What's up in MENC: Chorushttp://www.menc.org/http://feedproxy.google.com/~r/MencChorus/~3/85B8VVj-Sd0/menc-legislative-memohttp://www.menc.org/news/view/menc-legislative-memoThe Latest on Music Education Policy from Capitol Hill April 15, 2010 Education Standards: More Than Buzzwords By Rosalind T. Fehr, MENC Managing Editor of News Standards. Standardized tests. Reading standards. Achievement standards. Survey sample standards. Data-analysis standards. State education standards, and now, proposed national education standards. The National Governors' Association and the Council of Chief State School Officers are considering national education standards. Forty-eight states, two territories, and Washington, D.C. have committed to the idea of developing standards—but have not yet agreed to adopt any approved standards. National standards for K-12 math and language arts were released in March for a comment period which has concluded. The final draft is due in May. MENC knows the roots of standards run deep and are more than trendy buzzwords in the world of education. That is why MENC wants the arts considered key before the standards-train begins to pull away from the station. MENC President-Elect Scott C. Shuler was a member of the MENC National Standards for Music Education Task Force, which collaborated on the National Standards for Music Education in 1994. As Shuler explains: "MENC members and leaders identified the need to create new, improved national music standards based on the experience of music teachers who had been using the existing standards in their classrooms as well as emerging research on child development." The MENC National Standards for Music Education Task Force, led by MENC past-president Paul Lehman, polled members, and then issued recommendations for the next generation standards. "The primary obstacle to moving forward was lack of funding—doing quality work on an initiative of this scope requires staff and other resources," Shuler says. Today each state has its own education standards but some have argued for national consistency, particularly in today's mobile society where many students move from one district to another during their school career. As the Arts Education specialist in the Connecticut State Department of Education, Shuler represented his state at the recent Arts Education Partnership meeting in Washington, DC, which featured both the Chair of the National Endowment for the Arts, Rocco Landesman, and U.S. Secretary of Education Arne Duncan. In addition to an address about progress in arts education, Duncan replied to a question posed by Shuler: "Should schools that fail to supply a complete core curriculum, including the arts, receive federal funding; and should states that fail to insure a full core curriculum that includes the arts receive Race to the Top funds?" See Duncan's answer After the meeting Shuler said: "Recently the U.S. Dept of Education supported the development of Common Core Standards in English/Language Arts and Mathematics, thereby signaling that this may also be the time to move forward on new Arts standards. "To ensure that music educators play a continuing role in school reform nationwide, MENC is once again taking the lead on music standards. This time our partners include the State Education Agency Directors of Arts Education (SEADAE), the Council of Chief State School Officers, and other professional associations. "Together we are developing a plan and—just as important—approaching foundations and other potential sources for funding. As your president-elect, as a state arts specialist, and as a member of the original MENC task force that developed our first set of national standards, I have been attending meetings to help organize this process, and will continue to report to members as the final shape of this initiative emerges." In other words, MENC is on the case. Or perhaps it is more accurate to say, continuing to make a case. For making the arts key. Hot Topics Arts in Education Model Development and Dissemination Program Interpreting Race to the Top (RttT) Regulations: Implications for Music Education Race to the Top — At $4.35 billion, it's the largest ever federal competitive investment in school reform   For more information, contact advocacy@menc2.org.MENCThu, 15 Apr 2010 16:14:47 -0400http://www.menc.org/news/view/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/WtNKbfW5OPk/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/jgAptSKcLmY/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/qJHO5fNPRUw/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/itgyvot5plw/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/1qgdrwCus08/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/VpFweMau2Bs/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/W4CA5o-OuhY/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/zaoGW8RS08M/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/vjXKyLT8zlg/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/JoB-6Dg3waU/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/IxkXrjZ1pxA/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/1bc3G0OjIVg/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/x5s4d0DhgO4/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/Hd3oSR2xWjU/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/aRDGOAChY2M/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/vBe6ogI_SVo/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/uElcsUHsNFk/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/zHTTqj_EJ6E/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/DINVgM3T1Lk/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/z-_CWGRJmjI/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/X1AXZG5C8Qg/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/O5uggJC5HYg/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/gZV-hipF38s/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/OSIWcuRtQv4/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/AiWnrM88Ho0/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/J-o9vKpk9xg/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/8fvCLIMSC1E/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/ot5R241o0BU/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/L8_SuLB5igA/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/djRE1cVax3U/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/OiYI_bBD8Ks/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/QlHC8qe0dKE/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/QLUHnbQbLNk/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/_q22NHqF7KI/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/S6qu1TyB6bU/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/Vo5ETI2U7cU/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/wgmY5miAceo/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/D6A0igIrjJQ/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/kfqH0a155Tk/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/7dxpvuHxYRQ/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/xhf4-Yi_AvA/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/SEv9RIxZ2ns/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/l_cRRKVWZkI/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/7rolxUs70LM/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/9ImaTh074Iw/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/6dD-TYLuLr0/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/EKS17s2n0ww/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/nWlNnOydyrE/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/TP8QOVhnZ3Q/menc-legislative-memohttp://feedproxy.google.com/~r/MencChorus/~3/ABhX3Lv55Sw/2010-music-education-weekhttp://www.menc.org/events/view/2010-music-education-week Presented by MENC: The National Association for Music Education June 24-29, 2010 Location: Washington, DC and the surrounding metropolitan area Headquarters Hotel: Crystal Gateway Marriott, Arlington, VA Register by May 28 for a chance to win a Nintendo Wii E-mail, Fax, or Mail (PDF) Phone Call MENC Member Services at 1-800-828-0229 (outside the USA call 703-860-4000) between 8:00 am and 4:30 pm EST using a major credit card. Preliminary Schedule Exhibit, Sponsor, Advertise Prospectus to Exhibit and Sponsor (PDF) Exhibit Contract (PDF) Registration Form—Exhibitor Badges and Tickets (Word) Attendee Contact Mailing List Request Form (PDF) Exhibitor Services Manual (PDF) Sponsorship Opportunities (PDF) Advertise—Contact Bill White at 914-358-1200 x302   For information on bringing student groups, and on the 2010 MENC National Honor Ensembles, visit MENC Events. What exactly is Music Education Week? Music Education Week is a new annual event created by MENC at the direction of the MENC National Executive Board. It is built around a new format, different from that of past national biennial conferences. This format is designed to provide members with opportunities for music education advocacy, intensive professional development, and performances in a destination location on an annual basis, and during the summer instead of the school year. 2009 Video Gallery 2009 Photo Gallery   MENCWed, 14 Apr 2010 16:45:06 -0400http://www.menc.org/events/view/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/EiM6h7Qt0wM/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/0rm-Af6Sosc/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/YNOpV4am-jg/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/-CzF5pTGOq4/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/4U5MVPMuIJM/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/mQJT-HRD9Ds/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/RU3Ft9dNcZI/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/3CoDpYCDm58/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/sOKbYS0D1-s/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/zR_vInGAaew/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/vToOwBNJiLE/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/G9EBRhW7AgA/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/amUfs80R9Pc/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/RoIltCJ3JSQ/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/qwrPq9Jjwcc/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/5_2M4ccKA8U/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/_6y_wT7f5Vg/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/Xz7Mw3HlBHA/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/-Kk5Epei0lI/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/ZloNVF4aRyQ/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/bhtZfjbTJZY/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/vFmP7T1CAXo/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/OjUpi8IpKuk/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/OP8zgMfJuF0/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/KIm9UU9bcQs/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/S_-tTZxX5ZE/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/4hmu0BW3exo/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/cmP6Lw0w7JQ/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/ORblv3iVQLE/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/Mz3w7gyNiyU/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/TB4X2rZymDE/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/HD4cc9SPr8w/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/7hh6iQ0S4RQ/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/jhcEdlGsekI/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/mJd_Qg6mzZ4/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/HSL-DystMVo/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/CyAb0SYdBKM/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/dnETFc7JNzc/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/rFCMPKUpicA/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/LJ6GHLizrBE/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/gIOCxsMI67I/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/12zuSKLRRQg/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/K_RgpOMWlAY/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/Beq-36PMKZA/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/J01LABZqvQU/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/7vjlMI5L7Kw/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/P4_waHU5lx4/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/c-FtTWKXt24/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/leGFcRv5aAI/2010-music-education-weekhttp://feedproxy.google.com/~r/MencChorus/~3/JU_zpnvBwbI/the-recorder-legislative-news-feedhttp://www.menc.org/resources/view/the-recorder-legislative-news-feed4/13/2010 - Duncan and Landesman Address AEP ForumAt the April 9 Arts Education Partnership Forum in Washington, DC, U.S. Secretary of Education Arne Duncan and National Endowment for the Arts chair Rocco Landesman addressed the participants on the subject of arts education.  Read the full transcript of their speeches here: Secretary DuncanChairman LandesmanIn addition to an address about progress in arts education, Duncan replied to MENC President-Elect Scott C. Shuler’s question, “Should schools that fail to supply a complete core curriculum, including the arts, receive federal funding; and should states that fail to insure a full core curriculum that includes the arts receive Race to the Top funds?”  Hear Secretary Duncan's response.4/6/2010 - Race to the Top Winners Announced and Phase 2 BeginsLast week Secretary of Education Arne Duncan announced the winners of grants in Phase 1 of the Race to the Top competition: Delaware and Tennessee. Delaware will receive approximately $100 million and Tennessee, approximately $500 million. Applications for Phase 2 are due June 1. Note one change to the rules for Phase 2 -- states’ budgets must be within the ranges that were suggested in their Phase 1 proposal. For more information and to view the applications from Phase 1: http://www2.ed.gov/programs/racetothetop/index.html  3/22/2010 - Spring Concert Advocacy SpeechUse the outline below to address your audience before your upcoming concert(s):“Welcome and thank you for attending our [e.g. spring concert, senior night]. It’s been another fantastic year and with only a few short months left I know we’ll all be sad to see it end.While you enjoy our concert, please don’t forget that in addition to the skill our performers showcase tonight, music education also:[Insert appropriate fact or statistic from the SupportMusic “Make Your Case” database http://www.menc.org/supportmusic_cases]Parents, you see first-hand the many benefits music education provides for your child. You also wield extraordinary influence over principals, school boards and other decision-makers in education. In a time of budget cuts and shortages, your continued support of our program sends the message that music education is an essential component of your child’s education and keeps its status safe in our schools. Please don’t hesitate to contact me if you’d like to know how to become more involved in advocating for music education.Thank you for your support and we hope you enjoy the show.”3/16/2010 - ESEA Reauthorization: “A Blueprint for Reform” ReleasedOn Saturday, March 13, the Obama administration, in conjunction with the Department of Education, released their recommendation for the reauthorization of the Elementary and Secondary Education Act, entitled “A Blueprint for Reform.” The plan focuses on creating college and career-ready students, great teachers and leaders in every schools, equity and opportunity for all students, rewarding excellence and promoting innovation.Arne Duncan will appear in both the U.S. House Committee on Education and Labor and the U.S. Senate Committee on Health, Education, Labor and Pensions on Wednesday, March 17 to discuss the blueprint.You can find out more information on the Department of Education's web site: http://www2.ed.gov/policy/elsec/leg/blueprint/index.html3/12/2010 - U.S. House and Senate Committees Begin Hearings on ESEA ReauthorizationLast week, March 3, the U.S. House Committee on Education and Labor held a hearing in which U.S. Secretary of Education Arne Duncan presented the administration’s education agenda and stressed the importance of swift action by Congress to rewrite the Elementary and Secondary Education Act. Duncan testified:“We have made extraordinary progress in meeting the needs of our schools and communities in the midst of financial crisis and recession, making long-needed reforms in our Federal postsecondary student aid programs, and reawakening the spirit of innovation in our education system from early learning through college. The next step to cement and build on this progress is to complete a fundamental restructuring of ESEA.”The U.S. Senate Committee on Health, Education, Labor and Pensions also began its hearing process on the reauthorization of ESEA this week, March 9, with a hearing entitled “The Importance of World-Class K-12 Education for Our Economic Success.”The U.S. House Committee on Education and Labor will continue to accept comments on ESEA through March 26, 2010.2/26/2010 - Secretary of Education on Effective Teaching and Learning AwardsIn a meeting of the House Budget Committee on February 25, Education Secretary Arne Duncan opened with the following statement:We also are asking for $1 billion for an Effective Teaching and Learning for a Complete Education authority that would make competitive awards focused on high-need districts to improve instruction in the areas of literacy, science, technology, engineering, mathematics, the arts,[emphasis supplied] foreign languages, civics and government, history, geography, economics and financial literacy, and other subjects. We propose these programs in addition to a $2.5 billion Effective Teachers and Leaders formula grant program to States and LEAs, to promote and enhance the teaching profession.In addition, the Secretary was questioned by Chairman John Spratt (D-SC) about arts education being "put on the back-burner" in his FY11 budget request because of the proposed consolidation of programs. Secretary Duncan replied that he hears those concerns about consolidation but that the non-tested subjects were provided an extra $100 million in total funding in his request, that he's certainly heard from around the country about reductions in arts education, and that this funding is meant to address that. Thanks to Gladstone Payton of Americans for the Arts for information in this article. 1/22/2010 - MENC Presents Testimony at ESEA Stakeholders MeetingOn January 20, the U.S. Department of Education hosted an “ESEA Stakeholders Forum.” This meeting was one in a series of such meetings, discussing issues that need to be addressed in the reauthorization of the nation’s primary education law, the Elementary and Secondary Education Act (known in its latest version as NCLB). The meeting was of special interest, however, because it focused specifically and exclusively on arts education.Jim Shelton, Assistant Deputy Secretary for Innovation and Improvement, ran the meeting. In attendance were Department of Education staff that deal with arts education issues and key staffers of the Senate Health, Education, Labor, and Pensions Committee.MENC presented testimony at the meeting, asking first that the new law avoid the “unintended consequences” that music teachers have lived with from NCLB. Other specific MENC requests were:Retain the definition of “the arts” as a core academic subject.Require that the “report cards” that allow communities to hold their officials accountable for the quality of education in local schools include measures of the status and condition of music and the other arts, along with all core academic subjects.Make a concerted effort on the federal level to gather more comprehensive data on the status of arts education.Where the law calls for committees to give advice on education policy and practice, include teachers of all core academic subjects so that the focus of discussion is not limited to a narrow view of the curriculum.Reauthorize the Arts in Education section of the law. The presence of grants for arts education in this section – and particularly the authorization of funds to develop and disseminate useful information based on those grants – has been quite useful to the field.In considering new legislation that might open the teaching profession to individuals who enter through alternative routes, keep in mind the seriousness of the discipline of music and avoid legislative language that erodes the quality of music education for our children.As more subject specialist teachers become active at the elementary level, certification and testing requirements for elementary teachers should allow teachers who are certified in music and other specialist subjects to be considered highly qualified without passing tests in subjects outside of the subject they teach.Scott C. Shuler, MENC President-Elect, delivering testimony to the meeting. 1/20/2010 - Arts in Education Model Development and Dissemination ProgramThe U. S. Department of Education is now running a grants competition for the “Arts in Education Model Development and Dissemination Program.” Applicants need to notify the Department that they intend to apply by February 16; final applications are due on March 16. Among the eligible applicants are state or local non-profit or governmental arts organizations and institutions of higher education. All applications, however, need to be made with either a state or local education agency (school district). The Arts in Education Model Development and Dissemination (AEMDD) Program supports the enhancement, expansion, documentation, evaluation, and dissemination of innovative, cohesive models that are based on research and have demonstrated that they effectively—(1) Integrate standards based arts education into the core elementary and middle school curriculum; (2) strengthen standards based arts instruction in these grades; and (3) improve students’ academic performance, including their skills in creating, performing, and responding to the arts.State Music Educators Associations should consider working with the state schools, or a district within the state, to ask for funding on a project that meets the program criteria.You can read the full announcement of the grant opportunity at http://www.ed.gov/programs/artsedmodel/index.html1/8/2010 - SupportMusic Coalition Live Webcast from the 2010 NAMM ShowTune into a live SupportMusic Coalition webcast on Thursday, January 14, 2010, 11 a.m. PST from NAMM Show with special guests Quincy Jones and Yoko Ono. Advocacy leaders will include:Bob Lynch, CEO, Americans for the ArtsJohn J. Mahlmann, Executive Director, MENCLaurie Schell, Executive Director, California Alliance for Arts EducationMadelyn Bonnot, Executive Director, Quincy Jones ConsortiumJ. Scott Schoeffel, Wood Violins; Dana Point, CA City Council MemberDavid Price, Musical Futures, UKJoin the webcast at www.nammfoundation.org12/23/2009 – MENC Submits Comments on ESEA to Department of EducationMassie RitschDeputy Assistant Secretary for External Affairs and OutreachU.S. Department of EducationDear Massie:On behalf of the 75,000 members of MENC: The National Association for Music Education, I would like to thank you, Secretary Duncan, and the Department of Education for the open process you have initiated for the reauthorization of the Elementary and Secondary Education Act.We have enjoyed the opportunity to comment at the Stakeholders’ forums at the Johnson Building, and look forward to attending the meeting for arts education stakeholders on January 20, as well as to helping supply whatever information and counsel we can as discussions on this essential legislation move forward. As you work with members of Congress on the reauthorization of the Elementary and Secondary Education Act, please keep in mind these considerations:The definition of “the arts” as a core academic subject under ESEA, Title IX, Part A, Sec. 9101(11) must be retained. This is essential if music and the other arts are to continue their role, manifest in a growing body of data, as essential components of a school program that prepares students for further study and for work in the 21st century.The current version of the Elementary and Secondary Education Act wisely requires “report cards” to allow communities to hold their officials accountable for the quality of education in local schools. This accountability should be for the provision of all aspects of a child’s education – including music and the other arts. Where schools now have to report math and reading scores and graduation rates, they should also report basic information on the services to students in the way of music programs. This could be accomplished by amending Title I, Part A, Subpart 1 Basic Program Requirements, Sec. 1111(h) State Plans to require states to collect and report annually comprehensive information about the status and condition of all core academic subjects for which challenging academic standards apply. Such information should include student enrollment, pupil/teacher ratios, amount of instructional time, budget allocation, teacher subject certification, full time equivalent teacher load, or other such measures chosen by the state to be significant in the subject area.More comprehensive, national data is sorely needed on the status of arts education. We would like to see data on arts education collected on an equal footing with data on all core academic subjects in all relevant studies and surveys by the NCES. In particular, as new data systems are built to track both educational resources and student achievement (for example, as specified in the American Recovery and Reinvestment Act), make certain that music, the other arts, and all core academic subjects are part of the data collection mandate. We know that we are not alone in this request: recently the Council of Chief State School Officers adopted a resolution stating, “Chiefs should encourage data collections of school courses, teachers, and numbers of students enrolled. Collections should include the core academic subjects as defined by ESEA as well as physical education, health, and career technology education.” (ESEA defines core academic subjects as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.)”Where committees or other entities give advice on education policy and practice, teachers of all core academic subjects should be included in the process so that the focus of discussion is not limited to a narrow view of the curriculum. For example, amendments could include alterations to Title I, Part E, Sec. 1501(d)(2)(A)(ii) and Title I, Part I, Sec. 1903(b)(2)(C) to include language regarding committee membership of teachers “representing all core academic subjects.”The Arts in Education section, section 5551, should be reauthorized. The presence of grants for arts education – and particularly the authorization of funds to develop and disseminate useful information based on those grants – has been quite useful to the field.In considering new legislation that might open the teaching profession to individuals who enter through alternative routes, keep in mind the seriousness of the discipline of music and avoid legislative language that erodes the quality of music education for our children.Thank you for your attention to these issues. We hope you will contact us for any help we can give to move this process forward. We can offer advice, information, reports of research that demonstrates the importance of music education, and avenues for communication with the field. We are eager to help in any way that enables students across America to develop and grow through music as a part of a full, balanced education.Sincerely,Michael BlakesleeSenior Deputy Executive DirectorMENC: The National Association for Music Education12/14/2009 - CCSSO Calls for Data Collection in All Core SubjectsThe Council of Chief State School Officers (CCSSO) has endorsed the collection of key data in all core subjects as defined by the Elementary and Secondary Education Act (ESEA). The recommendation states:“Chiefs should encourage data collections of school courses, teachers, and numbers of students enrolled. Collections should include the core academic subjects as defined by ESEA as well as physical education, health, and career technology education.” (ESEA defines core academic subjects as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.)Read the full press release from SEADAE here.12/1/2009 - Winter Concert Advocacy SpeechUse the outline below to address your audience:“Welcome and thank you for attending our [e.g. winter concert, holiday program]. It’s been a fantastic year so far and our students are eager to perform tonight.While you enjoy the concert, don’t forget that in addition to the abilities our performers showcase tonight, music education also:[Insert appropriate fact or statistic from the “Make Your Case” database]Parents, you see first-hand the many benefits of music education for your child. You also wield extraordinary influence over principals, school boards and decision makers. In a time of budget cuts and shortages, your continued support of our program sends the message that music education is an essential component of your child’s education and keeps its status safe in our schools. Please don’t hesitate to contact me if you’d like to know how to become more involved in advocating for music education.Thank you for your support and please enjoy the show.”11/13/2009 - U.S. Department of Education Finalizes Race to the TopOn November 12, the U.S. Department of Education announced the release of the final application for the Race to the Top competition. The $4 billion in Race to the Top funds, provided by the American Recovery and Reinvestment Act, will be rewarded to the applicants who best advance reform around four areas: Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy;Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction;Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; andTurning around our lowest-achieving schools.View the final application for Race to the Top.10/30/2009 - New Report Links High School Graduation Rates to Arts EducationThe Center for Arts Education (CAE) recently released a new study of New York City public schools entitled “Staying in School: Arts Education and New York City High School Graduation Rates” which found high school graduation rates and access to arts education to be closely linked. Based on data from more than 200 high schools over a two-year span, the study found the schools with the highest graduation rates offer the most access and resources to support arts education. Search “High School Graduation Rates” in the SupportMusic “Make Your Case” database to access the report and view highlights of the research.10/19/2009 - MENC Hosts Webinar Featuring Colleagues from CCSSO and AEPOn Tuesday, October 13, MENC hosted a webinar for state leaders featuring officers from the Council of Chief State School Officers (CCSSO), the Arts Education Partnership (AEP) and our colleagues from the Arts Education Legislative Working Group that tracks legislative action.  The webinar entitled "Federal Policy & State Implementation for State Leaders in Arts Education" covered accessing ARRA (American Recovery and Reinvestment Act) funds from the U.S. Department of Education programs Race to the Top (RTTT) and Investing in Innovation (I3).Click here to view the webinar and associated documents.10/2/2009 - U.S. Department of Education Stakeholders Meeting on Reauthorization of ESEAOn September 24 the U.S. Secretary of Education Arne Duncan made remarks at the monthly stakeholders meeting regarding the reauthorization of the Elementary and Secondary Education Act (ESEA) and why we can’t wait.“Let us build a law that discourages a narrowing of curriculum and promotes a well-rounded education that draws children into sciences and history, languages and the arts in order to build a society distinguished by both intellectual and economic prowess. Our children must be allowed to develop their unique skills, interests, and talents. Let's give them that opportunity.”MENC Senior Deputy Executive Director Michael Blakeslee was in attendance at the meeting and asked this question of Deputy Secretary Tony Miller:“Are you in favor of, and will you push for, the public reporting of a wider variety of accomplishments of the schools and of students in all the core academic subjects?”Deputy Secretary Tony Miller’s response:“I think, principally, yes… we in education think transparency is very, very important to understand what is the state of learning at the state, district, and school levels, that allow parents and communities to engage effectively… And what we have learned is that there are no single metrics that best capture what is really effective learning.” Read the Department of Education press release, transcript or view video of the session.9/25/2009 - Common Core State Standards Available for CommentThe National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) released the first official public draft of the college- and career-readiness standards in English-language arts and mathematics as part of the Common Core State Standards Initiative, a process being led by governors and chief state school officers in 51 states and territories. These standards define the knowledge and skills students should have to succeed in entry-level, credit-bearing, academic college courses and in workforce training programs.The NGA Center and CCSSO are encouraging those interested in the standards to provide feedback, which must be supported by research and evidence, by October 21 at www.corestandards.org.9/15/2009 - Secretary Duncan on the RecordOn September 3, U.S. Secretary of Education Arne Duncan held a town hall forum in Sacramento, CA.  In response to a question from a community member about promoting arts in schools, Duncan said:  "It's always the arts that get cut when money gets tight, (but) it's often band, choir, musicals, being on a sports team, being on a debate team that keep children in school.  We cannot afford to narrow the curriculum, and (teaching the arts) is one the best underutilized strategies for keeping children in school."9/3/2009 - Advocacy Letter to Your PrincipalUse the form letter below to send to your principal explaining the use of ESEA Title I funds for music education:Dear Principal [Insert principal’s name here],U.S. Secretary of Education Arne Duncan recently penned a letter in support of arts education and as a reminder to education administrators that Elementary and Secondary Education Act Title I funds may be used to fund arts education in our schools. The Secretary writes,“At this time when you are making critical and far-reaching budget and program decisions for the upcoming school year, I write to bring to your attention the importance of the arts as a core academic subject and part of a complete education for all students. The Elementary and Secondary Education Act (ESEA) defines the arts as a core subject, and the arts play a significant role in children’s development and learning process.“Under ESEA, states and local school districts have the flexibility to support the arts. Title I, Part A of ESEA funds arts education to improve the achievement of disadvantaged students. Funds under Title II of ESEA can be used for professional development of arts teachers as well as for strategic partnerships with cultural, arts and other nonprofit organizations.”I hope you will pursue these funds for music education because, as you may already know [Insert fact about music from the SupportMusic “Make Your Case” database here].Thank you for your consideration and I look forward to the upcoming school year.Sincerely,[Insert your name here]If you would like an electronic copy of this letter to format for your use, please e-mail advocacy@menc2.org.MENCTue, 13 Apr 2010 16:58:53 -0400http://www.menc.org/resources/view/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/XIvaAunVuUY/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/UlXZBj4Ew9k/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/MXEAFdVraIA/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/2AmZ1vcEkro/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/EwlZeg-S2s8/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/MX59ECEMDwU/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/2yQa1HRR0cM/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/0hELdGWGMQM/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/Yh_tnqHcj4g/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/wxGD0bx6MfE/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/AqT47r1U0ic/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/HzymN1XpbLk/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/XC8q5Um5Pdk/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/7XBdEsOAEgU/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/Fl8frOZplzE/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/9Q-2AVXP99Y/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/X-cYFvmweTU/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/iPmUm86tXlg/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/0aGhHkt_2Co/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/0Y6h3Guum7w/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/IdOHJoSY_S4/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/WNvoEr8E4bM/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/hG89oviQEgc/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/ZGFNKLiJ1_s/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/JfgyHJc9Sl0/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/VZ-0vIfKCYU/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/9KKmMFCfmGU/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/1HZfC-Bj-hI/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/Hc99ERW0Y1g/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/CebavZ3Ap0I/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/d5h6dPWkhoY/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/-ZyHdUW6OCE/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/_fHWQbnr81E/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/vtz1_UOEtB0/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/ED1j0WK29pE/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/aml_dTQsAp4/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/nSAxBnJvgBQ/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/__s3YQvo_do/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/VbXrUQJ7l0M/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/Nds08cjJgJI/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/Q6NOV3bIsjw/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/IjoNcIxlhnc/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/yvFbyoNT52Q/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/6KccB9szk8c/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/h3HOKW321ZI/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/cgmSXZEkzUc/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/fFH4SLDRsWQ/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/8qFAkukNZ0k/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/GHQRZmH0jQQ/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencChorus/~3/vf7IpyiU_l0/maximizing-rehearsal-time-part-twohttp://www.menc.org/v/chorus/maximizing-rehearsal-time-part-twoHave you ever felt that rehearsals end too quickly and performances arrive too soon? MENC member Christina Lamb shares some tips for more effective choral rehearsals. Part One discusses Tips 1 – 5. 6. Make sure students have pencils. Have students mark their music as you give directions. Tell them at the start of year you’ll be making random checks to see if they’re marking their music, and be sure YOUR music is marked ahead of time. If all else fails, have a cup of sharpened pencils up front for those who have forgotten their own. 7. Communicate thoroughly, yet with as few words as possible. Say what you want students to know in as few words as possible – rambling or confusing explanations are going to lose their attention. Be sure students understand what you mean, and can use the terminology correctly. Also, be sure your conducting gestures show just what you want. 8 . Keep students singing.  The more you involve the students at every point of the rehearsal, the less restless they’ll be, and there will be fewer discipline problems. When rehearsing sections: • Send each section to a different part of room to work simultaneously on their parts. • Work on a specific section’s part (S, A, T, B), and have the entire chorus sing along in unison on that part. This not only keeps students involved, but helps with sight-singing skills too! 9. Plan well for the rehearsal. Be disciplined in your preparation for class. Select music you want to work on before class Look over new music carefully, marking it in advance. Decide ahead of time how you want to approach the music. Start each rehearsal with a piece that will give quick satisfaction to students. Do a more difficult or challenging music in the middle of the rehearsal time. Work on an energetic, fast paced piece, near the end of rehearsal, to give the students an uplift they can carry with them as they leave rehearsal. There will always be days when your best plans have to be put aside and you have to do something different. There will also be days when inspiration hits you and you change everything on the spur of the moment--those rehearsals can sometimes be the best. 10. Make the rehearsal fun. Rehearsal needs to be fun. Although it’s important to get as much accomplished as possible, try to keep the atmosphere light. Singers who enjoy rehearsal will be willing to do more, and work hard when you ask them. They will enjoy each other and develop camaraderie. Adapted from “Ten Steps to a More Productive Choral Rehearsal”, Teaching Music, April 2005, by Christina Lamb, assistant professor of general music, Ball State University, Burris Laboratory School.   Share your ideas for an effective and productive choral rehearsal! Resource: “Knowing the Score”, Teaching Music, October 2009 - score preparation guide  (see bonus content archive) Next week: Jazz It Up Vocally June Music Education Week Choral  Academy -- Sue Rarus, April 13, 2010 © MENC: The National Association for Music Education  MENCTue, 13 Apr 2010 11:09:50 -0400http://www.menc.org/v/chorus/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/iHohD3CdbYI/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/Cq8Cc9zZiAo/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/m0tgtwfo4NE/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/2RuLznk15Ok/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/KUvcg-jBAXE/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/Bw8yGIq7WgQ/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/a414AaqQ_XE/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/AhCf3sC97hE/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/ncBLKoQi2QI/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/D6J6LGDi5-c/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/yhSkw8zAxls/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/EMeyPew5JME/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/JMGoN2kHuB8/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/6xGP5weJ58Y/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/Kfiyxk9jI3Y/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/nClx0HDYi-o/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/QCPX87OSvyA/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/bhMOG3wubLY/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/5rTIc0TI7qg/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/A19Dhr8eevM/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/DG7hSwPtMBs/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/eQIwnuZgTt4/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/uDibNg7HTug/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/VLqaLJ72ZbA/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/-PL9RVceAeE/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/9ddFoLKpj_0/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/M6YGmi4Nd4w/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/I8EQQVNZWxA/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/jtY2BxAs7UU/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/yVM_n-isBRc/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/ZIHMiWJEYvQ/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/4uGLGS8b0hA/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/hJLQcidSl5I/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/HMtXCwdHDEc/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/02UgcqLLnxg/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/FmekMDjvT4g/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/gH1HZYzXnrU/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/615a1OdmmQ0/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/c_vkF6KoVPc/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/9hBTsY8z4Os/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/yrxVvbhd5ls/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/eWTH6Ok7F1E/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/QXjd1bFcNvA/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/MeEwSy71i2E/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/-tqsgbGiq8A/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/pVwfeFChkMw/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/d_ivyn1SiEQ/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/DkiGu0TPaBo/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/WR9gLDsnJsU/maximizing-rehearsal-time-part-twohttp://feedproxy.google.com/~r/MencChorus/~3/SPCcjBP1t1Q/press-release-menc-announces-new-executive-directorhttp://www.menc.org/news/view/press-release-menc-announces-new-executive-directorMichael A. Butera is New Executive Director of MENC: The National Association for Music Education RESTON, VA (April 9, 2010) – MENC: The National Association for Music Education today announced the appointment of Michael A. Butera, a seasoned association executive and former public school music teacher, as its new executive director. According to Scott C. Shuler, MENC president-elect and co-chair of the MENC Executive Director Search Committee, Butera brings “extensive experience building educator organizations in a number of states; considerable experience as a legislative advocate and registered federal lobbyist; expertise in refining and implementing effective strategic plans; and a fresh perspective and creative ideas regarding how MENC can improve its service to members and state organizations.” “MENC has undergone some major changes over the past few years in governance, conference structure and communication,” said Barbara Geer, MENC’s national president. “Michael Butera is a person who comes to us with vision and detailed new ideas. These characteristics certainly have the potential to raise the bar for our organization in ways that will be beneficial to all of our membership.” “I am looking forward to being a part of the MENC family,” said Butera. “The power and beauty of music is fundamental to a well-rounded education for every student. I celebrate the many accomplishments of MENC and its state affiliates in a time when the challenges are so great. Together our leadership will foster new gains in best practices, research and advocacy. I believe that partnering with the state affiliates, our many constituencies and arts coalitions will bring us to new levels of member engagement from prekindergarten through graduate school.” He added, “While today’s challenges are great, there is no better organization to fight for the cause of music education and educators than MENC.” Michael A. Butera is a former music teacher whose career path led him to numerous leadership roles at the state and national levels. After years of dedicated service to teachers of all subjects, becoming MENC’s executive director marks a return to his roots, working to support music teachers and their young musicians. He has served as the state executive director in three National Education Association state affiliates: Maine, Maryland and Wisconsin. Recently he left NEA’s national office where he served as the Northeast Regional Director, an area covering nine NE state affiliates. Before that assignment, he managed the Western States Government Relations Team which covers all states west of the Mississippi River. He also served in various association positions in NEA affiliates in Pennsylvania, Illinois and Oklahoma. Butera began his career as a public school music teacher in Munhall, Pennsylvania, teaching instrumental music in the entire system and directing high school band. He is a graduate of Duquesne University with a degree in Music Education. His primary instrument was the clarinet, which he studied under Nestor Koval. During his career he has served as President of the National Council of State Education Associations, chaired NEA’s Technology Compact Committee, was Treasurer of the Great Lakes Center for Education Research and Practice and a member of the Board of Directors’ of the Member Benefits Corporation, a for-profit entity of the NEA. Butera has extensive experience in government relations. He served on the Economic Development Transition Team of Maryland Governor Glendening and as a gubernatorial appointee to the Maryland Task Force on School Funding, Accountability and Partnerships. He also served on Wisconsin Governor Doyle’s Job Creation and Economic Development Transition Team. MENC retained a professional executive search firm, Association Strategies, Inc., to assist in the process of determining its first new executive director in more than 27 years. Nearly 100 applicants were initially considered. Candidates were then screened through two telephone interviews, a live interview with the search firm, a live interview with the MENC Executive Director Search Committee, and last, a live interview with the members of MENC’s National Executive Board, who made the final selection. The MENC Executive Director Search Committee was comprised of MENC members representing all MENC divisions and teaching levels, including state presidents and managers. The members were: Scott C. Shuler, Connecticut Department of Education – MENC National President-Elect (co-chair of committee) Paul Lehman, University of Michigan emeritus – MENC National Past President (co-chair of committee) Ron Meers – Immediate Past President, Tennessee Music Educators Association Cristi Miller – President, Oklahoma Music Educators Association Steven Schopp – Executive Director, New York State School Music Association; Past President, NYSSMA and MENC Eastern Division Betty Ellis – Past President, Alaska Music Educators Association and MENC Northwest Division Martha O’Neill – President, MENC Western Division; Past President, Nevada Music Educators Association Pamela Kaul, President, Association Strategies, Inc. (non-voting advisor) James Zaniello, Vice President, Association Strategies, Inc. (non-voting advisor)   The following are comments of members of the search committee and the MENC National Executive Board on the selection of Michael Butera. To read additional comments and view his full biography, visit www.menc.org. “Michael Butera began as a music educator but has made his career in the field of association management, where he has demonstrated a truly impressive array of skills and knowledge that will serve MENC very well in meeting the challenges that lie ahead.” -- Paul Lehman, MENC Past National President; co-chair of search committee   “Michael Butera brings expertise to MENC that will allow us as an organization to take a fresh look at how we can best support music educators and the students we serve.” -- Craig Welle, MENC Southwestern Division President   “Michael Butera brings his vast and varied experience to MENC at a time when we face some new and unique challenges. His strong background in negotiation and problem solving should serve us well.” -- Steven E. Schopp, Executive Director, NYSSMA--New York State School Music Association; MENC search committee member   “Michael Butera is the epitome of ‘thinking outside the box’ -- exploring refreshing strategies that will ensure the success of MENC's mission and goals.” -- Betty Ellis, MENC search committee member   “I found Michael Butera to be direct, yet sensitive to those he spoke with. He is a sincere, intensely interested, thorough individual. I believe he exhibits the qualities necessary to lead MENC and all its members into a full leadership position in the 21st century. His knowledge of MENC is astounding -- he did an incredible amount of research about all our states, for example, and I believe this approach to leadership will benefit all our members. Data collection is another one of his strengths and I know we can all appreciate how this will help him as he begins the difficult task of leading MENC when our country is in this terrible financial crisis.” -- Martha Damon O'Neill, Reno, NV, MENC Western Division President; MENC search committee member   “The three issues that members are most concerned about are areas of strength in our new executive director: the ability to reach out to rank and file members and state leaders; expert, experienced skills with national advocacy imperatives; and the connections to make his voice heard.” -- Jeffrey E. Bush, MENC Western Division President-Elect   “I was impressed that he had researched MENC so thoroughly. He had a very strong grasp of our entire association and the complexities associated with it. He knows teaching and performing music.” -- Lynn Brinckmeyer, MENC Immediate Past National President   “I found Mr. Butera to be very organized, perceptive, and personable. He is a leader with vision and an entrepreneurial spirit!” -- Ron Meers, MENC search committee member   “I was impressed with his experience, knowledge, and understanding of state level associations and their relationships to a strong national office.” -- David Neves, MENC Eastern Division Immediate Past President   “Michael Butera is a ‘detail’ person. His special attention to every aspect of MENC will obviously make him an incredible leader in our organization.” -- Cristi Miller, MENC search committee member   “Mr. Butera is a person whose attention to details, skillful questioning techniques, and political savvy will help MENC realize many objectives in its strategic plan.” -- Glenn Nierman, MENC North Central Division President   Butera is currently working with senior staff and officers to better understand MENC’s structure and national organization. He assumes full-time duties on May 1.   MENC: The National Association for Music Education, among the world's largest arts education organizations, marked its centennial in 2007 as the only association that addresses all aspects of music education. Through membership of more than 75,000 active, retired, and pre-service music teachers, and with 60,000 honor students and supporters, MENC serves millions of students nationwide through activities at all teaching levels, from preschool to graduate school. MENC's mission is to advance music education by encouraging the study and making of music by all. Since 1907, MENC has worked to ensure that every student has access to a well-balanced, comprehensive, and high-quality program of music instruction taught by qualified teachers. MENC's activities and resources have been largely responsible for the establishment of music education as a profession, for the promotion and guidance of music study as an integral part of the school curriculum, and for the development of the National Standards for Arts Education. MENC is located at the National Center for Music Education in Reston, VA.  MENCMon, 12 Apr 2010 11:33:48 -0400http://www.menc.org/news/view/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/gd796HdHntM/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/kgciOu5YU3Q/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/w_nMmX_IzlI/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/FhYW5S5xRIA/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/et7jCfhnngs/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/ZufL0MqFZys/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/LPGMdYpgdPU/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/-HAHRG9Gu54/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/VbRkJCTafrc/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/cJVGoQv-y1I/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/9fBDV7cSRzk/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/r1nsBNMjVv8/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/380e3uGj8Sg/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/G6lfp8H6x-g/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/aWvO_Cj2cFo/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/bm5o42LAYGE/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/S8EsUY4jr4Y/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/8h0TXRfieDs/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/Zd841qVQLyw/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/-V6vZNym73w/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/0V61mZ1eFEU/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/xJFrOUyMvVc/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/IZ12dqgDILY/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/himg-jhnNXs/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/amaSzWr4xfY/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/bFpCv66PINg/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/P6ej9yTm46E/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/KOcmqis-ogo/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/OMMpgtSFdpo/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/nvZmzT4z_XI/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/cy2P8O4lXes/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/zf5-_b0_ubg/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/VgFmUZB55lY/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/EfIZ5oYIRpU/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/wP7hxFuOpYo/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/8JAaqWGSvCU/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/zuOFoRFwPA0/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/hYaHsf1vJZ0/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/qDDo_RynSiU/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/y5dZl6uS-5U/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/04henZLyDqs/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/FAydOcMsIQ4/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/6HKIthgcIE0/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/j5E8s9Ryvb8/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/KCyAUTw_gUs/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencChorus/~3/q1x8tT_nl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you ever felt that rehearsals end too quickly and performances arrive too soon? MENC member Christina Lamb shares some tips for more effective choral rehearsals.   1. Start on Time Get into the habit of starting on time so students expect it, and don’t waste time socializing as they enter the classroom. Set a timer that will ring right at the start of class. If your school uses bells, start immediately after the bell. Get the students on their feet and focused right away.   2. Have Students Take Attendance Put a class list on a table by the entry, and have students initial their names when they come in. (If you fear they will abuse the system and sign in other students who may skip class, work with your school’s administration to create consequences for such students.) Set up a board with a tag for each student. When they come in, they turn their tag over. Make the back of the tags a different color than the front so you can quickly see which students are “in” or not. Have section leaders take attendance.   3. Take Time to Warm Up As tempting as it may be to skip this step, take the time at the beginning of every rehearsal to warm up. Your students’ vocal health depends on this. Warm ups help make your overall rehearsal more productive and get your students focused on working and making good music together. 4. Include Sight-singing Sight-singing regularly will help your singers be better musicians; they’ll work more effectively and musically. Sight-singing doesn’t need a lot of time. Just make the exercises effective and consistent. Make up your own exercises, or use some from books and websites, and include rhythm as well as note-reading exercises. 5. Post the order of music before each rehearsal Plan each rehearsal so you know what pieces you’ll be singing. Before class, list the pieces in their proper order and tell students to put their music in that order at start of class. If there are particular sections you’ll be working on for a piece, note that too. Adapted from “Ten Steps to a More Productive Choral Rehearsal”, Teaching Music, April 2005, by Christina Lamb, assistant professor of general music, Ball State University, Burris Laboratory School Share your ideas for an effective and productive choral rehearsal! Next week: Maximizing Rehearsal Time, steps 6 -10 -- Sue Rarus, April 7, 2010 © MENC: The National Association for Music Education  MENCWed, 07 Apr 2010 09:27:48 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FCC has announced that all wireless microphones that broadcast in the 700 MHz frequency band (which includes any frequencies between 698 MHz and 806 MHz) must cease operating no later than June 12, 2010. The FCC seeks to prevent unlawful interference with public safety entities and commercial users that operate on the 700 MHz band following completion of the Digital Television transition last June and to prevent your members from receiving interference while using their microphones. Wireless microphones currently operate in a variety of different frequency bands, including many frequencies outside of the 700 MHz band. Only those wireless microphones using the 700 MHz band must cease operating. Some wireless microphones that operate in the 700 MHz band can be successfully retuned to operate in frequencies other than 700 MHz. If the wireless microphone operates only in the 700 MHz frequency band, it will need to be replaced. For more information, including a list of banned microphones, visit FCC -- 700 MHz wireless microphones or call the FCC Consumer Hotline at 1-888-CALL-FCC. --Elizabeth Lasko, March 31, 2010. © MENC: The National Association for Music Education  MENCWed, 31 Mar 2010 14:21:42 -0400http://www.menc.org/news/view/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/kfpd7z8pOfI/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/NBCg1SuBYZY/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/MFL8XmSSydY/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/-8cfF7Hs_aU/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/EtMY3YLBSKU/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/HIHxf6EXqIo/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/xCiukeq4eWE/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/vm1Wvd5cm3U/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/WhxCbRVGGLk/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/GsyXI0LJOM4/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/X4wud21Wi8I/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/WdHMaFwQNME/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/iszmXJtiyNY/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/sPNUpaqg0Cg/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/hhli0Ft-8I4/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/Cq8eUNmH_wk/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/V9nHtk04IOY/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/ofGmeKQwvOA/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/lVHOMEpEeZQ/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/rCUeDen0lzU/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/o9voSiHSMxc/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/rBT-QGSHdhs/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/qvaB2YWxR6c/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/E25jnS1-b0U/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/eRumL9Mc-tE/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/A8PkjGfj8mo/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/pMThOI1-OzE/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/iTAPDvxsY-0/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/uI4IuEmwEso/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/GIR470ffUc8/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/kYebXbHoUR0/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/PmVMeJMqWOI/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/ggZlaDOcCnU/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/N-Hb7sPV8ys/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/avKrI3iAKT0/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/iIEdTawTtLc/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/LxPI0UW1AEE/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/Kf9xCJdpZhE/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/OT-OnXsdkYY/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/QhIMWsjs8CI/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/Cu3ahqYz9ko/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/xDPSTh330_Q/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/L9RFlF6ajvo/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/AFJfIxtNDZI/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/NAS9P4vIOnQ/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/eazBcHeMu2U/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/mwcX4OReLPk/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/tEqKZBXpqSo/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/cZ7mNYx33FA/fcc-bans-hundreds-of-wireless-microphone-systemshttp://feedproxy.google.com/~r/MencChorus/~3/9uSVGi9d7GA/april-swings-with-jazz-resourceshttp://www.menc.org/v/chorus/april-swings-with-jazz-resourcesAmerica’s original art form is celebrated every April in many ways in schools and communities. Here are a few recent resources for you and your students: Smithsonian Jazz, a portal to a large quantity of jazz history, photos, and recordings.   All About Jazz is the University of Denver, Colorado’s premier jazz resource, and contains articles, reviews, and audio and video clips of performances.   The Jazz section of the MENC Web site offers short articles on jazz topics and new ideas to explore.   MENC’s Jazz Forum offers an opportunity to discuss jazz-related topics 24/7.   Musicforpeople.org contains suggested resources and articles on teaching improvisation.   Aebersold.com, the site of jazz educator Jamey Aebersold, offers lists of teaching resources.   Books Jeffrey Agrell, Improv Games for One Player. Michele Caniato, The Jazz Ensemble Companion. Zachary B. Poulter, Teaching Improv in Your Jazz Ensemble: A Complete Guide for Music Educators.  [For this and other MENC books, go to Rowman & Littlefield Education.] Articles Brad Howey, “Gaining Independence: An Interview with Jamey Aebersold,” Teaching Music, April 2010. Adam Perlmutter, “Improv for Everyone,” Teaching Music, April 2010. Mac Randall, “Jazz in the Classroom,” Teaching Music, April 2008 Derek T. Smith, “Development and Validation of a Rating Scale for Wind Jazz Improvisation Performance,” Journal of Research in Music Education, October 2009 Check out MENC’s Society for Jazz Education and My Music Class (a lesson-plan library--MENC ID required to log in). An Internet search will yield even more jazz topics, ideas, and teaching suggestions. Looking Ahead:  Music Education Week in Washington will include a Jazz Academy June 28–29, 2010. --Ella Wilcox and Linda Brown, March 31, 2010, © MENC: The National Association for Music Education (www.menc.org)  MENCWed, 31 Mar 2010 13:03:45 -0400http://www.menc.org/v/chorus/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/wBVGnrNOQiQ/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/DbIsQlfSe2M/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/FX6SemilL2c/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/CUdxlTasDJU/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/_Cx0kZMJiwg/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/5O7hUJJBB-8/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/MmW-EJABL6g/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/BXSuz1n2W6k/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/OB01UYqQjk0/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/_GHeLUXmXU8/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/mzshp493tYY/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/_VzTNeG-pdc/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/GK47UcQ0L1Y/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/6aSGVYSB-E8/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/mRggAJIgVHM/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/omwaSaQ2TLY/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/7stlXTzhmZQ/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/-xCvs4yuvZI/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/m3dsv4i49Gk/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/0Zgk-KLQ-VE/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/AYZvKGRKCKY/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/94AszL5PVpY/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/s8e61Ix9Cpc/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/7iuBBKsnOf4/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/1toT_Had2Xg/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/aBL89oSu9sU/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/9E7T7fpoy8I/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/BjD3QVFFbdQ/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/2cHbCcg6dHQ/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/gMXC5xIgAAk/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/4EibvE9HNCI/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/pP-MHAUGyBk/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/7PzPV2CrGWk/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/NPQyf7ndjvg/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/CSOJ7hGyPDI/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/9jHVZ8zaI1g/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/yHkF-i0A4eQ/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/CHeX-rxvvl4/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/rcdtuOjX04c/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/U6vHheUaQ6Y/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/9YLMEEY0hzc/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/sko6aC1mnQU/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/9nDggBc9vPU/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/2H7A2y7Zjhs/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/jW2VUkT-O2k/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/91XtM9DqTiM/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/8YzO3r1KvHM/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/7IwLRsAh1fk/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/WdHI3KBEz5Q/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencChorus/~3/YdMIwJchliY/practice-smarter-five-tips-part-2http://www.menc.org/v/chorus/practice-smarter-five-tips-part-2Every vocal teacher works with individuals at some point: a student contestant working on a piece for a festival, a child with a vocal problem, or a private voice student. You can help students practice effectively on their own by: helping them decide what they want to accomplish in each practice session breaking music into components creating productive routines to help work towards and achieve their goals (See PART ONE) 3. Save Time and Practice Smarter Mark entrances in the score before practicing solo sections of a larger work. Singers will be able to quickly flip through the score and practice all the music they are responsible for. 4. Be Organized Have students file music when done in appropriate files/sections. Have students keep a folder or small case for their books, pencils, etc. so no time is lost digging in purses or bags. A small metronome is a valuable tool, and fits easily into a supply case. A pocket-sized dictionary of music terms and foreign language pronunciation is also useful. 5. Create Good Habits by Doing Things in Order When students know what to expect, things go more smoothly and take less time. Have students practice a set amount of time each week no matter what. Encourage them to resist the urge to skip practice (“just this once”), as one day turns into two days and then an entire week of missed practices. Suggest to students they don’t have to feel inspired to work on music – they just need to do it anyway. Let students know they are craftspeople who need to put in a certain amount of work whether they feel like it or not. The best musicians not only have the gift, but they apply themselves to their art regularly and form good habits that serve them for a lifetime. The discipline it takes for productive practice is good training for other tasks in life and will pay off in many ways in the future. (adapted from “Five Tips for Better Vocal Practice”, Pamela B. Gaston, Professor of Voice at University of Memphis, Tennessee; from Teaching Music, December 2003 SEE ALSO:  Improving Student Practice: A Look at Quantity and Quality   -- Sue Rarus, March 31, 2010 © MENC: The National Association for Music Education  MENCWed, 31 Mar 2010 13:01:57 -0400http://www.menc.org/v/chorus/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/NLZSXSVjZ-k/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/-L0TdpN8oL4/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/zgBS7vKgwoI/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/jfplXJO39aE/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/3aLx-v_4M8U/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/DjkV2fAJ0Wk/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/j-LruTcQXvo/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/C6kMLq0_t2w/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/knSOPMYGZXg/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/Kp-pZFgFoH0/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/yMPuad2sTCs/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/qLRSvvEhMig/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/9ilw2SvCw0A/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/kQEYL4dw5MY/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/O1uggV9Nkfk/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/GvmBYXyesZU/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/0cSRIbuyUOs/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/wIWGGKHg_xk/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/Va8fKGNA9z8/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/GpOLxR9yvvI/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/bANLCWDJHko/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/rttoAvUM3Cs/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/ZQhAt3pw9Ek/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/P3IY2Ci4p1A/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/2BBN5wkqWLE/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/tM_1pe3BtIk/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/bxo_rQzvhpc/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/7bW0ohBhd3c/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/CuL3dcJCig0/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/xDLCwymw8IM/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/4zlvwatZJCg/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/1E2ZEJfw-Wk/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/oaGujO77g68/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/wooFEHN-4KU/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/V_kINxnnaqM/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/8BKdfK0Rlio/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/YPxbHZIIiic/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/1__SwzCDqfI/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/6xpfY5zAlww/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/8rUdXEVAd50/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/ZL7J6m94vKI/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/HtmgYtYc3oE/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/3T-j76jTJEs/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/ZprOeiFH7WI/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/e9_D7mO-EVM/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/N0CVAMSvB5Q/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/01hj83t9E2k/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/JspQVmBt4eY/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/wS4yW5tDJlo/practice-smarter-five-tips-part-2http://feedproxy.google.com/~r/MencChorus/~3/e1rKQ1zPhYM/summer-studyhttp://www.menc.org/resources/view/summer-studySummer Study Resource Directory CERTIFICATE PROGRAMS  •  JUNIOR HIGH MUSIC SCHOOL/CAMP  •  SENIOR HIGH MUSIC SCHOOL/CAMP  •  GRADUATE MUSIC SCHOOL  •  MULTILEVEL PROGRAM  •  STUDY ABROAD  •  OTHER   CERTIFICATE PROGRAMS School: Eastman School of Music Contact: Summer Session Office Address: 26 Gibbs St. City: Rochester State/Zip: NY 14604 Phone Number: 800-246-4706 Orff Schulwerk Teacher Education, Levels I and III, July 19-30, Donna Brink Fox program director. See www.esm.rochester.edu/summer Certification: AOSA Level I or Level III School: McClosky Institute of Voice Contact: Jay Lane Address: 16 Grant Street City: Maynard State/Zip: MA 01754 Phone Number: 978-879-5372 The MIV Seminar empowers participants through intense small group work to release vocal tensions plus gives attention to posture, breath, and the speaking voice. www.mcclosky.org Certification: McClosky workshop and Certified McClosky Voice Technician training School: Michigan State University Contact: Cynthia Taggart Address: School of Music City: East Lansing State/Zip: MI 48823 Phone Number: taggartc@msu.edu; 517-432-9678 GIML Certification: Early Childhood Level 1; June 14-25, 2010; Edwin E. Gordon, Cynthia Taggart and Jennifer Bailey, instructors Certification: Gordon Institute for Music Learning School: Musikgarten Contact: Denise Wallington Address: 507 Arlington St City: Greensboro State/Zip: NC 27406 Phone Number: 800-216-6864 Course emphasis is on pedagogy, child development, music literacy, vocal and ensemble development and ear training, focusing on ages birth to 9. Group piano includes the previous plus sight-reading, improvisation and technique. Ten locations nationwide. School: Southwestern Oklahoma State University Contact: James South Address: 100 Campus Drive City: Weatherford State/Zip: OK 73096 Phone Number: 580-774-3717 Orff Schulwerk Level I teacher training June 7-18, 2010. Workshop fee: $500; Graduate credit, dorm rooms, and meals available. Faculty: Matt McCoy and Marti Bessinger Certification: Orff Schulwerk Level I School: Temple University Contact: Michael Martin Address: Bryn Mawr Presbyterian Church, 625 Montgomery Ave. City: Bryn Mawr State/Zip: PA 19010 Phone Number: martinme@aol.com; 610-835-5900, ext. 6724 GIML Certifications: Elementary General, Instrumental, Piano, and Early Childhood Music, Level 1; July 26-August 6, 2010; Suzanne Burton, Jill Reese, Michael Martin, Marilyn Lowe, Jennifer Bailey, Natasha Sigmund, instructors Certification: Gordon Institute for Music Learning School: University of South Carolina Contact: Wendy Valerio Address: School of Music City: Columbia State/Zip: SC 29208 Phone Number: wvalerio@mozart.sc.edu; 803-777-5382 GIML Certification: Elementary General Music Level 1; July 6-16 (including Sat., July 10) 2010; Edwin E. Gordon, Wendy Valerio, Jennifer Bailey, instructors Certification: Gordon Institute for Music Learning School: University of Southern Maine Contact: Michele Kaschub Address: 37 College Avenue City: Gorham State/Zip: ME 04038 Phone Number: 207-780-5265 Composing Together at the University of Southern Maine is a certificate of advanced study program for music teachers interested in teaching composition in all PK-12 settings. Certification: Composing Together (Level I-III) School: University of Tennessee at Chattanooga Contact: Lee Harris Address: 615 McCallie Avenue City: Chattanooga State/Zip: TN 37403-2598 Phone Number: 423-425-4601 The Kódaly Institute at UTC, endorsed by OAKE, June 14-July 2. Workshop fee $450; graduate credit available. www.utc.edu/music/kodalyinstitute.php Certification: Kódaly School: Winthrop University Contact: Dr. Connie Hale Address: 129 Conservatory of Music City: Rock Hill State/Zip: SC 29733 Phone Number: 803-323-2255 July 12-23 AOSA-approved Orff Schulwerk Certification: Donna Massello-Chiacos, Deanna Stark, Dr. Robert Amchin, Michael Nichols, Dr. Connie Hale. Contact halec@winthrop.edu for more information. Certification: Orff-Schulwerk, Levels I, II, III JUNIOR HIGH MUSIC SCHOOL/CAMP School: Academy by the Sea Contact: Mike Donovan Address: 2605 Carlsbad Blvd City: Carlsbad State/Zip: CA 92008 Phone Number: 760-547-5161 Summer Performance/Band Camp, July 18-24. Join us at our 16-acre Southern California oceanfront campus for our middle school, co-ed, boarding Summer Band Performance Camp. School: Southwestern Oklahoma State University Contact: James South Address: 100 Campus Drive City: Weatherford State/Zip: OK 73096 Phone Number: 580-774-3717 Middle School Band Camp June 27-June 30, 2010 SENIOR HIGH MUSIC SCHOOL/CAMP School: Dixie State College of Utah Contact: Dr. Paul Abegg Address: 225 South 700 East City: St. George State/Zip: UT 84770 Phone Number: 435-652-7790 Join the string faculty for the Dixie State College String Camp July 9-11, 2010. Camp commuters $80. On campus campers $140. School: Eastman School of Music Contact: Summer Session Office Address: 26 Gibbs St. City: Rochester State/Zip: NY 14604 Phone Number: 800-246-4706 Summer Jazz Studies, June 27-July 9, a rigorous program designed to enhance improvisational and ensemble skills. Music Horizons, July 10-31, for those considering a music career. Individualized program emphasizing solo performance for orchestral instruments, piano, voice, guitar, or composition. High School Wind Ensemble Workshop, August 2-6. Explore contemporary and traditional works for wind ensemble. www.esm.rochester.edu/summer School: Eureka College Contact: Dr. Joseph D. Henry Address: 300 East College Avenue City: Eureka State/Zip: IL 61530 Phone Number: 309-467-6397 Week-long resident choral camp offering a comprehensive and accelerated learning experience including small/large ensembles, voice classes, private studio, and music theory classes. School: Minnesota Opera Contact: Jamie Andrews Address: 620 N. 1st St. City: Minneapolis State/Zip: MN 55401 Phone Number: 612.333.2700 Students stage operatic scenes (with small orchestra!) and learn art songs with daily sessions in movement, acting and vocal technique in this intensive camp. June 19 - 26, 2010. School: Southern Illinois University Edwardsville Music Department Contact: Kelly Kraetsch - kkraets@siue.edu Address: Dunham Hall Room 2104 City: Edwardsville State/Zip: IL 62026-1771 Phone Number: 618-650-3900 Don't miss out on exciting summer music camps! Pick from: Jazz, Band, Technology, Suzuki Strings & NEW- Musical Theater. http://www.siue.edu/MUSIC/ School: Southwestern Oklahoma State University Contact: James South Address: 100 Campus Drive City: Weatherford State/Zip: OK 73096 Phone Number: 580-774-3717 Band Camp July 11 - 16, 2010 School: SUNY Fredonia School of Music Contact: Marc Levy Address: SUNY Fredonia City: Fredonia State/Zip: NY 14063 Phone Number: 716-673-3151 Open to instrumental music students currently enrolled in grades 9 through 12, the Fredonia Summer Music Festival offers a friendly and relaxed setting for musical growth through performance of large ensemble and chamber music. School: UMass Lowell Symphonic Band Camp Contact: Deb Huber, Executive Director Address: 35 Wilder St, Durgin Hall 320 City: Lowell State/Zip: MA 01854 Phone Number: 978-934-4133 Band Camp is a week-long, musically intensive, residential program for students gr. 8-12 and those starting college Fall 2010. Ensembles, electives, guest artists, no audition. Details: www.uml.edu/music/summerbandcamp School: University of Northern Colorado Contact: Kevin Whalen Address: Campus Box 28, 501 20th Street City: Greeley State/Zip: CO 80639 Phone Number: 970-351-2394 Designed to be intensive, challenging, and inspiring, the UNC Jazz Camp is led by faculty from the University of Northern Colorado and special guests. www.uncjazz.com GRADUATE MUSIC SCHOOL School: Eastman School of Music Contact: Summer Session Office Address: 26 Gibbs St. City: Rochester State/Zip: NY 14604 Phone Number: 800-246-4706 Choral Conducting - Focus on Mendelssohn's Elijah, July 12-16, with Robert Page and William Weinert Orchestral Conducting Fundamentals, July 14-17, with Neil Varon, addresses the technical, musical and psychological fundamentals of conducting. Choral Conducting - Artistry, vocal pedagogy, musicianship, July 19-23, William Weinert, Susan Conkling, Robert McIver and Greg Ristow. www.esm.rochester.edu/summer School: Ithaca College School of Music Contact: Thomas Kline Address: 953 Danby Road City: Ithaca State/Zip: NY 14850 Phone Number: 607-274-3157 Keep your teaching job and get a master's degree in music education in three summers from Ithaca College, a leader in music education. Other summer offerings include professional workshops in music education, wind conducting, choral conducting, and jazz. School: Lebanon Valley College Contact: Marian Dura Address: 101 N. College Avenue City: Annville State/Zip: PA 17003 Phone Number: 717-867-6919 Three-summer Master of Music Education degree, courses also available for nondegree credit. Nationally recognized guest faculty. On-campus housing available. June 21-July 30. www.lvc.edu/cegs/gs/MME School: Schwob School of Music, Columbus State University Contact: Dr. Sean Powell Address: 900 Broadway City: Columbus State/Zip: Georgia 31901 Phone Number: 706-649-7399 CSU introduces a summers-only MM in Music Education Program beginning in Summer 2010. Designed for the working teacher, the degree can be completed in 3 summer sessions. http://music.colstate.edu School: University of Georgia Contact: Mary A. Leglar, Associate Director for Academic Programs Address: 250 River Road City: Athens State/Zip: GA 30602 Phone Number: 706-542-3737 A special matriculation plan for in-service teachers offering the M.M.Ed. or Ed.S. degree in two or three summer sessions, with minimal course work during the academic year. MULTILEVEL PROGRAM Creative Motion Alliance, Inc. Contact: Dr. Jane Andrews Address: 7512 Meadow Creek Dr. City: Fort Worth State/Zip: TX 76123 Phone Number: 817-292-3816 Energize your music and bring it to life at the Windswept Music Conference, July 18-24, 2010, in Liberty, Missouri. Strengthen the mind/body connection and learn the secrets of artistic expression at this unique intergenerational workshop [age 12-adult]. Graduate credit and CEUs available. www.creativemotion.org School: Eastman School of Music Contact: Summer Session Office Address: 26 Gibbs St. City: Rochester State/Zip: NY 14604 Phone Number: 800-246-4706 Performance Studies in World Music, July 12-16. Three areas: South Indian Percussion; Shona Mbira; and Appalachian Mountain Dulcimer. Summer Tuba/Euphonium Institute, July 31-August 1, with Don Harry and Craig Sutherland. For high school and collegiate level students. Summer Trombone Institute, August 1-5, with Mark Kellogg, Lisa Albrecht, James Martin. For high school and collegiate level students. Summer Trumpet Institute, August 1-5, with James Thompson, Doug Prosser and Wes Nance. For high school and collegiate level students. www.esm.rochester.edu/summer School: Mansfield University Contact: Dr. Shellie Gregorich Address: 18 Campus View Dr City: Mansfield State/Zip: PA 16933 Phone Number: 570-662-4710 Mansfield University 2010 Summer Music Camps: Saxophone (June 27-July 2); Percussion (June 27-July 2); Youth Music (July 11-17); High School Honors Instrumental (July 18-24); High School String (July 18-24); Piano Chamber Music (July 18-24); High School Choir & Music Theatre (July 18-24). School: Music for All Contact: Beth DeHoff Address: 39 W. Jackson Pl City: Indianapolis State/Zip: IN 46225 Phone Number: 800-848-BAND (2263) Music for All Summer Symposium, June 21-26, at Illinois State University, Normal, IL. Choose concert, jazz, symphonic, marching band, color guard, drum majors or directors tracks. www.musicforall.org/programs/symposium School: Oklahoma City University Performing Arts Academy Contact: JoBeth Moad Address: 2501 N. Blackwelder City: Oklahoma City State/Zip: OK 73016 Phone Number: 405.208.5410 Music programs for jr. high and high school students in musical theater, opera, piano and percussion. Students live in air-conditioned dorms. Meals included. School: San Francisco Conservatory of Music Contact: Laura Reynolds, Summer Programs Coordinator Address: 50 Oak Street City: San Francisco State/Zip: CA 94102 Phone Number: 415.503.6254 Two-week sessions in chamber music, light opera, composition and musicianship. Ages 9-18; admission by audition/interview. Complete information and application available at www.sfcm.edu/summer School: Seattle Pacific University Contact: Ramona Holmes Address: 3307 Third Avenue West City: Seattle State/Zip: WA 98119 Phone Number: 206-281-2915 Continuing education for teachers and student workshops, Kódaly classes, string bass workshop, music therapy, Baroque opera and instrumental, music technology, chamber music and more. School: Southwestern Oklahoma State University Contact: James South Address: 100 Campus Drive City: Weatherford State/Zip: OK 73096 Phone Number: 580-774-3717 June 20 - 23, 2010. Choral camp for middle school and high school students. School: The Performing Arts Institute Contact: Nancy Sanderson Address: 201 North Sprague Ave. City: Kingston State/Zip: PA 18704 Phone Number: 570-270-2188 Two orchestras, wind ensemble, two choirs, chamber music, jazz track, full musical theater and dance programs. High performance standards. International faculty. Audition required. Ages 12-18. STUDY ABROAD School/Organization: Sarteano Chamber Choral Conducting Workshop Contact: Gail Leicher Address: 27 Patterson Road City: Lexington State/Zip: MA 02421-6431 Phone Number: 781-652-0158 July 31 - August 7, 2010 in Italy (Tuscany): An intensive conducting workshop for music educators and choral conductors with strong vocal ability who are interested in rehearsing and performing chamber choral music. Up to two graduate credits through The Boston Conservatory. Three possible tiers of participation: Full Conductor, Conducting Auditor, and Singer. Each afternoon session is a conducting Master Class with Simon Carrington. Full Conductors will conduct in every Master Class. The two-part morning session consists of group vocal pedagogy utilizing the Rohmert Method of Functional Voicetraining, and clinics on developing a vital chamber choir. www.sarteanochoralworkshop.com OTHER School: Minnesota Opera Contact: Jamie Andrews Address: 620 N. 1st St City: Minneapolis State/Zip: MN 55401 Phone Number: 612-333-2700 Summer Camp, June 22 – 25, designed for music and theater educators to expand their knowledge in opera. Discover how opera can be another avenue for student learning. School: Pine Crest School Contact: Christopher Fitzpatrick Address: 1501 NE 62nd St. City: Fort Lauderdale State/Zip: FL 33334 Phone Number: 954-492-4100 Summer Arts Institute is a two-week day program in early June. Using a thematic approach, students entering grades K-9 will be engaged in performing and visual arts activities, culminating in a sharing session/gallery exhibit. School: St. John's University Contact: Axel Theimer Address: Department of Music City: Collegeville, State, Zip: MN 56321 Phone Number: 320-363-3374 The VoiceCare Network Impact Course, specialty week-long (7 days) course. Lifespan Voice Education in the Real World. July 8 – 15, 2010. atheimer@csbsju.edu. 4 graduate level credits available. The VoiceCare Network Continuing Course, specialty (personal voice) week-long (5 day) course for those who have previously attended and completed a Lifespan Voice Education in the Real World Impact Course. July 18 - 23, 2010. atheimer@csbsju.edu. 3 graduate level credits available. www.voicecarenetwork.org The National Catholic Youth Choir, 2010 Summer Choir Camp, offers two weeks of singing, including an out-of-state concert tour; build new friendships with singers from all over the United States; opportunities for solo performances; music and theology classes. Contact Dorothy Kantor, School of Theology (dkantor@csbsju.edu) or Axel Theimer, music director (atheimer@csbsju.edu) www.catholicyouthchoir.org School: University of Northern Colorado Contact: Dr. Robert Al Harding Address: Campus Box 21, 501 20th Street City: Greeley State/Zip: CO 80639-0208 Phone Number: 970-351-2673 The UNC Orff Schulwerk Training Program, June 21 – July 2, follows a comprehensive curriculum to help music teachers understand the rationale and sequence of the Orff pedagogy. 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