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Photo by Kayle Kaupanger on Unsplash
“Enhance Life with Music” podcast host Mindy Peterson speaks with NAfME President Scott R. Sheehan on how to collaborate as part of the greater “Music Education Nation” to advance the benefits of music for all. Sheehan shares his vision for his presidency and lessons learned from the pandemic.
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2022 George N. Parks Award Honoree
MUSIC FOR ALL AND NAfME
NAfME announced that Dr. Lawrence Stoffel, Professor of Instrumental Conducting, Director of Bands, Head of Wind Performance Studies, Music Education-Instrumental, from California State University Northridge, is the recipient of the 2022 George N. Parks Award for Leadership in Music Education. NAfME Collegiate Advisory Council North Central Division Representative Penny Dimmick presented Dr. Stoffel the award during the Music for All Future Music Educators’ Experience event in Indianapolis, Indiana, on November 12, 2022.
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“What excites me the most about this plan,” said NAfME President Scott R. Sheehan, “is that it amplifies the advocacy work we’re known for while also lifting up the voices of music educators, collegiates, and our higher education communities. Although our efforts will never be finished, our new plan sets a course for real progress.”
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SPONSORED CONTENT
Read this on the Yamaha Educator Suite
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On November 8, voters cast their ballots in the mid-term elections determining new leadership in Congress, governors’ mansions, and state legislatures across the country. Votes for several races are still being tallied, but we have an idea of how the outcomes will impact education for the next two years. In addition to the congressional and gubernatorial races, voters in several states weighed in on propositions and ballot initiatives affecting education in their communities. Visit NAfME’s Advocacy Bulletin Blog for a recap of the mid-term elections.
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NAMM FOUNDATION AND NAfME
NAfME is collaborating with the NAMM Foundation, the Educational Theatre Association, the National Dance Education Organization, and the National Art Education Association to collect data about the use of federal funds to support music and the arts (dance, theatre, and visual arts) in K–12 education. Your stories are a vital part of our advocacy efforts, and we encourage you to participate in this important survey by December 9.
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The newest Library of Congress Teaching with Primary Sources curriculum unit is now available: “Responding for Creative Performance, Choral—Advanced Level.” This unit includes four lessons, handouts, resources from the Library, and more.
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ALABAMA MUSIC EDUCATORS ASSOCIATION (AMEA)
In this online town hall, NAfME President Scott R. Sheehan, NAfME Immediate Past President Mackie V. Spradley, and AMEA President Rob Lyda discuss the new NAfME Strategic Plan and more with members and answer questions.
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NEW YORK STATE SCHOOL MUSIC ASSOCIATION (NYSSMA)
Hear from NAfME President Scott R. Sheehan tonight at 8:15PM at the NYSSMA Winter Conference in Rochester, New York. He will be speaking during the Concert Hour in CC Lilac Ballroom.
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THE MIDWEST CLINIC
NAfME President Scott R. Sheehan and NAfME Assistant Executive Director for Advocacy and Public Policy Amanda Karhuse will be at the Midwest Clinic in Chicago this month. If you are attending, be sure to connect and learn more about NAfME!
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NAfME members: Save 30% on any co-published title with promo code 6F22NAFME. Our books are also available as ebooks. Take a look at the digital catalog and view the complete list of NAfME titles. Interested in publishing a book? Click here.
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Seeking a new position? You can post your resume, apply for jobs, get job alerts on the NAfME Career Center. And employers, add your open positions to the NAfME Career Center where you can manage applications and search resumes.
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NAfME PROFESSIONAL LEARNING WEBINARS
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Submit your idea for a webinar topic to the NAfME Professional Learning and Partnerships Committee (PLPC). Webinar proposals are reviewed by the PLPC.
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Drum made and played by a BC music teacher. Photo courtesy of Brenda Harvey (2019).
ANITA PREST, J. SCOTT GOBLE, HECTOR VAZQUEZ-CORDOBA
As music teacher educators who work with pre-service teachers, and teachers and students in schools, we felt compelled to explore how music teachers might come to embrace local Indigenous peoples’ ways of knowing and being. Since most music educators were unprepared to do this work, we sought out teachers who were already embedding Indigenous content, pedagogies, and worldviews in their music classes with the help of First Nations Elders and other Indigenous collaborators.
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THOMAS AMORIELLO JR.
In this interview with Trans-Siberian Orchestra Guitarist Chris Caffery, he shares details about the show’s rehearsal and tour, other musical projects, and advice for aspiring musicians and music educators.
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ANGELA SCHENDEL KEEDY
The arts are a natural convergence point for social emotional learning, as the arts often help us explore our internal lives compared to our external lives. Keedy speaks with teacher leaders working with the Connected Arts Network Project, including Darlene Machacon, Jared L. Cassedy, LaSaundra Booth, and Randall Standridge.
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JOURNAL OF GENERAL MUSIC EDUCATION, OCTOBER 2022
In this article, Maria Papazachariou-Christoforou discusses findings that have confirmed the importance of active bodily engagement in enhancing musical comprehension, and shares practical considerations drawn from her experience in conducting preschool music classes based on Rudolf von Laban’s movement framework. The suggested playful activities provide music educators with a new perspective on incorporating movement in preschool music classes. (Member login required.)
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SPONSORED BY FORTE
Online lessons not only require knowledge of music pedagogy but also some level of comfort with technology. In most cases, that comfort level is lower than you might think. Many newer tools are built for folks who don’t want to invest a lot of time tackling the tech. But how can you find the right balance between tech-savvy and teaching?
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UPDATE: APPLICATIONS OF RESEARCH IN MUSIC EDUCATION, OCTOBER 2022
In a diverse society, it is crucial to transform one’s attitudes from ethnocentric to ethnorelative to deeply engage in, negotiate, and reconcile various cultural manifestations. Using the umbrella term of intercultural development, Sangmi Kang reviewed empirical studies of cross-cultural endeavors, contexts, and outcomes among music students and teachers in K–12 and higher education settings. (Member login required.)
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SPONSORED BY NATIONAL FEDERATION OF STATE HIGH SCHOOL ASSOCIATIONS
“The education community is going through a period of profound change, and educators need to be ready to ‘shake up’ the status quo to better reach our students and communities,” said Jon Oglesby, Utah High School Activities Association Assistant Director. “However, even in the process of making those professional changes, educators need to also be aware of the small changes that can be made in both our relationships and personal lives to revitalize and reinvigorate our dedication to this noble calling.”
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Students from Aldine ISD playing Poison Rhythm
WENDY K. MATTHEWS, BETHANN HEPBURN, AND ELIZABETH HANKINS
Creativity is a key component of developing comprehensive musicians. Yet, the challenge continues to be: How do we, as ensemble directors provide students with opportunities to think beyond notes and rhythms and develop a deeper understanding of all aspects of music?
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PETER J. PERRY
During virtual/hybrid teaching we used technology to enhance and build skills that in the course of a normal year we would not typically have been able to address (e.g., music theory, expanded sight-reading skills, music production, etc.). By using technology in a similar way to rebuild ensemble skills now, we build a transition from exclusive online engagement back to traditional ensemble instruction.
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UPDATE: APPLICATIONS OF RESEARCH IN MUSIC EDUCATION, JUNE 2021
In this study by Alec D. Scherer, analysis of open-ended responses revealed that respondents believed student ownership, student engagement, and student growth as musicians and leaders were advantages to implementing democratic rehearsal procedures. Potential disadvantages included issues related to student ability, rehearsal time limitations, unfamiliar classroom dynamics, and availability of classroom resources. Implications for music teachers are discussed. (Member login required.)
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DR. LORI SCHWARTZ REICHL
If implemented purposefully, routines can enhance organization, eliminate chaos, ensure safety, focus students’ attention, and save precious rehearsal time. If implemented passionately, routines can also unite students to perform more musically as a cohesive unit.
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MEGHAN CABRAL
Students become very reliant on the people they sit next to, whether they realize it or not. As we work to get students outside of their little “bubble” of their own instrument, these are ways to get students listening for other parts in the ensemble.
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