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Intermodal Arts Practices

for Expression and Creativity

in General Music

Nicholas Patrick Quigley (he/him/his)

Fall River Public Schools

nquigley@fallriverschools.org

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Session goals

  • Empowerment
    • “Fine” vs. creative/expressive arts
    • Role(s) of the educator
    • Expertise vs. exploration
  • A fresh envisioning of music education
    • Person-centered vs. content-centered
    • Understanding/meaning vs. perfection/refinement
  • Hands-on engagement with an example process
  • Dreaming about incorporations to current practice

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Session norms

  • For audio clarity, please have your microphone off when you’re not speaking.
  • This session is being recorded for future use by those who could not attend at this specific time, please be mindful of this when sharing.
  • When sharing, please be try to be conscious of time.
  • This is a space in which we are learning and supporting each other. Please be aware of the diversity of teaching contexts we collectively represent, and try to withhold assumptions and judgements of others.
  • Questions are welcome throughout the presentation, please feel free to ask questions in the chat box, or speak up if it feels appropriate.
  • No questions are too big or too small.

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Land acknowledgement

We acknowledge that the territory on which Fall River Public Schools stands is that of The Wampanoag People. Our classrooms are places to honor and respect the history and continued efforts of the Native and Indigenous community leaders which make up Southeastern Massachusetts and the surrounding region. This statement is one small step in acknowledging the history that brought us to reside on the land, and to help us seek understanding of our place within that history. Ownership of land is itself a colonial concept; many tribes had seasonal relationships with the land we currently inhabit. Today, Fall River is still home to indigenous peoples, including the Pocasset Wampanoag and Pokanoket Nation Descendants of the Nemasket and Assawompsett. For more information, please visit the Pocasset Wampanoag Tribe’s website.

adapted from Boston University

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Rationale/

context/

intro

link to the paper

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Rationale/context

my classroom, pre-rona

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Fitting into a lesson

kindergarteners’ visual expressions of music

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The role(s) of music

fifth graders collaborating/

peer-teaching, pre-rona

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Beyond error detection and correction

kindergartener’s visual representation of music with soundscapes

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Translation and meaning

fourth graders’ visual/journaling responses to music/prompt

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Towards person-centered music education

third grader’s lyrics for an original song

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“The World is Yours”

link to the lesson plan

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Dreaming

how might intermodal processes work for your teaching context? any ideas percolate up?

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Sharing

you never know who or how you might inspire

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Questions

any questions, concerns, or thoughts you’d like to voice before we go?

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Works cited/

helpful resources