning are a result of a nine-year longitudinal study applied in an instrumental music program. Options for using a variety of technologies will be shared, although not required to successfully use portfolios to assess learning in a music classroom or ensemble setting. Ties to the revised National Standards will be provided throughout.

 Mindset, Grit, & Determination: Keys to Success for Music Teachers and Students of All Needs and Grade Levels

– By Paul G. Young

This session will introduce music teachers of all grade levels to the research findings touting the need to increase students’ character skills, particularly growth mindset, grit, and motivation. Attendees will learn how their music classrooms can become ideal environments for teaching and developing those skills, and while doing so, increasing their value within schools where these skills will soon be assessed as part of ESSA requirements. Attendees will learn how to model and teach growth mindset and grit traits and discover how perseverance strategies increase academic performance and lead to higher retention rates in music programs. The content of this session is applicable to all music teachers, Pre-K through college. The discussions will spark interest among all attendees, generate greater awareness of the importance of noncognitive skills, demonstrate applicability for both students and teachers, and advocate the development of noncognitive skill teaching strategies throughout all facets of music instruction.

 Music Mentoring Project: creating equal opportunities for guided musical growth for All Students

– By Jennifer Collins and Audrey Cardany

A quality music education must be available to all students. Educators strive to provide high caliber ensemble experiences for our students, but there has long been an unjust dichotomy between students who can afford private lessons on their instrument and those who cannot. Individual lessons keep students engaged, growing, supported, and challenged. Individual lessons help students successfully participate in school ensembles. The Music Mentoring Project is a partnership between a college or university and their local school community. Lessons are provided by university music students to free and reduced lunch middle school students, with the intent of fostering a positive relationship between participants, and providing the middle school students with better support so that they will continue to participate in school ensembles. In this session, we will share our story of a successful “town and gown” music education partnership, including some “bumps in the road” and what we learned along the way. It is a joyful story indeed.

 Partnering for Effective Advocacy 

– By Jennifer Mohr Colett

Who has the power to make a difference for students and improve access to quality music education in their neighborhood schools?  *You do* — but you can’t do it alone!  In this session, you’ll learn how to identify and connect with stakeholders who will join together with you to take action in support of a complete education for every child. By understanding the dynamics of local governmental institutions and practicing a few simple grassroots organizing techniques, you’ll be ready to ignite a homegrown music revolution!

 Music And Language: Using Student’s Knowledge of Language to Teach Music

– By Jason Kihle

Music and language share similar characteristics. Students are often much more proficient at the spoken language than music. The first part of this session explores the differences in learning language and music and how this impacts what we do in the classroom. The second part of the session gives attendees practical applications for any type of music classroom. Applications include those to teaching expression, phrase, rhythm and improvisation. Handouts will be available.

 Mindsets, Motivation and Performance: Tips for the Music Educator

– By Marjorie LoPresti

Motivation. Practice. Stress. Performance anxiety. These are topics well known to musicians, and to students, teachers, and professionals alike. Their effects on students can impact individual learning, performance, and the progress of whole classes and ensembles. Some recent topics of discussion among neuroscientists, psychologists, and educators can help us help our students–and ourselves–to cope better, learn more, and perform at a higher level. LoPresti will present an overview of some recent research and concrete strategies to use with your students. Attendees with an interest in brain-based learning and neuroscience will be invited to share their knowledge and experience during the discussion segment.

 Demystifying Music SLOs (Student Learning Objectives)

– By Cynthia Streznewski

Come on a journey to demystify Music SLOs (Student Learning Objectives). As Music Educators we continually track student progress, whether in general, instrumental or choral music classes. We will start with the National Core Arts Standards and move through Curriculum with Common Units and Assessment pieces that support SMART Goals and SLOs. Learn how to take a specific music learning goal and standard measure to track student progress towards a variety of music goals. Improve your Teacher Effectiveness Evaluation that is based on your SLOs.

 World-Class Minds: Maximizing the Creative Brain through Music Education

– By Aurelia Hartenberger

Creative and innovative problem solving skills are in high demand in the 21st Century workplace. Have you wondered how creative minds work and how to improve creative abilities in the music classroom? The latest neurosciences findings in creativity will be presented with discussion on how the brain takes the ordinary and creates the extraordinary. Various cognitive theories of creativity and strategies to stimulate your students’ natural creative abilities will be presented to help students connect the dots between creativity and high-order thinking skills. Participants will take away inspiration for providing creative learning environments in the music classroom.

 

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General Music Sessions

 Engaging All Learners: Tools and Techniques to Reach Different Types of Learners in the Music Classroom – By Brian Wagner

– By Brian Wagner

Come see how activities and skills in the elementary and secondary general music classroom can easily be adapted and differentiated to reach a wide range of learners, specifically focusing on special learners. You will see how: music literacy, active listening, and composition can be adapted. Such techniques include: adaptive music literacy, color coding, incorporating multimodal teaching, and using manipulatives. You will leave with a handout, and a variety of resources/activities that can be incorporated into your own classroom.

 Promoting Equity, Community, and Culture Among Our Youngest Musicians: Music Engagement Connecting Research with Practice

– By Alison M. Reynolds and Diana R. Dansereau

In this session, join in innovative, dynamic, and developmentally appropriate music engagement activities that positively promote equity, community, and varied aspects young musician’s culture in the early childhood or general music classroom. Discover ways the PK-3rd-grade examples designed for all learners connect to research findings and support National Core Arts Standards, and apply the content to your current teaching practices.

 Storybooks and Children’s Literature: Finding the Music Within

– By Suzanne Hall

The use of storybooks in the elementary music classroom not only promotes imaginative play but also contributes to exposure and involvement in the dramatic arts. Storybooks can also serve as a vehicle to engage students in music learning. Additionally, students garner a deeper level of comprehension of both the text and music when bringing storybooks to life. This session will demonstrate mini lessons that use storybooks to teach music concepts including rhythm, melody, expression. Participants will dance, sing, compose and play instruments to evoke characters, settings, plots and climaxes of a story and will also experience how storybooks and instrumental music can be an effective tool to teach music analysis. The session will discuss the right storybook for the most optimum musical experience. Finally, the session will give participants a step by step process on how to guide students in developing a musical representation of their favorite chapter book. In essence, a storybook “listening map” and composition that will guide listeners through the sequence of a text.

 From Raga to Gaga: Integrating World Musics into the Western Secondary General Music Classroom

– By Natalie Sheeler

Do you wish you knew more about world music? Are you at a loss for words when describing various world musics to your classes? Did your college share a few children’s songs from around the world but skimp on describing world classical & contemporary musics? If you answered yes to these questions, then this session is for you! In this workshop, various methods of integrating world musics into your secondary general music classroom will be shared. Comparisons will be drawn to connect musical features of Western classical/popular music and World classical/popular music. What do gamelan and minimalism have in common? Could South African responsorial singing be compared to The Rolling Stones? What musical features do Adele and Peking opera music share? These questions and more will be answered while completing hands on sample activities that may be used in your classroom. These activities are designed to fully engage and inspire your students to appreciate how the diverse musics of the world share many commonalities despite their seemingly isolated inception in the same way that your students share so many human features despite their diverse backgrounds and upbringings.

 

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Guitar Sessions

 The Baker’s Dozen: Top 13 Things Beginner Guitarists Should Know In Their 1st Year

– By Christopher Perez

This session focuses on developing your beginning guitar curriculum through discussion of thirteen items (technical, reading and musical) for middle and high school level guitarists. Different methods will be shared so teachers may help students reach their maximum musical potential. This solid foundation covers a number of genres and styles common to playing classical, acoustic and electric guitars, providing sequential groundwork toward advanced levels of playing and performance.

 Teaching Guitar: Tips and Tricks That Work

– By Glen McCarthy 

Guitar is the instrument that can help school music programs reach students not currently involved in music classes. Strategies for starting and equipping a guitar class will be presented. Participants will discover the unique qualities of the instrument that make it the perfect vehicle for improvising, composing and learning how to read music.

 Instilling a “Can Do” Attitude in the High School Guitar Classroom

– By Andrew Pfaff

Teaching guitar to high school juniors and seniors, especially those who have never played an instrument or been involved in music previously, brings unique challenges. Many of my beginning guitar students find themselves in my class because they need to fill a five-credit fine arts requirement. But by this late in their K-12 journey, most students have stronger beliefs about their abilities, strengths and weaknesses than ever before. I wondered if these more firmly held opinions impacted their level of motivation in my class. Attribution theory of motivation says that if we attribute our ability to our effort, we are more likely to try hard. If, on the other hand, we view our ability as a fixed circumstance, we are much more prone to give up and say, “I can’t.” How could I learn about my students’ opinions of their musical ability and use that knowledge to focus instruction? Further, how might I influence them to be more likely to attribute ability to effort and say, “I can?”

 

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Higher Education Sessions

 Field Experience Immersion in Music: A Model for Cultural Diversity through Field Experience

– By  Kathleen Melago and Jonathan Helmick

To expand our students’ experience with diversity outside our region and broaden our students’ consideration of other regions for employment, we created a course, Field Experience Immersion in Music, designed to include field experience activities while being immersed in the culture of a different population. In January 2015 and 2017, this course was taught in Santa Fe, New Mexico. This session will endeavor to inspire and guide faculty at other institutions to create similar experiences and for K-12 schools to consider partnerships like this with universities. We will include an overview of the timeline for preparation, the syllabus and course materials, planning tips, outcomes, and a brief video that highlights the student impact of the course.

 Widening Understanding and Engagement: Incorporating Cultural Diversity into an Online MME Degree

– By Craig Resta

The role of cultural diversity in music education has become increasingly important in recent years. Gaining a pluralistic understanding of the world around us can support music teachers to better serve their students and communities. While this is especially true for pre-service music teachers, those with experience in school settings often approach cultural issues through a more nuanced lens. With this in mind, how can our population of mid-career teachers professionally develop, while teaching, and with information geared toward their unique circumstances? This session will discuss one way this is currently in practice, by looking at how cultural diversity is incorporated into an online Master of Music Education degree at a sample American institution. Aspects to be discussed include curriculum and coursework, specific classes geared towards cultural diversity, assignments and projects integrated into key segments of the degree, philosophical perspectives on the need for inclusion of pluralism in the program, and related issues on the value of discussing culturally diverse perspectives in higher music education and graduate study. A hope of the presentation is to highlight the unique ways that online education can promote issues of cultural diversity, and help advanced students more fully incorporate these matters into their daily practice. The better teachers understand their children and communities, the more successful their own music teaching will be, and the musical and creative learning of their students.

 

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Jazz Sessions

 Beginning Improvisation: A Melodic Approach 

– By Kevin Woods

For educators who don’t have much experience improvising or teaching improvisation, we will focus on using melody as a springboard for ideas to get young musicians improvising right away. Methods will be explored that cater to to visual and aural learners. The techniques are easy to learn and teach, and help take the fear out of improvising.

 Building Better Improvisers

– By Russell Ballenger

Improvisation, perhaps the most important element in jazz music, can also be the most confusing for both students and teachers alike. In this session, we will discuss ways to get your students listening, grooving, and improvising. Topics to explore include: using call and response, creating rhythmic interest, melodic embellishment, simplifying chord changes, and playing by ear. Handouts will include suggested listening, teaching processes, and additional resources. All levels welcome– middle school through college.

 How to Write and Teach Jazz Bass Lines

– By Megan Cleary

Do you have a student who just switched to bass and the part is too hard? Are you a composer who writes for basses? Learn how to write and/or adjust parts for students, including how to compose parts that lay well on the instrument. This is not about chords; this is about what works on the bass and under the hand.

 

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Non-Traditional Ensemble Sessions

 Ensembles for Everyone: Non-Traditional ensembles for middle school students

– By Jessica Mathias

Explore multiple options for non-traditional middle school ensembles, discuss the need for more musical choices in schools, participate in mini-lessons for non-truadional ensembles, and take home lesson plans, arrangements, and other resources that can be used in your own classroom. Ensembles include World Music, “Singing Strings” (guitar/ukulele ensembles), Modern/Rock Band, and “Street Percussion” (found percussion, bucket drumming, performance percussion).

 Tech and Uke, & Uke and Tech: So Happy Together!

– By Kris Gilbert

Bring your ukes! This session will include hands-on playing as we learn how to create tutorial videos to play along with your favorite songs! While this session will focus on iMovie, GarageBand, and youtube – the same principles can be applied to all platforms. Are your classes overcrowded and you struggle to teach ukulele (or any instrument) to large numbers all at the same time, then this session is for you!

 

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Orchestra Sessions

 You Want Me To Do What? Tips for String Teachers When Communicating with Winds, Brass and Percussion

– By Michael R. Gagliardo

Combining your string orchestra with wind, brass and percussion players to create a full orchestra experience can be extremely rewarding for both you and your students. However, some instructors avoid this educational opportunity for fear of not knowing how to address these new instrumentalists from the podium. This session will provide background information and specifics about techniques, including breathing, phrasing, articulations, sound, and expression, plus technical clarification designed to raise your comfort level and enhance the overall experience for all students.

 DIY Music-Making: Teaching Students How To Arrange From Scratch

– By Taylor Morris

As the number of string musicians who post covers of pop tunes on YouTube continues to grow, there has never been a better time for engaging students through contemporary music. You could tap into this trend by encouraging your students to buy sheet music – or, better yet, you could foster their musical autonomy by teaching them how to create their own arrangements with their friends! Join violinist, fiddler, and educator Taylor Morris as he shares tried-and-true methods for breaking down the complex concept of arranging into a simple approach that teaches music theory and empowers students. Bring your instrument!

 More Innovative Uses Of Technology In Your Orchestra Rehearsal

– By Joseph Brennan

This session has been revised to include the iPad. Learn how to use technology in your secondary strings rehearsal to improve the playing skills of your string students, increase their focus in rehearsal, as well as making your rehearsals more interesting, effective and efficient. Three areas of technology will be demonstrated: hardware, software, and the internet. Specific types of hardware include: iPad, computers, metronomes, tuners, and document cameras. Software to be demonstrated include: freeware metronomes and tuners, PowerPoint, Quicktime, word processing and other regularly available software applications that are inexpensive or free. Several internet sites, especially YouTube, will be demonstrated. Applications and rehearsal techniques for use of technology in the rehearsal will be shown throughout the session. Many of the innovative uses of the technology shown, can be used right away in the rehearsal room with minimal expense, and equipment and software that is readily available; ways to set up and acquire technology equipment will be discussed.

 Top 10 Strategies to Help Your Beginners Start Strong

– By Angela Harman

Learn tips and strategies that will help your students easily master the essential first steps in learning a string instrument. You can help students learn more quickly and effectively by using props, imagery, and concise direction. Bow hold, left hand position, note-reading, rhythm, tone, and even simple classroom management solutions will be covered that will make teaching a breeze! Prepare to have fun and come away with ideas that will make your students love orchestra!

 A New Approach to Instrumental Music Literacy

– By Nathaniel Strick

Do you wonder why some students are more successful than others at reading music? Do you focus mostly on the visual component of notation? Do your students have trouble playing together and playing in tune? If you answered “yes” to any of these questions, then it’s time to explore a literacy sequence that actually works for ALL students. This workshop will help you develop instrumental musicians who sight-read, improvise, notate, compose, and play musically. You will learn a literacy sequence that is grouped into four main components (listen, improvise, read, and write) and sequenced in 12 steps. If you are willing to try something new and want to see an immediate impact in your students, you must attend this session.

 

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Students with Differences/Disabilities Sessions

 Breaking Down Barriers, Simple Strategies for Making Music Accessible, Equitable and Inclusive 

– By C. Paige Vass and Claire Leeper

Breaking down barriers will provide secondary music teachers simple strategies that will allow them to grow their programs by making the ensemble experience accessible to all students, including those with disabilities, first generation musicians, English Language learners, and those with limited resources due to socio-economic disadvantage. We will explore strategies for creating an inclusive culture, collaborative relationships, and student partnerships that support equity and inclusion. Attendees will create accommodations using actual scores while exploring different disabilities and learning to recognize the impact a disability may have on a student’s ability to fully participate. A full range of disabilities and participation levels will be included from the beginning musician level to those musicians participating in top adjudicated ensembles and marching bands, including disabilities such as ADHD, Autism, Specific Learning Disabilities, Vision Impairments, and Intellectual Disabilities. We model and facilitate the creation of simple tools for use with all students to streamline and simplify experiences such as full ensemble rehearsals, competitions, concerts, and assessments. Attendees will also have the opportunity to participate in a new musician simulated experience to enhance their exploration of the barriers that exist and how to connect the strategies learned to their ensemble. This is a hands-on learning experience for all educators looking to make music available for all and may need a starting point, troubleshooting for experiences, or a fresh perspective to support growth in their program.

 Adaptations in Action: Including ALL Learners in Music Class

– By Rachael Fleischaker

This session will explore various ways to provide all students equal access to participation in music class. Adapting group music lessons for students with specific physical, cognitive, and social needs, legal responsibilities for music teachers, and successful integration of typical and non-typical learners will be addressed. Video demos are included.

 Braille Music Notation: How can we facilitate musical literacy for visually impaired students

– By Stacie Lee Rossow

Musical literacy is for students all students, including the visually impaired. These students should be given the tools to learn to read and understand music just as their sighted peers. This session will present the real-world challenges and successes encountered in working with visually impaired students in the music program.

 

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Sponsored Sessions

Drumming in the Classroom: It’s as easy as 1 + 2 + 3 + 4 +!

– By Joe Panganiban

Steady beat and rhythmic is crucial to developing young musicians. Music educators understand how challenging it can be to get students up to speed when they receive students who have not had the opportunity to develop these skills. In this session, participants will be able to learn activities and exercises to break down these barriers and get their students confidently playing in their ensembles!

All in for Music

– By John Jacobson

New Resources for the Elementary General Music Classroom. We’re in! Are you in? With these new resources, your students, parents, and administration will be ALL IN for music this year! Choose from musicals, all-school revues, song collections, and 2-part choral arrangements that will enhance your curriculum, energize your classroom, and emphasize the value of music education for every child!

Building Tomorrow’s Musicians with Today’s Technology

– by John Jacobson

Teaching elementary general music today comes with no shortage of challenges, but Music Express can help you turn those challenges into opportunities! Created for Grades K-6, Music Express is now enhanced and expanded to offer more content, in more accessible formats to fit a variety of classroom needs and environments. Use your computer, interactive whiteboard, student iPads, or Chromebooks all while teaching engaging, standards-based lessons.

Listening Like an Adjudicator

– By James Weaver

Using adjudicator training programs in the music classroom to teach students to be more critical of rehearsal and performance for improvement, allows for a greater understanding of the role of music adjudication in music education. In this workshop educators will learn how to train their students using the NFHS Adjudicator Training Course to listen to their and their peers performances for a better understand of constructive listening for improvement.

Visible, Viable, Valuable

– By Jennifer Brooks-Miller

Strategies for Instrumental Music Programs in low income schools

Teaching Guitar for the non-guitarists

– By Scott Burstein

Do you want to teach a guitar class, yet struggle finding curriculum, lesson plans, and resources? This workshop is designed for the beginning guitarist who is looking to develop the skills, musical language, and repertoire to feel comfortable running a guitar program. This can be achieved through the use of culturally relevant music of students taught through approximation, music acquisition theory, and social equity. Participants will learn basic guitar skills for popular musicians, with a focus on reading iconographic notation, utilizing improvisation, and demonstrating how all people are musical and can enjoy playing through familiar repertoire.

Engaging your Brass through Popular Music Education

– By Bryan Powell

Trying to find new ways to motivate and engage beginning brass students, while still focusing on skills and standards? This session will be a hands-on demonstration on the fun and approachable ways to use student centered music to get players playing diverse repertoire! We will discuss iconographic notation, utilize current play along tracks and song charts, and discussing ways to incorporate brass into current ensembles as well as using popular music to develop a strong foundation.

Modern Band, Part 1: Popular Music Methods

– By Scott Burstein

This six session workshops centered around the belief that all people are musical, demonstrated by leveraging the musical choices of the individual. This is achieved through the performance of modern band music – culturally relevant music of students taught through approximation, music acquisition theory, and social equity. Participants will learn the basics of popular music instruments, focus on reading iconographic notation, utilize improvisation, and demonstrate how all people are musical and can enjoy playing through familiar repertoire.

Modern Band, Part 2: Keyboards

– By Scott Burstein

Part two of this six session workshops centered around the belief that all people are musical, demonstrated by leveraging the musical choices of the individual. This is achieved through the performance of modern band music – culturally relevant music of students taught through approximation, music acquisition theory, and social equity. Participants will learn the basics of keyboard skills for popular musicians, with a focus on reading iconographic notation, utilizing improvisation, and demonstrate how all people are musical and can enjoy playing through familiar repertoire. Participation at session one is not mandatory, but encouraged.

Modern Band, Part 3 – Guitar

– By Scott Burstein

Part three of this six session workshop is centered around the belief that all people are musical, demonstrated by leveraging the musical choices of the individual. This is achieved through the performance of modern band music – culturally relevant music of students taught through approximation, music acquisition theory, and social equity. Participants will learn basic guitar skills for popular musicians, with a focus on reading iconographic notation, utilizing improvisation, and demonstrating how all people are musical and can enjoy playing through familiar repertoire. Participation at previous sessions is not mandatory, but encouraged.

Modern Band, Part 4 – Bass, Vocals, and Drums

– By Scott Burstein

Part four of this six session workshop is centered around the belief that all people are musical, demonstrated by leveraging the musical choices of the individual. This is achieved through the performance of modern band music – culturally relevant music of students taught through approximation, music acquisition theory, and social equity. Participants will learn basic skills on bass, vocals, and drums, with a focus on iconographic notation, and demonstrating how all people are musical and can enjoy playing through familiar repertoire. Participation at previous sessions is not mandatory, but encouraged.

Modern Band, Part 5 – Composition

– By Scott Burstein

Part five of this six session workshop is centered around the belief that all people are musical, demonstrated by leveraging the musical choices of the individual. This is achieved through the performance of modern band music – culturally relevant music of students taught through approximation, music acquisition theory, and social equity. Participants will learn the basics of group song composition for the classroom, form bands, compose, and perform a song. Participation at previous sessions is not mandatory, but encouraged.

Modern Band, Part 6 – Music as a Second Language

– By Scott Burstein

The conclusion of this six session workshop takes a deep dive into the concept of learning Music as a Second Language. This session will focus on a unique approach to teaching music: Music as a Second Language. MSL is a pedagogy that is based off of Steven Krashen’s Second Language Acquisition methodology, modified by David Wish and incorporating ideas from Suzuki, Orff, Gordon, Dr. Seuss, and the Beatles. The focus is on not learning music, but acquiring it as we do with language through the core values of student-centered repertoire, approximation, creating a comfort zone, scaffolding, composition, and improvisation.

We can all Jam! Finding your groove with Modern Band

– By Tony Sauza

Building a groove with your students can always pose a variety of challenges regardless of the type of ensemble. Come explore and learn about crucial topics such as how to build a steady groove with all of your students, movement based activities, layering in instrument sections, keeping the jam interesting by carving out solo sections, improvising song arrangements, and call & response strategies. “Jamming” will look and sound differently depending on your grade level so each age group will be addressed. Come and explore fun, engaging methods developed through Modern Band and Music As a Second Language, but applicable for all!

Engaging and Communicating with School Administrators

– By Brian Bubach

As professional educators, communication and correspondence with school administrators can bolster education opportunities. In this session we’ll review some tenets and examples in communicating needs and making requests; then, we’ll open the floor to ask questions and share best practices.

How To Talk So Principals Will Listen

– By Rick Ghinelli

Suggestions on when and how to communicate with your administrators to gain their support and understanding of your program

Whokulele? YOUkulele! Ukulele Made Easy

– By Lavonna Zeller-Williams-Bratschi

Never played the ukulele before? Looking for an easily accessible instrument to teach to your students? Ukulele is gaining popularity with the younger generation since many popular songs featuring the instrument are songs that kids want to learn. You too can pick it up and play within minutes. Students will be so thankful you’ve taught them to play and you will thank yourself too!

Something New for Monday’s Class

– By Cak Marshall and Donna Kagan

Have you ever finished a lesson or rehearsal early, then needed a quick five minute project to use your time wisely? Experiment and explore several ways to make use of those extra minutes! Turn one of these ideas into an extended lesson. Lot’s of laughter, fun, movement, and prizes to hand out in this session.

Recorders!! From Beginners to Intermediate!

– By Cak Marshall and Donna Kagan

Play through a variety of pieces from beginning to intermediate, while incorporating Orff, percussion, movement, scarf technique and poetry. Take ideas with you for your next school program! Be prepared to have fun!

 Using Guided Listening to Spark Curiosity and Creativity – By Mary Claxton

Consuming music through streaming services, television and social media is a huge part of young peoples’ life experience. Much of it, however, is a passive experience. This session will explore how educators can spark more curious and creative thoughts surrounding that listening. Materials and methods for guided listening will be provided along with conversations about both the musical and social ramifications of the listening experience.

 iPad as Instrument in Modern Band Class

– By Spencer Hale

Participants will explore the Garageband app on iPads as a tool for differentiating and teaching music performance using electronic instruments. The session will focus on performance in a Modern Band setting. Though participants will primarily be using Garageband, other iPad apps and features will be provided as suggestions for further use. Some iPads will be available for use, but it is recommended that participants bring their own. The app is similar to the iPhone Garageband app, which could be used as well.

Bringing Keyboards in the Classroom to Your School

– By Mark Linn

If you’ve always wanted to start a group piano program at your school, this is the session for you. Classroom music teachers can create more music-makers at their school and complement existing band, orchestra and choir programs. Not only are group keyboard classes a fun and enriching activity, but college-bound students who aspire to become band and orchestra directors will get a head start on learning the keyboard skills that will be required to earn their music education degree. And adding group piano as a classroom option will strengthen your job position by adding more students to your teaching load.

In Tune With Timpani: Tuning and Sound Concepts

– By Bill Schaltis

Having a good ear is a must for timpanists, yet many young percussionists find themselves lost when it comes to tuning timpani without the aid of a gauge or noisy external source like a pitch pipe or glockenspiel. This clinic will provide a comprehensive approach to ear training with the student percussionist in mind. Topics will include learning intervals in order of importance, sight singing, integrating smartphone apps and software, learning the ranges of timpani, and other important tuning concepts. Also covered are thoughts on basic sound production and tone color to produce the right sound for the right moment!

Get Engaged! Powerful PTA ArtsEd Programs for School Success

– By Ethan Clark

Whether you’re new to family and community engagement or an experienced leader, the PTA ArtsEd Toolkit will help you establish support for school improvements. In this session you will explore national program resources to help you partner with PTA and accomplish one or more of the following: Increase student access to ArtsEd opportunities; Secure ArtsEd resources for students and teachers; Strengthen family and community relationships with schools; Establish School ArtsEd Policies.

How to incorporate technology in the music classroom

– By Nadine Levett

A demo of WURRLYedu: A simple and comprehensive toolbox for music teachers that enables true experiential learning with an emotional hook that makes lessons more relatable for students. Teachers will see the program through the eyes of a student. Get your pipes ready because you will be singing with us!

QuaverMusic.com DEMO: Technology Integration

– By Catherine Dwinal

From 1:1 tablets to Chromebooks and everything in between, today’s music classroom is digital – and Quaver has the functionality to help teachers easily manage every technology scenario without juggling dozens of separate apps. Get your tech questions answered and try Quaver apps with your own two hands in this open time for tech exploration!

Equipping College Grads to Embrace Technology in Music Education

– Catherine Dwinal

Future music educators! Make yourself more marketable, land your first job, and master modern teaching technologies to have a successful first year as a music teacher. Quaver has developed a brand new college program that gives higher education institutions free access to our Pre K-8 Program along with a variety of digital resources! Participants will explore the benefits of the Quaver College Program that are afforded to both higher education instructors and music education students. Instructors will walk away with the ability to enhance their program with the engaging 21st century resources in the Quaver Curriculum!

Projects for Every Process: Encouraging Students to Create, Perform, Respond AND Connect

– By Graham Hepburn

Create Perform, Respond, and Connect are the foundation of any music class. Creating simple projects that can be assessed in these four artistic processes can be challenging and time consuming. This workshop will demonstrate great project ideas that are, fun, time saving and easy to assess. Get a head start on this week’s lesson planning with tangible tips and sample access to resources you can use right away!

QuaverMusic.com DEMO: Interactive Games PLUS Your Chance Meet Quaver

– By Graham Hepburn

Teachers are invited to visit the Quaver booth for a photo or video with Quaver AND a hands-on demonstration of some of Quaver’s favorite interactive games for your music classroom. Come anytime for a chance to ask questions, try new resources, get your photo op with Quaver, and maybe win a prize!

The World is Your Oyster! Building Cross-Curricular Connections through Folk Music and Movement

– By Graham Hepburn

Music is truly a universal language; one that can take students on a tour of the globe from the comfort of your music classroom. In this session, we’ll explore folk songs from cultures around the world, using movement, instruments, improvisation, and technology to extract solid cross-curricular connections in geography, history, and language – all while meeting your general music objectives. Participants will walk away with activities they can implement right away to create lessons that connect every corner of the school campus, and beyond!

QuaverMusic.com DEMO: Lesson Customization

– By Catherine Dwinal

With drag-and-drop technology and options to import outside resources, Quaver’s Resource Manager makes it easy for teachers to customize their curriculum resources to meet their needs. Quaver trainers are standing by to help you customize a lesson – maybe for the first time! Drop in to see this powerful functionality in action.

Title I Decoded: How little details can mean big money for YOUR music program

– By Catherine Dwinal

The world of Elementary Music Education is about to change nationwide, with the funding of Title I (and Title IV, etc.) for the Arts! A portion of this substantial grant funding MUST now be applied to your Music Program…but only if you ask the right questions to your district! This Session will equip your music program with the specific language samples and tactics needed to claim your share and support your music program for years to come!

QuaverMusic.com DEMO: Search Tips & Tricks

– By Dan Monaco

In the Quaver Library teachers can search through their collection of over 6,500 teaching resources, using keywords and filters to find lesson screens, printables, songs, and audio files to use right away or save in a Folder for a later time. Come explore this powerful functionality for yourself to see all that’s waiting in Quaver’s library – and pick up a few tips and tricks for easier searching along the way!

Your Elementary Choir Toolkit: Technique, Technology, and Transformation!

– By Dan Monaco

Discover exciting new techniques for developing vocal independence in your students through a combination of solid pedagogy and the integration of engaging technology. Who says you can’t teach an old song with new tricks? Participants will unpack a variety of folk songs, partner songs, canons and more as they learn to target the variety of skill levels in an elementary choir and walk away with a printed Octavo and sample access to adaptable rehearsal tools they can use in their classroom right away from the engaging and educational world of QuaverMusic.com. Quaver Choral Resources equip Elementary Music Specialists to cover a vast breadth of musical concepts, vocal techniques, and transferable skills to take their singers into middle school and beyond!

Full STEAM Ahead: Powering STEAM Integration through Technology

– By Catherine Dwinal

The importance of music to a well-rounded education is no surprise to music teachers! The recent focus on the arts in the national conversation is a great opportunity to celebrate the natural cross-curricular connections in general music. Participants will explore how to shine a spotlight on the arts through an interactive demonstration of Quaver STEAM projects that place music at the center of the elementary curriculum.

Creating broad based advocacy through the development of dynamic business/community partnerships

– By David Branson

This session will present and discuss as a group ideas for developing dynamic and lasting partnerships with local and state businesses that can greatly enhance the educational and musical opportunities for your students. In addition; we will discuss how these partnerships develop powerful and highly engaged advocates for your program!

Windows to Creativity: Practical Ideas to Increase Student Engagement and Understanding through Movement, Visual Art, and Theatre

– By Nan L. McDonald

Come and explore creative ideas to easily enrich and augment your K-6 general music teaching. Participants will sing, move, create, respond, perform, and understand as they incorporate visual art and reader’s theatre into several music lessons.

Making the Most Out of MusicFirst Academy

– By James T. Frankel

We know that music educators are responsible for teaching anything from beginning to guitar or Latin ensemble to middle school chorus and kindergarten general music. Our courses aim to cover a wide breadth of content needs relevant to these settings from assessment strategies to creative composition pedagogies. We also understand that music educators are faced with the challenge of merging new, exciting technologies with traditional music classroom settings. As a result, we offer courses that not only teach you how to use these software tools, but also how to successfully integrate them into creative lesson plans for your students.

Practice, Performance, and Assessment with MusicFirst

– By James T. Frankel

In this session, Jim will discuss challenges that teachers are facing with assessment, performance preparation, and grading based on his own experience as well as the experience of the teachers in the session. He will then demonstrate the benefits of the MusicFirst Online Classroom and integrated software tools and explore how cloud-based technology can facilitate a more efficient music classroom. Teachers will see the Online Classroom, it’s functions, and capabilities from the perspective of a teacher creating assignments as well as a student completing their assignments. Teachers will be given login credentials to complete demo work on their own devices.

Experience the Future of Music Rehearsal

– By Denny Meyer

Learn how the future of music education is changing.  Listen to “real-life” examples of how virtual acoustic technology can make your rehearsals more productive and life-changing for your students.  Transport your students from a recital hall to YOUR performance venue at the push of a button.  And, see how your performances will “come to life” with this remarkable technology.

Repertoire Selection, Practice and Sight-Reading Made Easy with the New SmartMusic

– By Giovanna Cruz

The New SmartMusic is a web-based platform that continues the tradition of our classic product while expanding access and reducing price. Come discover the immense library of titles available in the platform and how to improve your ensemble & student’s performance by practicing with accompaniment, repetition loops, music on screen and immediate feedback. Instant sight-reading will let you and your students know where they are and what they need to do to improve

Let’s Talk (Barber)shop

– By Kim Newcomb

A cappella harmony in the barbershop style has a true “ring” – and is one of the most American of musical art forms. If you’re a little unfamiliar with the genre – or tend to think it’s “old school” – this class is for you! Four young, passionate barbershoppers will share their perspectives on the pure beauty and challenge of close harmony, its value in shaping young voices and how it reinforces the sheer joy of making music with others. Barbershop may be just the fresh, fun challenge you’re seeking for your students!

CHROMEBOOKS, We’ve Got You Covered!

– By James T. Frankel

As technology has become an integral part of our lives, it is no surprise it has also become an integral part of education. Often unaffordable and tricky to understand, finding technology that works is a challenge many music teachers face. The MusicFirst Online Classroom was developed to address these challenges! Fully functional on Chromebooks, our award-winning learning management system eases organization and assessment, allowing teachers to connect students directly to their assignments. The Online Classroom and optional software tools all work on iOS devices, so no matter what technology you have available, MusicFirst will always be at your fingertips.

Technology Engagement: The Music Classroom Leads the Way!

– By James T. Frankel

The life of a music teacher is never easy. Well, MusicFirst wrote the book on music technology in the classroom. Using the cloud-based MusicFirst Online Classroom, teachers all over the country have found an effective way to streamline technology in the classroom and keep students engaged. Accessible on all devices, MusicFirst is easy-to-use technology that actually enhances teaching by allowing students to complete time-saving assignments at home or on the go. Bring your own device and learn more about what cloud-based technology can do for you.

Putting It Together With Technology: From Rehearsal to Performance

– By Gregg Ritchie

Whether you’re an elementary music educator or a high school choral director, we all believe performance is an important component to the learning process; giving our students a means for expression, an outlet to connect with one another. With the 21st Century student, we’re looking for new ways to connect and to set these learners up for success. This is where the Music Studio comes in, McGraw-Hill’s new digital platform to deliver a comprehensive Pre-K through 12 grade solution for your performance needs. Whether it’s small individual “modules”, general music, or Hal Leonard’s new Voices In Concert collection, McGraw-Hill brings you outstanding performance opportunities with the robust curriculum and digital tools to get you and your student there. From rehearsal to performance, we can take you and your students on a journey of learning and creating like no other. Free demo codes given to all attendees for immediate use!

Get Your Littles Moving: Laban-Based Activities for Young Students

– By Missy Strong

Did you know that movement can and should be a part of every lesson you teach, especially in the early years? Learn the rationale behind using Laban-based movement to bolster musicality, as well as a sequential and practical approach to including movement instruction in your classroom. Incorporating these fun and developmentally appropriate movement activities will help your students build a solid musical foundation for future music instruction. You will leave with practical and engaging ideas to get your students moving right away.

Why should I teach folk dance? And how do I start?

– By Missy Strong

Folk dancing in elementary and middle school allows students to demonstrate what they have learned about moving to the beat while developing musicality. They more intuitively understand form through authentic experience and can more effectively articulate what form is. In addition to providing connections to American history, folk dance instruction gives students opportunities for much-needed positive peer interaction. These highly musical interactions help students build etiquette skills while creating positive community with peers. But the overarching thing that folk dancing brings to the music classroom is fun! Learn how to introduce folk dance into your music classroom starting next week.

Financial Planning for the Music Educator

– By Michael Kamphuis

There are four pillars to fiscally running an instrumental music program: recruitment and retention, asset management, budgeting and advocacy/justification. Discover ways to connect these areas together to run a financially sustainable program. In addition, learn new ways to communicate to your administration so they have a clearer understanding of your needs.

Revolutionize Music Making & Recording Using ANY Device!

– By Meredith Allen

Soundtrap is a collaborative, easy-to-use, online DAW (Digital Audio Workstation) that works on ANY device (including Chromebooks!) By encouraging early learning of creativity and collaboration through audio, we are preparing our learners for success in an ever-changing, technological, connected world. This collaborative platform has embraced the limitless possibilities of classroom use, to reach all learners across multiple grade and subject areas in academic and creative ways. BYOD – You don’t want to miss this electric, high energy hands-on session. Let’s revolutionize music making – together!

 

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