IMEA/NAfME Membership Number

Session Title: (10 word limit)

Session Proposal Description: (200 word limit)

Focus Area (check all that apply)

Content Level (select all that apply)

Number of Music Stands and/or Extra Chairs

Computer System I will be using

marshaun@truechangealliance.org

True Change Alliance, LLC

The Art of Facilitation: Navigating Diversity in the Music Classroom

The importance of having conversations around race, culture, and difference in the music classroom is heightened. In order to ensure productive dialogue regarding these concepts, educators must build the necessary skills to meet the demand for an inclusive and equity-minded curricular approach. Through small and large group discussion, live facilitative practice and classroom-based scenario planning, participants will leave this session able to: 1. articulate the key concepts of effective facilitation, 2. identify instructional components accessible to cultural and racial engagement; and 3. employ high-impact questions to drive integrated and relevant conversation in the music classroom. These outcomes are sure to strengthen community, build empathy in musicians and improve connection to concert literature.

Administration/Supervision, Advocacy, Choir, Collegiate, General Music, Teacher Education

Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

Space needed for movement at the front of the room.

allisonw@iamschoolofmusic.com

16409 SE Division St Ste 216 PMB

Music for Mental Health: How a Brain-Balanced Approach Creates the Best Student Outcomes

Applied music psychology is a very young field. When Paul Farnsworth published the first book on the social psychology of music in 1954, he probably didn’t imagine it would take until 1997 for this discipline to be truly established as a legitimate line of research. There is a world of new information that simply wasn’t available even 25 years ago, and the implications of this new knowledge for music education is nothing short of revolutionary.
In this session, you will be introduced to the basics of the brain, how this new science changes the way that we should approach our students, and learn to apply this new science to your curriculums to create brain-balanced lesson plans.

Advocacy, Band, Choir, Collegiate, General Music, Teacher Education

Pre-K, Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

allisonw@iamschoolofmusic.com

16409 SE Division St Ste 216 PMB

Brain Hacks for Music Teachers: How to Make Every Student An Obsessed Practicer

What science has discovered about music and the brain is going to revolutionize music education in the next twenty years. Are you ready to join the revolution?
In this session, we will dive into practical, applied music psychology. By the time we are finished, you will have a pile of tools that you can use to switch kids from bored to engaged, from distracted to motivated, and from scared to excited. By understanding how your students’ brain is interfacing with music, you will be able to skillfully help your students through intimidation, frustration, fatigue, stress and anxiety.

Advocacy, Band, Choir, Collegiate, General Music, Mentoring, Teacher Education

Pre-K, Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

Mission Possible! Language Arts in Ensembles

Good musicians are able to express themselves not only through performance, but also through language by describing, expressing, reflecting, and communicating performer and composer musical intentions. Providing opportunities for speaking, listening, reading, and writing enables students to develop the necessary skills to be thoughtful musicians who can express and perform with purpose and meaningful expression. However, authentically including strategies to develop these language arts skills in a music class or rehearsal can many times be difficult for teachers and directors who have limited teaching time. This workshop will provide practical strategies for providing powerful language arts experiences for students. Learning activities will be demonstrated to help teachers enhance their classroom instruction and ensemble rehearsal as they develop students’ ability to express music understanding through language and musical expression.

Band, Choir, General Music, Orchestra, Teacher Education

Elementary, Middle School/Jr. High, High School

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound

kristinaabellarey@gmail.com

Building Motivation Through Technology in the Choral Classroom

Technology is ubiquitous in the lives of our students, but sometimes our choral classrooms can too heavily rely upon paper sheet music, learning by rote, and hoping that our students will practice outside of rehearsals. This session provides tips and tricks utilizing the latest and greatest tech tools that build choral musicianship, creativity, and independent music making. These tips and tricks include classroom management strategies, independent practice tools, and digital platforms for creative projects.

Middle School/Jr. High, High School

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound, Microphone/Sound

allisonw@iamschoolofmusic.com

16409 SE Division St Ste 216 PMB

Practical Brain Science for Music Teachers

What science has discovered about music and the brain is going to revolutionize music education in the next twenty years. Are you ready to join the revolution?
In this session, we will dive into practical, applied music psychology. By the time we are finished, you will have a pile of tools that you can use to switch kids from bored to engaged, from distracted to motivated, and from scared to excited. By understanding how your students’ brain is interfacing with music, you will be able to skillfully help your students through intimidation, frustration, fatigue, stress and anxiety.

Advocacy, Band, Choir, Collegiate, General Music, Orchestra, Small Schools, Teacher Education

Pre-K, Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

Allisonw@iamschoolofmusic.com

16409 SE Division St Ste 216 PMB

Music for Mental Health: How a Brain-Balanced Approach Creates the Best Student Outcomes

Applied music psychology is a very young field. When Paul Farnsworth published the first book on the social psychology of music in 1954, he probably didn’t imagine it would take until 1997 for this discipline to be truly established as a legitimate line of research. There is a world of new information that simply wasn’t available even 25 years ago, and the implications of this new knowledge for music education is nothing short of revolutionary.
In this session, you will be introduced to the basics of the brain, how this new science changes the way that we should approach our students, and learn to apply this new science to your curriculums to create brain-balanced lesson plans.

Session Objectives
Understand the basics of brain structure in relation to music production.
Discover the implications of brain mechanics for practicing, teaching, and performing.
Learn to apply this knowledge to curriculum to produce the most brain-efficient lesson plans

Advocacy, Band, Choir, Collegiate, General Music, Guitar, Jazz, Mentoring, Orchestra, Small Schools, Teacher Education

Pre-K, Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

allisonw@iamschoolofmusic.com

16409 SE Division St Ste 216 PMB

Creating Obsessed Students: How to have a 90%+ retention rate

Applied music psychology is a very young field. When Paul Farnsworth published the first book on the social psychology of music in 1954, he probably didn’t imagine it would take until 1997 for this discipline to be truly established as a legitimate line of research. There is a world of new information that simply wasn’t available even 25 years ago, and what we’ve found out in those years is nothing short of revolutionary.
In this session, you’ll learn to bring this incredible new wealth of knowledge to the music classroom, in a way that is easily accessible to busy music teachers. You will be introduced to the basics of the brain, what you need to know to improve your teaching, and how to use your new understanding to create wildly improved student retention and even student obsession.

Advocacy, Band, Choir, Collegiate, General Music, Mentoring, Orchestra, Small Schools, Teacher Education

Pre-K, Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

California State University-Stanislaus

Students first, music second: Teaching through the “Lens of Who”

As music educators, we have a profound responsibility to engage our students in meaningful musical experiences. Engaging students in these experiences might mean putting their interests and desires before our own. Rather than considering the “what” we should consider the “who” when thinking about learning and teaching and how switching the emphasis to the student will potentially create a longer-lasting engagement with music making. This session will explore how reflective and mindful practices by the teacher will ultimately lead to memorable and meaningful music making experiences with students.

Band, Choir, Collegiate, General Music, Guitar, Jazz, Orchestra, Small Schools, Teacher Education, Technology

Pre-K, Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound, Microphone/Sound

California State University-Stanislaus

1100 Pedras Rd. Apt. F213

What's going on in here? 'Remixing' Music Education.

What's going on in here? 'Remixing' Music Education. This session invites participants inside Sarah Minette's music classrooms where she is shaking things up. Inspired by the current discussions revolving around equity and access in music education, Sarah's approach to music education is grounded in culturally responsive and sustaining pedagogies. Acknowledging differences within the classroom, Sarah and her students find commonalities through their music making. This session will offer contemplations on the necessity for music educators, as well as teacher educators, to consider "what if", "why" and "with whom" and the implications these ponderings have for the future of music education.

Advocacy, Band, Choir, Collegiate, General Music, Guitar, Jazz, Orchestra, Small Schools, Teacher Education, Technology

Pre-K, Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound, Microphone/Sound

Beginning Bass - ensure a strong foundation for your beginning bassists

This session will focus on the principles of setting up young bassists for success. Proper left and right hand technique, physical relationship with the bass and pedagogical resources will be the main focus. This is a must for any string teacher wanting to help their bassists be successful!

Space needed for equipment/instruments.

LCD Projector, Screen, Speakers/Sound

seanjmnewman@gmail.com

Music Educators With Disabilities: The Journey of Self-Discovery and Identity

As a music educator with disabilities, the clinician will discuss his personal journey as an overall musician, music educator, choir director, researcher, and advocate for those with disabilities (among others). The presentation will include a brief overview of disability and how music educators might be able to frame it in the field. There will also be discussion about how we might utilize music educators who have disabilities through the lens of diversity, equity, inclusion, access, and belonging. Questions posed will include: what might be music educators with disabilities’ biggest challenge(s) in the profession? How can they use their experience of diverse learning as an asset in their own classrooms? Is their self-identity valued or overlooked because of their disability(ies)? The presentation will have an autoethnographic approach. References will be cited and provided, and there will be time for Q&A and discussion.

Collegiate, Mentoring, Teacher Education, Special/Diverse/Exceptional Learner

Collegiate, Higher Education

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound, Microphone/Sound

stephaniebenischek@gmail.com

Ronald Reagan Elementary School

Give Your Students The World

Music educators work to build a community of musicians. A general music teacher's job is to provide opportunities to learn about a variety of music and instruments with our students. This session will explore the importance of teaching songs from around the world, suggestions for teaching songs in multiple languages, and practical ways to allow students to respond to the music to find commonalities in our cultures. Participants in this session will experience engaging, community building activities to teach in a general music classroom including partner and group activities, dances, rounds, and listening lessons. Multiple objectives will be taught addressing the National Arts Standards.

Assessment, General Music, world music

Space needed for movement at the front of the room.

Is it possible to get drums from a music vendor? Tubano style preferred.

I Was Just In Your Shoes! Preparing for the Dreaded Job Interview

“I Was Just In Your Shoes! Preparing for the Dreaded Job Interview” could almost be described as everything I wish I knew before my first job interview. I’m only 29 years old, and I have taken a different path in life pursuing performance and now teaching band at the university level – all of which I’ve been very successful at the interview process. Currently, I perform with the Colorado Opera and teach at Idaho State University. I tend to look at today’s job market strictly from a hiring perspective both terms of job statistics and analyzing the many ways music educators and even regular businesses turn out successful. I’ve spoken with middle/high school principals both in the state of Georgia and Idaho - and have gathered information about what it is they are looking for, and what I believe makes a hirable teaching candidate for a given position. We will be discussing interview tips, looking at real job descriptions, CV/Resume templates, and discussing all the wonderful things a college student should be doing in order to make themselves hirable in 2022.

Collegiate, Higher Education

No Special Set-up Required

Whiteboard/markers, Ability to show a Powerpoint

LCD Projector, Microphone/Sound

Choral Programming in the 21st Century - Rise to Represent

Programming for our choral ensembles may be the single most important and yet difficult task we face as choral conductors. Ideas of the "perfect" structure for a choral program have continued to evolve over the past sixty years. This session will discuss changing trends in programming over the past sixty years and explore what considerations are made when choosing repertoire for a choral program. We will discuss a variety of ways to create flow and a powerful message. The session will also focus on the importance of representation of
marginalized composers, styles, and genres. We will listen to a wide variety of works and explore creative ideas for pairings on programs. Attendees will study sample programs and receive a database listing a wide variety of sources for programming ideas.

No Special Set-up Required

None, Projector, Screen and Sound

LCD Projector, Screen, Speakers/Sound

4390 Deerwood Lane West

Out of this World: Teaching Music through STEAM

Are you eager for a seat at the table, where your innovative music program is part of the solution, as STEM moves to STEAM learning? STEAM = Science, Technology, Engineering, where the “A” stands for the Arts and Humanities, and Mathematics. Learn from music and STEAM education pioneer Laurie Orth, as she introduces you to her new curriculum which combines the contrasting disciplines of music and space exploration for the general music classroom.

Experience elementary, space-themed music class content for recorders, boom whackers, barred instruments and songs, including student results. Participate in a rap about the life of an astronaut, along with songs about reusable rockets and elements of orbit. Groove to salsa, disco, and jazz accompaniments for recorders or boom whackers, as you develop new ways to collaborate with your STEM colleagues through arts integration.

Session attendees will receive sheet music and audio accompaniment file resources to assist in sparking unexpected reserves of creativity and engagement in students. Folding the arts and humanities into STEM develops out-of-the-box thinkers. Enjoy how this imaginative STEAM concept revolutionized a music class and set a new trajectory of discovery. STEAM resources available today.

General Music, Small Schools, STEAM

Space needed for movement at the front of the room.

Braddock Elementary School

Just Gender: Pathways to Inclusivity in Elementary Schools

This session will feature ways to use language and actions to show your transgender and gender-nonconforming students that they are valued, loved, and belong in your space. We will include children's literature and free digital resources to center gender inclusivity at school. Participants will engage in activities designed to encourage personal reflection on gender. We will demonstrate the need for gender inclusivity from a young age, and tools to help teachers continue their journey.
Participants will be able to identify what gender inclusivity is and how to implement gender inclusivity in their own teaching practice, with the goal of being more affirming towards everyone. Educators will walk away with a tool box of gender-inclusive language, a framework for self-reflection, and digital resources such as read alouds, narratives centering people from historically underrepresented backgrounds, and tools to share gender inclusivity with others from their school communities.
Attendees will have the opportunity to explore their own gender and biases, and will experience first hand what being in a gender-inclusive space can mean or look like in a real-world way.
We are presenting on transgender and gender diversity topics through our personal lens’ of being transgender music educators.

Administration/Supervision, Collegiate, General Music, DEIA

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound

Macbook, Windows Laptop

Braddock Elementary School

Creating and Implementing Affirming Spaces at All Levels

Affirming transgender students has been proven to save lives, so providing affirming and inclusive spaces for our students is imperative, as well as advocating for our students through policies at the school, district, and even state levels. Participants will learn ways to create an affirming environment for transgender students, as well as advocate for students at the school and district levels. Participants will interact with real scenarios, and examine model policies from different districts.
Participants will learn ways to create an affirming environment for transgender students, as well as advocate for change at the school and district levels. Participants will interact with real scenarios with particular attention to music and ensemble situations. Participants will also examine model district policies that demonstrate gender inclusion through regulation.
As trans adults, we will be sharing information and resources through our own first person lens. Educators will walk away with examples of gender-inclusive language, a framework for self-reflection, and digital resources such as model policies, narratives centering people from historically underrepresented backgrounds, and tools to share gender inclusivity with others from their school communities.
Attendees will have the opportunity to explore their own gender and biases through small group activities and group discussions.

Administration/Supervision, Band, Choir, Collegiate, General Music, Guitar, Jazz, Orchestra, Small Schools, Teacher Education, DEIA

Pre-K, Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound

Macbook, Windows Laptop

cbirch@minidokaschools.org

Minidoka SD: East & West Minico

Infusing Jazz into your (Middle School) Choir

Sometimes we are intimidated by teaching . . . JAZZ concepts, but there are ways to work it into your choir at every level, including middle school. You don't' have to be intimidated by teaching jazz concepts. You may be surprised to learn that there are things you are already doing to springboard your groups into exploring this American art form. Using concepts I've learned from local vocal jazz instructors, such as Quinn & Shirley Van Paepeghem, Seth McMullen, Sidney Hudson, and my own experiences at jazz camps and throughout my choral career, we will explore some simple ways (baby steps!) to infuse jazz into what you are already doing with your choir (ensemble).

No Special Set-up Required

Macbook, connection from macbook Pro (M1) to projector screen or Apple TV.

cbirch@minidokaschools.org

Minidoka School District: East & West Minico

Hits & Hidden Gems of Choral Repertoire

After teaching Middle School choir for over a decade, I have tried a wide variety of repertoire, and through trial and error, and working with supportive colleagues have discovered some "hits & hidden gems" that I would like to share with other choir directors. This will include songs that would work for all levels, though there will be a strong focus on songs that work for upper elementary, middle school, and beginning choirs of all ages, as that is where the majority of my experience lies. I will also share songs from collaborations with teachers at other levels to make sure this list is all-inclusive of several ages and ability levels (K-12).

Elementary, Middle School/Jr. High, High School

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound

Macbook, connection from macbook pro to projector screen or Apple TV

cbirch@minidokaschools.org

Minidoka SD: East & West MInico

Keep the "sparkle" in your eyes: Putting the FUN back in FUNdamentals

If you are looking for some great music reading games & activities, sight-singing methods that kids don't whine about, and ways to inject fun into everyday tasks, routines, and learning, then you have found the place. With permission*, I will share Dale Duncan from "In the Middle with Mr. D's 'Sight Singing Success (s-cubed)'", sight-singing method and philosophy (3/4 cup learning + 1/4 cup fun = 1 full cup of success!). Kids need lots of energy, fun and games, in order to stay engaged, and sometimes you just need a batch of ideas to get the ball rolling in your classroom to combine learning and fun! It doesn't take very long to shift your mindset or philosophy and infuse even the most mundane tasks (such as hand signs, reading or writing music, etc.) with a big dose of FUN!

Elementary, Middle School/Jr. High

No Special Set-up Required

I would like to co-teach this session with Michelle Belliston

Macbook, connection from macbook pro to projector screen or Apple TV

cbirch@minidokaschools.org

Minidoka SD: East & West Minico

HELP! I have to teach...MIDDLE SCHOOL!

(Jr. High/Middle School crash course): This session will discuss the differences in brain development that occur during Jr. High, a few "First day of school" options that work well for this age group, and general tips and tricks for success with this unique, wonderful, and sometimes challenging age range (coming from someone who has done it for 11 years running!) Learn how to work with them and have a successful, enjoyable year together with your middle school crew!

Band, Choir, General Music, Mentoring, Orchestra, Small Schools, Teacher Education

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound

Macbook, connection from macbook pro to projector screen or Apple TV

Music for Random Instrumentation - Small School Troubles

What can I play with this group?! If you've had an ensemble at your school with a hodgepodge of instruments that don't fit the scores in your music library, this is the session for you. We'll discuss how to modify your charts to cover parts, teach songs by ear, and I will share a drive folder where I've been cultivating charts for open instrumentation ensembles.
Don't fret! You can make music with 7 alto saxophones, 3 guitars, a trumpet, and 2 percussionists!

Band, General Music, Jazz, Orchestra, Small Schools, Teacher Education

Middle School/Jr. High, High School, Collegiate

Space needed for equipment/instruments.

Screen, Speakers/Sound, Microphone/Sound

Record Music with Your Students

Our student musicians listen to recorded music constantly, it is the window to their passion for it. And now, there are so many resources now to record and produce music that are easily accessible for any sized program.
In this session, I will talk about how ISU has set up the technology and cultivated the culture where we are consistently releasing new music created by our students, and how you can set up a similar culture at your school.
I have found a massive increase in student engagement and dedication since putting an emphasis on student recordings.

Advocacy, Band, Choir, General Music, Jazz, Mentoring, Small Schools, Teacher Education, Technology

Middle School/Jr. High, High School, Collegiate

No Special Set-up Required

Screen, Speakers/Sound, Microphone/Sound

Northwest Nazarene University

2022 East Whispering Willow Lane Apt 101

How to Choose Literature That Will Help Your Program Grow

Choosing literature can be daunting for directors. Should you choose something you studied in school or a crowd-pleaser? What if there are instruments missing in your band? How do you promote your concert to the community effectively? This session will focus on choosing literature that will be beneficial to your students and grow your community support.

Advocacy, Band, Choir, Collegiate, Jazz, Orchestra, Small Schools, Recruitment

Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound

Macbook, Windows Laptop

Northwest Nazarene University

2022 East Whispering Willow Lane Apt 101

Making Your Jazz Ensemble Swing

Although we have all heard the influence of jazz in western music it is still one of the most challenging styles of music to perform well. That influence can be heard in popular music, film and video game music, and even band and choir literature. So why is it so difficult for students to “swing” or learn how to improvise? Jazz is stylistically challenging for young people to master because little or nothing is often written on the page besides notes and rhythms. In this session we will discuss how to navigate common stylistic challenges through demonstration and analysis of well-known jazz ensemble literature. You will learn the “rules” of how to approach specific phrases and how to get your students to sound like authentic jazz musicians.

Advocacy, Band, Collegiate, Jazz, Mentoring, Teacher Education

Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound

Macbook, Windows Laptop

bandrepairmusicsuperstore@gmail.com

Brasswind Repair for the Busy Band Director

A presentation of simple repairs that any band director should be able to perform on brass instruments in the classroom with limited tools and supplies. In depth discussion of best practices to complete repairs quickly with simple definitions, recommendations, tips, tricks, and instructions on many types of Brass instruments and how to maintain them. This information will help you to fix the easy stuff, when to stop, and when to tell your student to take their horn to the repair shop. BYOH - Bring Your Own Horn and if we have time left, we can discuss specifics issues. Brought to you by Piano Gallery Music Superstore.

Middle School/Jr. High, High School, Collegiate, Higher Education

Space needed for equipment/instruments.

bandrepairmusicsuperstore@gmail.com

Woodwind Repair for the Busy Band Director

A presentation of simple repairs that any band director should be able to perform on woodwind instruments in the classroom with limited tools and supplies. In depth discussion of best practices to complete repairs quickly with simple definitions, recommendations, tips, tricks, and instructions on many types of Woodwind instruments and how to maintain them. This information will help you to fix the easy stuff, when to stop, and when to tell your student to take their horn to the repair shop. BYOH - Bring Your Own Horn and if we have time left, we can discuss specifics issues. Brought to you by Piano Gallery Music Superstore.

Middle School/Jr. High, High School, Collegiate, Higher Education

Space needed for equipment/instruments.

hiroshi.fukuoka@jeromeschools.org

Band Round Table Discussion

Middle School/Jr. High, High School

No Special Set-up Required

Tone and Tune up Your Brass!

It's all about SOUND! Learn how to get your brass section to play with a great tone -- naturally and efficiently. Eliminate the myths and bad habits of sound production that hold your students back. Leverage that solid foundation to build a section that plays more easily in tune, thanks to their newfound natural and resonant sound. We'll also discuss a few easily accessible yet powerful tech tools to naturally hone all of your students' intonation by using their ears... not their eyes!

Band, Collegiate, Teacher Education, Brass Sound Production and Intonation

Middle School/Jr. High, High School, Collegiate

No Special Set-up Required

None, I can bring my PAs and computer.

Macbook, Tablet, My personal iPhone/iPad/Samsung Phone

Teach Your Students to Learn More Efficiently and Effectively through Chunking and Procedural Memory

This session summarizes how learning theories can be applied to music instruction to enhance fluency. In her book “Choke,” Sian Beilock describes how elite athletes can choke by overthinking. Their working memory, or laborious, conscious thought, slows them down, whereas they should be relying on procedural memory, in which routines they have rehearsed countless times become automatic. Experts in all fields—sports, chess, the arts—recognize patterns that others cannot see, leading to fluency. We can teach this pattern recognition—called chunking—by showing how scales, chords, and other common elements pervade our repertoire. But chunking is not a random process; dividing a large work into segments requires intelligence and preparation. The presenter will give examples of preparing students to perform specific works through learning patterns appearing in those works. This leads to fluency not only in the performance of specific works but entire repertoires. We will address the entire learning process from sight-reading to performance, including strategies of spaced repetition and interleaved practice.

Band, Choir, General Music, Orchestra, Teacher Education

Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

What Shall I Sing for State Solo-Branching Out!

Dr. Diana Livingston Friedley will guide busy public-school teachers in choosing appropriate solo repertory for their students. Not every music educator has had the opportunity to study solo, voice literature. This session will present guidelines for choosing standard repertoire in addition to introducing underrepresented composers from the State Solo list. (Dr. Livingston Friedley will also perform several lesser-known selections.) Revisiting her “A.R.T.” system (accompaniment, range, text), teachers will be able to determine solos for every age and level of musicianship present in their choirs. And finally, teachers will be given ideas on building their library through grant writing.

Space needed for equipment/instruments.

What Shall I Sing for State Solo-Branching Out!

Dr. Diana Livingston Friedley will guide busy public-school teachers in choosing appropriate solo repertory for their students. Not every music educator has had the opportunity to study solo, voice literature. This session will present guidelines for choosing standard repertoire in addition to introducing underrepresented composers from the State Solo list. (Dr. Livingston Friedley will also perform several lesser-known selections.) Revisiting her “A.R.T.” system (accompaniment, range, text), teachers will be able to determine solos for every age and level of musicianship present in their choirs. And finally, teachers will be given ideas on building their library through grant writing.

Collegiate, Small Schools, Teacher Education

Space needed for equipment/instruments.

The Engaging Choral Rehearsal

The clinician will lead participants through activities demonstrating "active" engagement, including: warm-up, sight reading, "movement" in rehearsal, assessment, and closure. Session attendees will experience multiple concepts by serving as the "choir", and by participating in various activities.

Middle School/Jr. High, High School, Collegiate

Horseshoe or Circle is needed.

Whiteboard/markers, Acoustic Piano

Enough Chairs for participants; one music stand for clinician

nanderson78@gmail.com

Conn-Selmer Education Clinician

Capistrano Unified School District

Neil Anderson will present to the general audience of IMEA about teacher burnout and ways to include self-care into your routine to ensure you have a long and healthy career.

General: All IMEA affiliates (hosted by research strand)

Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

screen and projector, sound system

LCD Projector, Screen, Speakers/Sound

Neil's laptop (type unknown)

nanderson78@gmail.com

000282872 (Lori's membership)

Conn-Selmer Educational Clinician

Capistrano Unified School District

How to Speak to your Administrators

Neil Anderson will present to our general population of IMEA about how to use the appropriate language to clearly communicate your needs for the music program. He will help us to understand how administrators think and what they need to know to better understand the music program and how it functions within the larger school community.

All IMEA affiliates (hosted by the Research strand)

Pre-K, Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

Projector, screen, sound system

LCD Projector, Screen, Speakers/Sound

Neil's laptop (type unknown)

State Department of Education

No Music Substitute? No problem!

There is a shortage of substitutes and very rarely can we get a substitute that can run a rehearsal or a general music classroom. Sometimes it's more work to write the substitute plan than it is show up sick! Ensembles are large classes and if you provide written work that is a lot to grade! Build up your emergency substitute files with these easy, no preparation, music sub plans that will keep your student's engaged, and give you piece of mind.

Elementary, Middle School/Jr. High, High School

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound

State Department of Education

Foundations of Dyslexia for Educators (State Mandate K-5)

The teachers who participate in this course will gain an understanding of the pedagogy for instructing students with dyslexia. Included in this course will be evidence-based dyslexia screening and intervention practices for identifying characteristics of dyslexia. This course will count towards the required professional learning set forth by the Idaho Legislature. *This course is 4 modules and takes up about 3.5 hours

Administration/Supervision, General Music

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound

Idaho State Department of Education

Characteristics of Dyslexia for Educators (State Mandate 6-12)

The teachers who participate in this course will gain knowledge about the characteristics of students who struggle due to dyslexia. Included in this course intervention practices for identifying characteristics of dyslexia. This course will count towards the required professional learning set forth by the Idaho Legislature. *This course is only 1 hour.

Middle School/Jr. High, High School

No Special Set-up Required

LCD Projector, Screen, Speakers/Sound

A Young Music Teacher's Guide to Classroom Management

Learn how to be more successful in your classroom management: Structuring your classrooms, how to interpret student “misbehavior,” and ideas to reduce student behavior problems and create a positive learning environment. Research based and practical solutions will be presented.

Collegiate, Teacher Education

Elementary, Middle School/Jr. High, High School, Collegiate

No Special Set-up Required

dewitt.quentin@westada.org

Rocky Mountain High School

ELA in the Performing Arts Classroom

Learn low-impact, high-outcome scalable tools for improving students' ELA skills without sacrificing valuable rehearsal time.

Assessment, Band, Choir, General Music, Guitar, Jazz, Orchestra, Teacher Education, Technology

Middle School/Jr. High, High School

No Special Set-up Required

Lectern and chairs for audience only

Sight Reading on Steriods!

In this session you will learn how to take sight reading from a griping and moaning session into students showing enthusiasm and encouragement in their sight reading journey. We will discuss a growth mind-set but also a practical and easy, affordable way to have students become eager sight readers.

Middle School/Jr. High, High School

No Special Set-up Required

TV/DVD, Laptop with projector

LCD Projector, Screen, Speakers/Sound

Gray, Wickstrom, Atkinson

Boise State U, Boise School District, West Ada School District

Boise State University, Department of Music, Morrison Center, C202

Partnering for Student Success in Music

Amy Wickstrom and Aimee Atkinson, K-12 music teachers in two school districts in the Treasure Valley, have partnered with Lori Gray, Music Education professor at Boise State. The projects have been varied and have positively impacted the experiences of students in K-12 music and also future music teachers in the Music Education program at Boise State. The three presenters will share their thoughts on K-12/university partnerships including field experiences, service-learning projects, college recruitment nights, and professional development presentations. They will highlight current challenges in K-12 music and teacher preparation programs and also suggest solutions for those challenges. The presenters will open a dialogue with participants to brainstorm additional projects that can utilize the strengths of all involved to foster K-12/university partnerships and positively impact the experiences of all students in music.

General session on K-12/university partnerships

Pre-K, Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

Washington State University, Pullman

Class Piano Lab (commercial/Jazz Music)

I am writing to propose for the presentation on “Jazz/Commercial Music Class Piano” courses. Colleges and universities today are attempting to provide piano instruction for a much larger number of students than before. There are mainly two groups of students for this course: 1) music major students who are non-piano majors, and 2) students who are not music majors, but interested in learning basic piano skills. The instruction normally occurs in a three to four semester sequence.

The development of this curriculum occurred over a twenty-year-span – from 1960 to 1980 – however, since then, most schools have not updated the course materials. I have designed the courses utilizing jazz and popular music languages. After students complete Class Piano I and II, they will have options to continue with further Class Piano III and IV, or Jazz Class Piano I and II. Students will learn basic triads, four to five note voicings, and various chord progressions more effectively. Furthermore, I have designed the instruction to help students improve music theory and aural skills.

I would love to make a presentation on how to instruct students and discuss musical benefits from this course. The textbook for this course will be provided for the presentation.

Collegiate, General Music, Jazz, Teacher Education

High School, Collegiate, Higher Education

No Special Set-up Required

turnerm@weiserschools.org

Choir Directors Directing Musicals, Part 1: Pre-Production

Tips, tricks, and important information about the work that needs to be done before rehearsals start. Topics include show selection, securing rights, venue, ticketing, scheduling, costuming, accompaniment, set work, props, lighting, sound, and other pre-production details essential to staging a musical.

Choir, Anyone interesting in producing and/or directing a musical.

Middle School/Jr. High, High School

No Special Set-up Required

turnerm@weiserschools.org

Choir Directors Directing Musicals, Part 2: Directing and Post-Production

Topics will include what to expect and be prepared for during and after a production, rehearsal planning, blocking, choreography, and other general rehearsal, production, and post-production tips.

Choir, Anyone interested in producing or directing a musical.

Middle School/Jr. High, High School

No Special Set-up Required

Baroque Style for Young String Players

This will explore how to help beginner/intermediate string players with basics of Baroque style/performance practice in ways that are easy for teachers to explain and for middle/high school students to understand.

Middle School/Jr. High, High School

Space needed for movement at the front of the room.

921 South 8th Ave., Stop 8099

Developing String Ensemble Communication and Groove with Latin Folk Music

The rhythmic vitality and tunefulness of folk music from Central and South America is fun and energizing for both players and audiences. This session will explore works for string orchestra based on folk music from countries such as Panama, Venezuela, Mexico, Puerto Rico, Brazil, and Argentina. Topics covered include a discussion of the various dance forms and their cultural context, typical bow strokes and articulations, the use of string instruments for percussive effects, sound quality and phrasing, and strategies for developing a groove when performing complex and unfamiliar rhythms. The session will conclude by connecting how the skills developed through the performance of pieces inspired by Latin American Folk music can be applied to music of other styles and genres. The pieces discussed will cover a range of difficulty level from intermediate to advanced.

Orchestra, Teacher Education

Middle School/Jr. High, High School, Collegiate

No Special Set-up Required

Technology and apps to enrich your classroom

What technology and apps do you, or can you incorporate into your classroom and teaching to enhance learning and involvement? Bring your favorite technology solutions to share or just come and find new solutions to use in your classroom.

Middle School/Jr. High, High School

No Special Set-up Required

Western Oregon University

4001 12th St Cut Off SE, Unit 42

Keeping it Simple: Recommendations for Healthy Brass Students

Do your brass students make a pinched sound, and struggle to play high notes? Does their legato sound like they're playing a march? Traditional brass pedagogy teaches students to focus on their embouchure, tongue, or to control their breathing muscles. However, research into motor learning has consistently shown that performing a task while focusing on the outcome, instead of controlling the body, makes learning faster, longer lasting, and more transferable. Modern brass teachers are adapting this idea into their pedagogy, turning away from instructions of embouchure control and breathing exercises. While this concept has been around since the days of Arnold Jacobs, it can be difficult to apply. How do you affectively correct a small or unfocused airstream in rehearsal without teaching to control the lungs or embouchure? How do we get better air without teaching students to breath more?

In this presentation, we will answer these questions in a discussion of the effectiveness of an outcome-centered focus of attention, and strategies for raising better brass musicians.

Band, Collegiate, General Music

Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required

“How to create a great tone and volume in a string orchestra!”

As a string educator, I think creating good tone is one of the significant elements in a string orchestra, and this skill set helps teachers to run the class effectively. I would like to use/explore various excerpts based on all different time periods in the music history with current teachers or future educators who are interested in this topic. This session highly recommends to bring participants' own string instruments, if possible.

Principles of Tone Production in a string orchestra!

On all string instruments, the mix among three variables controls the quality of sound:
1. Speed of bow
2. Weight into the string
3. Contact point with the string (nearer the fingerboard or nearer the bridge)
Mixing these three basic factors produce all colors of sound, much like mixing the three primary colors of red, yellow, and blue produce every possible hue.

Pedagogical sequence to develop bow control:
Begin with short, fast bows. Students in a class will have difficulty all going the same speed. Faster speeds will give better ensemble. Begin with repeating notes, where the left hand can change more slowly, while the right hand goes repeated and faster.
At first, allow most of the arm movement for short bow to come from the right upper arm AND forearm, so that the large muscles in the back are involved in producing the sound. Check that both shoulders are in a natural position, not hunched or raised.
Slow, full bows take time to develop because they require the greatest amount of fine motor control. Gradually introduce longer note values and slow the tempo, lengthening the bow strokes. This will involve more opening of the forearm from the elbow.
Try songs with different lengths of notes. Have students pluck a song until they can play it at a tempo that allows the bows to move faster enough to produce a good sound.

Orchestra, Small Schools, Teacher Education

Elementary, Middle School/Jr. High, High School

Space needed for equipment/instruments.

Please have your string instruments.

Approximately 10 stands and chairs depending on the actual participants

amyjowickstrom@gmail.com

Bucket Drumming As a Behavioral Intervention

Elementary music educators see students who demonstrate negative behaviors on the playground, in the classroom, and throughout the school every day. Oftentimes, there is a bigger story that negative behavior is trying to tell us. It is the educator’s responsibility to understand the purpose of a student’s negative behavior, anticipate triggers and identify negative behaviors, and to connect with some of our most vulnerable students.

As the head of Positive Behavioral Interventions and Supports (PBIS) in my school, I was able to notice a correlation between students who regularly demonstrated negative behaviors and their immediate interest in bucket drumming. Mitchell (2019) examined bucket drumming with at-risk teen boys. Mitchell found that “The inclusivity characteristic within such a setting supports itse performers in overcoming anxiety, engaging in the risk-taking of performance, and experiencing increased self-efficacy and confidence” (p. 14).

I created a study on providing bucket drumming as a behavioral intervention. In this ABABA single-case design study, six students who regularly demonstrate negative behaviors participated in a bucket drumming intervention based on building community, social skills, and impulse control. Data demonstrated that bucket drumming reduces the frequency of negative behavior. This in turn allows students to succeed in multiple academic settings.

Space needed for equipment/instruments.

I can provide buckets and sticks for bucket drumming.

amyjowickstrom@gmail.com

Reigniting a Passion for Choral Music in Elementary Students

During the pandemic, the state was put in lockdown, schools were closed, and there were many fears around singing. Due to this, many young students were unable to participate fully in singing games and lessons in which they would typically participate. Our students who are now in sixth grade, were only in third grade when the pandemic hit. Just as students have fallen behind in math and reading, I believe that many students fell behind in music and specifically in choral singing.

Now that the pandemic has been changed to an endemic, music educators are asked again to create children’s choirs with students that may or may not have participated in singing for the last three years. The question becomes, how do we engage these students in singing and reignite a passion for choral singing in elementary music.

In this session, we will have open discussion on challenges with students who demonstrate loss of learning in music. We will brainstorm ways for music educators to make singing fun, engaging and essential for elementary students. We will explore how to reignite our students’ passion in choral singing.

No Special Set-up Required

Improvisation with Structure

Using the curriculum and strategies developed by the Gem State Jazz Camp, Improvisation with Structure teaches educators how to structure and scaffold their improvisation lessons. We have developed a method to go from the very beginning steps of improvising (rhythm) all the way to advanced improvisation techniques professional musicians regularly use.

Band, Choir, Jazz, Orchestra, Teacher Education

Middle School/Jr. High, High School

Space needed for equipment/instruments.

dewitt.quentin@westada.org

Rocky Mountain High School

Data Analysis and Targeted Interventions in the Performing Arts Classroom

Tools and methods for gathering high quality and quantities of data with minimal loss of rehearsal time. Analysis methods that lead to targeted and impactful interventions. Minimal math skills required.

Administration/Supervision, Assessment, Band, Choir, Collegiate, General Music, Guitar, Jazz, Orchestra, Teacher Education, Technology

Elementary, Middle School/Jr. High, High School, Collegiate, Higher Education

No Special Set-up Required