What's up in MENC: Future Teachershttp://www.menc.org/http://feedproxy.google.com/~r/MencFutureTeachers/~3/uxvyR439VkE/tri-m-e-news-april-2010http://www.menc.org/v/future_teachers/tri-m-e-news-april-2010Dear Tri-M Advisors, April is Jazz Appreciation Month! See below Jazz Appreciation Month ad for jazz ideas for your classroom. If you have comments, questions, or would like to share your chapter's activities with us for publication in a future issue, e-mail Jen Reed.     In This Issue New! Tri-M Facebook Fanpage Feature Article – 20 Things No One Ever Told Me About Applying to Major in Music Contests, Scholarships, and Student Opportunities Summer Study 2010 Ultimate Music Room Makeover Contest MENC Copyright Awareness Scholarship Program The 7th Seoul International Music Competition Tri-M Spotlight – Colorado’s Inaugural Leadership Conference Current News and Announcements Jazz Appreication Month 2010 Music Education Week Wanna Play Music Week Tri-M Chapter of the Year 09-10 Get Your Students Into the Concert Hall Discounts on Brass, Low Brass, and Timpani Purchases 2010 Mariachi Workshops 2010 Guitar Workshops Global Youth Service Day Tri-M Graduation Items MENC Book - The Jazz Ensemble Companion Member Benefits and Resources MENC Advocacy Forum Scholarship Opportunities Tri-M Chapter Websites April Poll Monthly Special- “Music Makes the Difference” Key Blanks MENC Twitter MENC on LinkedIn Ask the Mentors Member Offer: 30% Discount on Music Business Handbook and Career Guide    New! Tri-M Facebook Fanpage Stay connected with other MENC Tri-M Advisors and members around the world by joining MENC’s Tri-M Facebook fanpage. To join, simply click here and become a fan! Want to know what’s happening at MENC Headquarters? Become a fan of MENC on Facebook!    MENC Twitter Follow MENC on Twitter.   Feature Article: 20 Things No One Ever Told Me about Applying to Major in Music at the College/University Level By Tom Gellert Tom Gellert has been the state editor for the New York State School Music Association since 1994 and is district administrator for music and art education for the Harborfields CSD, Greenlawn, Long Island, NY. Gellert has been a college/university guest lecturer and a presenter at numerous state and regional music conferences on various topics. He is a hornist by trade, in demand as a guest conductor, and director of the Huntington (NY) Community Band.   Are you considering majoring in music? If so, these suggestions are for you and your teachers and parents. I’ve culled them from former students, friends in college admissions offices, and from my own experience as a high school band director and director of music. The entrance audition is the single most important aspect of your acceptance to an undergraduate music program! Ten minutes or less can make or break your chances of attending the school of your choice.   Many schools of music now require pre-audition screening CDs before they will grant an audition. Pay very careful attention to deadlines and required selections for each school you apply to, and have the CD professionally recorded and of the highest quality. CDs are generally not returned.   Your SAT scores must be high enough to be admitted to the college or university before you’re admitted to the institution’s school of music (exception: some stand-alone music conservatories).   It’s critical that preparation for a college audition begin with a strong private teacher at least 1-2 years before auditions.   Both in-school and outside-of-school instrumental/vocal group participation is an important part of every student’s musical preparation.   If you have weak sight-reading skills, improve them before auditions. Many schools use sight-reading as a portion of the audition.   Piano skills are required of all music majors. The earlier you start piano lessons, the better. If you have no piano skills now, you’re not alone. Freshman piano minor class is one of the expectations of most college music majors.   Take a year of music theory in high school and, if possible, a year of AP music theory. Even with an AP score of 4 or 5, many college and university music programs will not exempt you from their own rigorous theory programs. However, a strong music theory background that includes ear training (sight-singing and dictation) will go a long way toward surviving college-level theory and ear training.   It is absolutely critical to choose from a broad spectrum of schools and identify several safety schools early on. Be realistic in your selection. Competition is fierce at all schools.   A very important, yet often overlooked, step is the pre-audition lesson! Most applied-major professors welcome the opportunity to have you take a pre-audition private lesson. This is usually set up through e-mail with a member of the college faculty. Ideally, this lesson should take place months prior to the audition. It’s a great way to learn more about each school and to get to know one of the professors (and for them to get to know you). It’s always nice to see a familiar face in your audition!   Visit each of the schools where you’d like to audition and keep notes on what you liked and didn’t like. Take the tour. Try to sit in on some music classes/rehearsals. Attend a music recital/ensemble performance, if possible. If you can, stay overnight in a dorm; it’s a great way to get to know more about each school.   All auditions should be taken on campus. Off-campus auditions (when given) are not always heard by teachers in your applied area. Avoid taped auditions unless absolutely necessary; make the trip and audition in person if you can.   College music auditions usually begin in December and stretch through April. Warm-up with a few lesser school auditions first before your Number 1 or Number 2 school choice audition. This will allow you to progress toward your best audition and you will, hopefully, peak at the right time. Auditions should be spread out over time to allow you to reflect and get psyched for the next audition.   Always try to arrive the night before your scheduled audition. Relax; try to stay focused. Unless the audition location is close to home, this strategy will help you to be fresh and at your best come audition day.   Don’t hang around outside the room where auditions will be held. Get into a warm-up room, get your bearings, and focus.   Don’t expect anyone to speak during your audition. On the other hand, don’t be surprised if you come prepared with all of your music and then are told, “Thank you…that’s all” after only performing for several minutes.   Don’t expect instant feedback on your audition. Auditions are usually held on a very tight schedule. The experience may seem somewhat cold, calculating, and intimidating or, at the very least, feel very impersonal.   All schools are on different timelines regarding notification of audition results. Don’t assume when you’ll hear about the outcome of the audition process.   Though it’s usually not possible to re-audition at the same school in the same year, it’s not uncommon for folks to consider transferring to a different school after freshman year. It’s generally easier to transfer into a more competitive music school than it is to get in as a freshman. So, if you don’t get into your first-choice school and still are interested in attending that school, there is always the transfer route.   And finally, majoring in music at the college level is somewhat akin to entering medical school immediately after high school. You will be plunged head-first into the study of music. You can somewhat prepare for that experience while in high school. Good luck!  MENC Resources: 5 Tips for Nailing a College Audition How to Nail a College Entrance Audition brochure 6 Tips for Future Music Majors, feature article from March 2009 Newslink What it Takes to be a Music Major, article in the February 1998 issue of Teaching Music   Contests, Scholarships, and Student Opportunities Summer Study 2010 Information about camps, festivals, certification programs, and more is posted on the Summer Study site. Ultimate Music Room Makeover Contest In Tune announces the fifth annual Ultimate Music Room Makeover contest. Middle and high school music educators should e-mail info@intunemonthly.com by June 15, explaining why In Tune should pick your music room. (Include an address and phone number with your essay and use "Ultimate Music Room Makeover" as the subject line of your e-mail.) Your school could win over $40,000 in new instruments and equipment from Peavey, Roland, Shure, Yamaha, Pro Mark, Buffet Crampon, Woodwind and Brasswind, Notion, Zildjian, PRS, and Pearl. The first 50 teachers who enter automatically win a pair of Pro Mark drumsticks. The winning teacher will be notified by September 1. MENC Copyright Awareness Scholarship Program   Check out the new contest sponsored by the Music Publishers' Association (MPA)! MENC encourages students to contribute creative presentations to educate their peers on the importance of intellectual property and copyright law. Open to all students ages 13–25 at the time of application and who are currently enrolled in an accredited secondary school or post-secondary institution of higher learning (college, university, or trade school). $10,000, $3,000, and $2,000 scholarship prizes awarded. Deadline: May 1, 2010. For more information, visit MENC Copyright Awareness Scholarship Program. The 7th Seoul International Music Competition Contestants have an opportunity at one of six placements with first prize being $50,000. This year’s competition will be held in the category of piano, with four rounds of competition. The entry fee is $100 for applicants who have been selected to participate in the 1st round of competition. Travel and accommodation is the sole responsibility of the competitors, with financial aid of $400 towards international airfare from Asia and $800 towards international airfare outside of Asia. Age range for the competition is 16-30. Application deadline is November 12th, 2010, and notification of acceptance is January 12th, 2011. For more information, visit www.seoulcompetition.com.   Tri-M Spotlight Tri-M Colorado's Inaugural Leadership Conference By Kevin Beaber, Colorado Tri-M State Chair Something new was happening this year at the Colorado Music Educators Association Annual Clinic Conference. The CMEA Board of Directors and State Chair Kevin Beaber put together a Leadership Conference for the state’s Tri-M Honor Society students. One hundred twenty-four high school and middle school students from eleven of Colorado’s twenty-five chapters came to Colorado Springs to learn about being a student leader in their music program, school, and community. Students who registered for the leadership conference were encouraged to stay for the remainder of the state’s music educators conference. It was a great opportunity to build future music educators and music education advocates.   Current News and Announcements  April is Jazz Appreciation Month Join the nationwide celebration of this original American music in April. Jazz Appreciation Month is a time for special focus on jazz. Attend jazz concerts, listen to jazz recordings, support jazz programs, and simply enjoy the music's verve, pulse, and power. Find resources at Jazz Appreciation Month. Check out jazz articles and a special jazz poster featuring Dave Brubeck in your April issue of Teaching Music. 2010 Music Education Week in Washington MENC presents Music Education Week with professional development, advocacy opportunities, and stirring performances against the backdrop of the nation's capital's historic monuments. Music educators, students, and their family members are encouraged to attend. Intensive one- and two-day academies include Choral, Jazz, Instrumental, "IN-Ovations," General Music Technology, Young Teachers, Marching Music, and MENC Collegiate. Information on sessions, registration, and housing is at  Music Education Week.   Wanna Play Music Week May 3–7 is NAMM's 4th annual National Wanna Play Music Week. The week's activities are designed to put the media spotlight on the many proven benefits of playing music and give people new reasons to start or re-start this life-changing activity. Encourage your students to get their parents playing music! Visit Wanna Play Music for more information. Tri-M Chapter of the Year 09-10 Are you working on your Chapter of the Year scrapbook? The Chapter of the Year summer music scholarship program offers scholarship money for summer study programs to the top 3 chapters at the national level in each division (senior and junior chapters). Advisors of the winning chapters then award scholarship money to deserving students in their chapters. To get these scholarships, chapters must send in a scrapbook covering their activities for the year, together with the current Chapter of the Year point evaluation form, to the Tri-M national office postmarked no later than April 30, 2010. Get Your Students Into the Concert Hall! A new program from classical music Web site Bachtrack.com is encouraging teens to get into the concert hall. The student gets a pair of FREE tickets (one for the student, one for an accompanying parent), he/she attends the concert, and writes a short review which gets published on Bachtrack.com. The student gets to see a great concert, and gets the added bonus of being a published music critic! You can download a Young Reviewer poster to promote the program, or go to the Backtrack Web site for more details. This program is originally from the United Kingdom and is being tested in Cincinnati. So if you're in Cincinnati, get your students to apply! If you're elsewhere in the United States, e-mail Bachtrack to say you're interested and as soon as they are up and running in your state, you'll be the first to know. Discounts on Brass, Low Brass, and Timpani Purchases With the recession hitting school budgets hard, MENC corporate member Jupiter Instruments offers a special price reduction for schools with MENC member teachers who need to purchase marching brass, low brass, or timpani this year. These instruments are just like those at the U.S. Army All American Marching Band performance where Jupiter, Majestic, and Mapex instruments were used exclusively. Others who perform on these instruments include DCI's Phantom Regiment, Arizona State University's 350 piece marching band, and WGI's Timber Creek Independent. Visit Jupiter MENC Offer for more information. 2010 Mariachi Workshops This summer, participate in a workshop on Mariachi teaching techniques at the National Center for Music Education in Reston, VA, June 28–July 2. Receive methods books, curriculum documents, video and audio recordings, and more while learning to play the guitarrón, vihuela, and mariachi guitar in authentic style. MENC members pay only $115 for the entire week of instruction thanks to the co-sponsorships of the Wenger Corporation and Yamaha Corporation. Participants only pay for travel and housing ($76 per night at nearby new Hampton Inn) with an option for 3 graduate credits also available through VanderCook College. Bring your own violin or trumpet—and stay through the weekend for July 4th activities in nearby Washington, DC! For more information, visit 2010 Mariachi Workshops. 2010 Guitar Workshops This summer, participate in a workshop on guitar teaching techniques. These workshops have helped thousands of teachers provide guitar classes for 700,000 students and are open exclusively to MENC members. In addition to the instruction, workshop participants receive a free guitar, guitar publications and accessories, and three graduate college credits from Duquesne University. The entire package is worth about $2,000, and participants pay only the registration fee, travel, and housing expenses. To register, visit the Guitar Workshops Web site. Sponsored by The Guitar and Accessories Marketing Association (GAMA), MENC, NAMM—International Music Products Association, and the Mary Pappert School of Music at Duquesne University. Sign up now for priority registration by sending an e-mail to hotlist@guitaredunet.org. Registration deadline is May 15. Global Youth Service Day Each April, millions of young people participate in and lead service projects, working with their families, schools, community organizations, faith-based communities, and businesses, to improve their communities by addressing critical issues such as global climate change, education & illiteracy, poverty, health, hunger, and homelessness. In 2010, events will be held April 23-25 across the globe. Visit GYSD.org to follow the latest updates and event postings!   Don’t Forget to Order Your Graduation Items! Your Tri-M graduate will be happy to receive any or all of the following Tri-M items, specifically designed for your graduate. Please see the Tri-M Catalog for pricing and ordering information. Honor Stole – White satin honor stole displaying a burgundy Tri-M Music Honor Society insignia imprinted on the front. Honor Cord - Silk cord in pink (the academic color for music) for a music student’s graduation gown. Tassel - Pink silk tassel added to a graduation cap will signify a student’s academic achievement in music. Graduation Medallion - Medallion stating “Tri-M Music Honor Society Graduate” along with the Tri-M emblem, on a red and white ribbon. Tri-M Diploma Seals - Gold foil seals imprinted with the Tri-M Music Honor Society’s official insignia for diplomas, honor certificates, and correspondence. Sold in sets of 10.   MENC Book The Jazz Ensemble Companion By Michele Caniato Revisit favorite arrangements, discover new ones, and inspire your jazz ensemble with sound and adventurous music to play. This new book recommends and analyzes 67 quality jazz arrangements recommended by 18 of the foremost jazz experts in the field today. Listed alphabetically, each analysis includes information on instrumentation, ranges, playability, and requirements for rendering the score.  The Jazz Ensemble Companion is available from RLE in paperback for $64.95 and clothbound for $120.00. MENC members receive a discount of 25%. To order or for more information, call 800-462-6420 or visit www.rowmaneducation.com. Member Benefits and Resources MENC Advocacy Forum Announcing a new online Advocacy Forum where members can find and give advice about music education advocacy initiatives and challenges. MENC staff will be active on the forum to help answer your advocacy questions. Start a dialogue with your colleagues today. Read the Welcome Post and, if you're not yet registered for the MENC Forums, sign up to post messages.  Also, get a new "Music Is the Key to Success" Advocacy poster free with any order from MENC. (Must specify stock #4036 to receive poster. This offer excludes RLE orders. To inquire about additional copies of the poster, e-mail advocacy@menc2.org.) Check out these Scholarship Opportunities! MENC knows how tight college budgets can get-especially when you're trying to find the funds to complete your education. Check out this listing of scholarship opportunities for high school students by visiting MENC's Scholarship page. Do you know of college scholarships not listed? E-mail Anne Wagener today!  Tri-M Chapter Websites Take a look at the Tri-M Chapter Web sites around the world! Just click on the school name to view that school's Web site. Want to see your chapter’s site listed? E-mail Jen Reed.  April  Poll Each month, MENC asks its members for their input on current issues and trends in music education. This month’s question is: With the end of the school year nearly in sight, what are your biggest concerns about your school's music program, if any?Take the April 2010 poll. April Monthly Special Music is Key – Buy One Get One Free!  In April only, MENC members can purchase two “Music Makes the Difference” ® Key Blanks for the price of one! Each key is green with the “Music Makes the Difference” logo and can be cut at your local hardware store to work as a functional house/office key. These keys work with Kwikset locks. “Music Makes the Difference” Key Blank: #5049R $5.00 for two (No discount when only purchasing one key.) No additional purchase is required. This special is not available at state conference resource shops. Call 1-800-828-0229 or visit the MENC online store to order. MENC on LinkedIn Connect with fellow MENC members and music education advocates on LinkedIn, a professional networking site. Participate in discussions about current topics, get music education news, and network with others in the field. To join, login to LinkedIn, select "Search Groups" from the top drop-down menu, and search for "MENC." If you haven't created an account yet, you can sign up at linkedin.com. Planning a Tri-M Event? For those planning regional events for members of Tri-M chapters, please be sure to send a copy of the Tri-M Event Responsibility form to Jen Reed by faxing it to (703) 860-9404 or mailing it to her attention at MENC, 1806 Robert Fulton Drive, Reston, VA 20191. A copy of this form is available on page 57 of the Tri-M Manual (2005 issue).   “Ask the Mentors” Forum Do you have music education questions? MENC’s mentors have the answers! Each month from September to May, the “Ask the Mentors” forum features a different mentor for band, orchestra, chorus, general music, jazz, and guitar. The mentors are veteran teachers who offer advice in response to your teaching questions. Post questions and read responses on the Future Teacher’s Forum. Read about this month’s MENC Mentors. Month of April Band – Ron Meers General Music – Lenna Harris Chorus – Chris Venesile Orchestra – Lisa Goldman Jazz – Ralph Converse Guitar – Suzanne Shull Member Offer: 30% Discount on Music Business Handbook and Career Guide (Ninth Edition) Sage Publications offers MENC members a 30% discount until December 31 on Music Business Handbook and Career Guide. Ideal as the core textbook in courses such as Introduction to the Music Business, Music and Media, Music Business Foundations, and survey courses. Can also be used for more specialized courses on the record industry, music merchandising, music careers, artist management, music and the law, arts administration, and music in popular culture. Contact info@menc2.org for discount code. You have received this notice because you are a current advisor of a Tri-M Music Honor Society chapter. This is a special monthly announcement about Tri-M E-News, one of the benefits of your membership. It has been sent to you by MENC: The National Association for Music Education, 1806 Robert Fulton Drive, Reston, VA 20191. Receipt of this message does not mean you will receive weekly MENC e-mail updates if you have requested that your e-mail be "unsubscribed." Questions? Contact Member Services or call 800-828-0229. MENC does not sell or share member e-mail addresses. Tri-M® Music Honor Society is the international music honor society for middle/junior high and high school students. Tri-M is a program of MENC: The National Association for Music Education, the largest nonprofit organization dedicated to the advancement of music education. Through its many programs, activities, publications, and conferences, MENC addresses all aspects of music education and works to ensure that every student can be a part of a balanced, comprehensive, and high-quality program of music instruction. For more information about Tri-M Music Honor Society, visit our Website. --Jen Reed, April 15, 2010, © MENC: The National Association for Music Education  MENCThu, 15 Apr 2010 14:51:18 -0400http://www.menc.org/v/future_teachers/tri-m-e-news-april-2010http://feedproxy.google.com/~r/MencFutureTeachers/~3/RTafMLqAxas/tri-m-e-news-april-2010http://feedproxy.google.com/~r/MencFutureTeachers/~3/OPHgS20r19Y/tri-m-e-news-april-2010http://feedproxy.google.com/~r/MencFutureTeachers/~3/s73AftQvWco/tri-m-e-news-april-2010http://feedproxy.google.com/~r/MencFutureTeachers/~3/8HdrfVRhCss/tri-m-e-news-april-2010http://feedproxy.google.com/~r/MencFutureTeachers/~3/Cd_8rAMw2OU/tri-m-e-news-april-2010http://feedproxy.google.com/~r/MencFutureTeachers/~3/M3SXUv6jEds/tri-m-e-news-april-2010http://feedproxy.google.com/~r/MencFutureTeachers/~3/-8HCHwyZgY8/tri-m-e-news-april-2010http://feedproxy.google.com/~r/MencFutureTeachers/~3/h--jjrjaWBk/tri-m-e-news-april-2010http://feedproxy.google.com/~r/MencFutureTeachers/~3/bGCQtuYYAr0/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/MencFutureTeachers/~3/WtNKbfW5OPk/menc-legislative-memohttp://feedproxy.google.com/~r/MencFutureTeachers/~3/BpEDaZYtj_Y/menc-legislative-memohttp://feedproxy.google.com/~r/MencFutureTeachers/~3/CA4m6fx0nOc/menc-legislative-memohttp://feedproxy.google.com/~r/MencFutureTeachers/~3/sF53S9_FyZk/menc-legislative-memohttp://feedproxy.google.com/~r/MencFutureTeachers/~3/dIR9H5cmpPU/menc-legislative-memohttp://feedproxy.google.com/~r/MencFutureTeachers/~3/2HyyeEiltlU/menc-legislative-memohttp://feedproxy.google.com/~r/MencFutureTeachers/~3/y5ACSAaF6j8/menc-legislative-memohttp://feedproxy.google.com/~r/MencFutureTeachers/~3/51RvUGJwK5M/menc-legislative-memohttp://feedproxy.google.com/~r/MencFutureTeachers/~3/3eCq0iMpGEg/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/MencFutureTeachers/~3/EiM6h7Qt0wM/2010-music-education-weekhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/SbUM7Q75Hfk/2010-music-education-weekhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/pVOBobarjmg/2010-music-education-weekhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/xgOBH02gdG8/2010-music-education-weekhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/Zgf-nP28DUY/2010-music-education-weekhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/mX5QHQotOhY/2010-music-education-weekhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/pmNYejVpozI/2010-music-education-weekhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/wbMTdYDlJXc/2010-music-education-weekhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/Otn8-3jg8jc/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/MencFutureTeachers/~3/XIvaAunVuUY/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/AYTMeZ4hjXE/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/erUc8MEj_O4/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/UsHsHTvqhiw/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/EWROryET_a0/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/uRRJuTyW7ME/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/YXcyilvcPiw/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/Yl2o0WVNWCg/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/0EeGNwiIKSQ/is-teaching-music-worth-ithttp://www.menc.org/v/future_teachers/is-teaching-music-worth-itIs teaching music what you really want to do? Are you unsure? Are you trying to figure out if all the education and training is worth it in the end? Here’s what some MENC members on the Future Teachers Forum had to say about teaching music. Test It Out Think about what you want to study and why. A lot of students choose a major that will get them a job, get them paid well, etc. But really, why should we go to college? To study something that we love and want to know more about. Remember, you can study something and try it out, but it doesn’t have to be the last thing you do on this earth. If you’re interested in it, then try it out, test it, and if it's not for you? Try something else. Put it in your bag of experiences to carry with you to the next thing. I guarantee you'll learn a lot about yourself in the process, and that in itself is valuable. Benefits Outweigh the Bad Intrinsic benefits outweigh the lack of pay. Yeah, I struggle to pay my loans and bills sometimes, but scholarships have helped. My high school band director was one to focus on her lack of pay, how poor the students behaved, how poor we performed, etc. And I learned nothing from her to prepare me for college. Yet here I am, enjoying what I do. You Can Change Your Mind What you start out studying does not have to be your final degree choice. You can change your mind. It’s bad to find yourself 10 years down the road living a life and doing a job you don’t want. And if you love music, there’s nothing that says you can’t have music as an important part of your life, even if you pursue a different career. Decide what your goals are. For some, it’s preferable to do something else for a living and make music for pleasure. For others, including most master teachers I know, the passion comes in watching the students grow and excel. You have to decide for yourself where you fall. Passionate About Music I'm a people person, and I'm passionate about music. Teaching music is a natural combination for me. Yes, there are difficulties (as there are in any field!), but for me the good far outweighs the bad. I'm not wealthy by any stretch of the imagination, but my salary and benefits allow me to meet all of my needs and many of my wants. But I am still a music teacher by choice, because money isn't everything. Think about it... you spend most of your waking hours at work. Do you want to spend that time doing something that's fulfilling or something that buys you things that you're never home to use anyway? Some Good Days, Some Bad Days, and Some In-Between Days I'm still not sure whether I'd say yes or no to the "Is it worth it" question. However, I think on balance I like it more than I don't like it. I have days when I think, "I can't believe they actually pay me to do this" and days when I think, "I can't believe I actually do this for what they pay me." And I have lots of days in between. Like any other job, sometimes it’s miserable, sometimes it’s wonderful, and lots of times it’s in between. Well-Paid Musicians Music teachers are well-paid musicians! Check with folks coming out of college with a music performance degree if you want a shocking contrast. Having said that, I doubt there are many who go into teaching for the money. If you want a career that is tremendously rewarding, fresh each day, and feels as though the pay is just an extra bonus, then teaching is for you. Changing Lives The most rewarding part about teaching music is not that you get to impart your musical knowledge to the students—it’s that you have a direct influence on and the ability to change a child’s life. It’s that simple. I have saved kids' lives. I've had more than one student turn their lives around because of my influence and the work I do with them. Music class gives students a place where they belong. For me it’s not about teaching music, it’s about teaching kids. Music is just my vehicle. You won't reach them all and that's ok. If it was only about making a paycheck, I'd be a truck driver. Teaching music isn’t an easy job, but it’s incredibly rewarding, and in my opinion, totally worth it. Gratifying Work Suzanne Burton, MENC National Collegiate Chair-Elect says, “I teach music because I can share the passion I have for making and creating music with others. Through music, I can expose students to an art form that transmits the deepest emotions that words cannot begin to communicate. I teach music not because it is a lucrative field, but because sharing music with others is the most satisfying and gratifying work I could ever do.”   Comments are from the Future Teachers Forum from the thread Is Teaching Music Worth It? MENC Resources: Is Teaching Music For Me? Part 1 Is Teaching Music For Me? Part 2 Is Teaching Music for Me? Part 3 Traits of a Great Music Educator 7 Qualities of Great Music Educators Music Majors: Go For the Gusto Sowing the Seeds of Music Education --Jen Reed, April 13, 2010 © MENC: The National Association for Music Education.  MENCTue, 13 Apr 2010 11:08:38 -0400http://www.menc.org/v/future_teachers/is-teaching-music-worth-ithttp://feedproxy.google.com/~r/MencFutureTeachers/~3/zPQeOSmqL18/is-teaching-music-worth-ithttp://feedproxy.google.com/~r/MencFutureTeachers/~3/iUG3ww67EoA/is-teaching-music-worth-ithttp://feedproxy.google.com/~r/MencFutureTeachers/~3/MgwnOvrRhVw/is-teaching-music-worth-ithttp://feedproxy.google.com/~r/MencFutureTeachers/~3/NW8-n8cG-tc/is-teaching-music-worth-ithttp://feedproxy.google.com/~r/MencFutureTeachers/~3/EWrn3Y2FeZ4/is-teaching-music-worth-ithttp://feedproxy.google.com/~r/MencFutureTeachers/~3/ehk0Vwtnl5Q/is-teaching-music-worth-ithttp://feedproxy.google.com/~r/MencFutureTeachers/~3/nuNaQSCV15c/is-teaching-music-worth-ithttp://feedproxy.google.com/~r/MencFutureTeachers/~3/fbejHlXpo-Q/is-teaching-music-worth-ithttp://feedproxy.google.com/~r/MencFutureTeachers/~3/aohOwUaDfek/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/MencFutureTeachers/~3/gd796HdHntM/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/XLTLkYE86rY/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/pnlIg4UGw1w/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/YeP8zGLuo6M/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/LsaL2ajPrA8/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/eI2CpSnDZ7A/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/FlDw45F9Yc8/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/IupkE9elsRc/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/ai9wgIo36Rg/menc-collegiate-april-2010-newslinkhttp://www.menc.org/v/future_teachers/menc-collegiate-april-2010-newslinkDear Collegiate Members and Advisors, April is Jazz Appreciation Month! See below Jazz Appreciation Month ad for jazz ideas for your classroom. If you have comments, questions, or would like to share your chapter's activities or recruitment strategies with us for publication in a future issue, e-mail Jen Reed.     In This Issue New! Collegiate Facebook Fanpage MENC Twitter- See tweets about the 2010 Biennial Music Educators Nat’l Conference Feature Article – Preparing to Teach Jazz Music Member Benefit Spotlight – Web Resources Chapter Spotlight – Northwest CMENC Leadership Symposium Current News and Announcements 2010 Caitlin Merie Hurrey Memorial Scholarship winner announced Jazz Appreciation Month 2010 Music Education Week in Washington Wanna Play Music Week MENC Copyright Awareness Scholarship Program 7th Seoul International Music Competition Discounts on Brass, Low Brass, and Timpani purchases MENC Book – The Jazz Ensemble Companion Member Benefits and Resources New! MENC Advocacy Forum and Advocacy Posters Scholarship Opportunities April Poll Monthly Special- “Music Makes the Difference” Key Blanks Ask the Mentors Member Offer: 30% Discount on Music Business Handbook and Career Guide   New! Collegiate Facebook Fanpage Stay connected with other MENC Collegiate members around the world by joining MENC’s Collegiate Facebook Fanpage. To join, simply click here and become a fan! Want to know what’s happening at MENC Headquarters? Become a fan of MENC on Facebook!    MENC Twitter Follow MENC on Twitter. Interested in what happened at this year’s 2010 Biennial Conference in Anaheim, California? Go to www.twitter.com and search MENC10 to see what members had to say about it!   Feature Article: Preparing to Teach Jazz Music By Andrew Goodrich Andrew Goodrich is assistant professor of music education at Boston University. He teaches graduate courses in music education and supervises doctoral student research. In addition, he coaches jazz combos and teaches a combined graduate and undergraduate course in jazz history. Goodrich taught band at the secondary level in Billings, Montana, and taught elementary general music, band, and choir in Missoula, Montana. Goodrich received his doctorate in music education with a cognate in jazz performance from Arizona State University, a Master's Degree in Music Education with a Jazz Concentration from Arizona State University, and a Bachelor of Music Education Degree from the University of Montana. April is Jazz Appreciation Month. Although we should always engage in jazz-related activities, this designated month for jazz music serves as an important reminder for all music educators to reflect on their jazz teaching skills. Regardless of our performance or teaching abilities with jazz, it’s imperative to learn about jazz music and to continue to expand our knowledge of jazz. Teacher training in jazz varies. Nearly every school has some type of jazz ensemble; however, music education majors are not always adequately prepared to teach jazz. This may be due to a full schedule of coursework designed to meet state requirements for teacher certification, a potential lack of student interest in regards to jazz music, or the “exclusive club” of jazz education—i.e., you must play the correct instrument (trumpet, trombone, saxophone) to join. The reality, though, is that you’ll probably have to teach a jazz ensemble as a component of your student teaching. Your first teaching job may also include a jazz ensemble. How can a music education major preparing for student teaching learn to teach jazz? By immersing yourself into jazz through listening, performing, transcribing, networking, and studying the culture of jazz. Here’s a basic guide for preparing you to experience success as a jazz educator while student teaching. Listen Jazz educators often say that jazz recordings are the textbooks for learning jazz music. It’s important to listen to jazz recordings. Jazz music is readily accessible for listening and for purchase on various websites, including YouTube. Many jazz charts used at the secondary level are based on the music library of the Count Basie Orchestra. The Basie Band provides a great starting point for the novice jazz educator; in addition, listen to Duke Ellington. When you listen to these two bands, check out the specific musicians (e.g., Basie Band—Joe Williams, Vocals; Lester Young, Tenor Sax; Ellington Band—Johnny Hodges, Alto Sax; Clark Terry, Trumpet), and begin listening to their recordings, too. There are a lot of artists worth listening to throughout the history of jazz, including Louis Armstrong, Charlie Parker, Miles Davis, Max Roach, and Wynton Marsalis. Again, check out the other musicians on the recordings and then listen to their records (e.g., Paul Chambers, Bass; Clifford Brown, Trumpet). As your jazz “family tree” of musicians grows, you’ll quickly develop a library of recordings. Locate DVDs and videos of jazz musicians. It’s important to see the musicians’ postures, physical mannerisms, and overall persona. You can pass on what you learn from these recordings to your future students. Attend live jazz performances when you can. This includes any level ranging from professional groups, such as military bands, to junior high school jazz ensembles. The more professional groups can provide a useful model for sound and style, and exemplary high school and junior high school jazz ensembles may provide you with an idea of what these age groups are capable of. You can also get ideas for music, pacing of songs in a concert, ensemble set-up, etc. Perform There is no substitute for performing jazz. Find opportunities to perform before you student teach. Perform with a jazz ensemble at your university. Even if you’ve never performed with any of the groups, it’s never too late. Find a colleague at your school who improvises well and ask him/her to give you lessons. Or, find a high school or middle school jazz ensemble to perform with. If you’re currently observing in a school, ask the director if you can sit in with the jazz ensemble. This can provide you with a different perspective of the teaching process as well. Transcribe Transcribing is a component of the listening and performing process. Practice transcribing now, before you begin to student teach. At first transcribing may seem daunting, but start by transcribing only one measure or phrase of a recorded jazz solo at a time. Repeat that one phrase numerous times and then learn it in all 12 keys. Then, practice playing this measure or phrase with the blues. This is the first step towards building a jazz vocabulary with your voice or instrument. As time progresses, you’ll begin to transcribe more material and incorporate it into your sound, style, and harmonic vocabulary. Network Networking with jazz musicians, jazz educators, and band directors can assist you with learning the ropes of teaching jazz. Ask a variety of questions, including about rehearsal techniques or repertoire, and write down the responses. Make a request to observe rehearsals. You’ll broaden your knowledge of teaching jazz music, and you’ll build connections with your future colleagues. These people can continue to serve as resources after you get your first teaching job. Study Although jazz is an aural art, many jazz books exist. Learning the basic theory of jazz (e.g., chord progressions including ii-V7-I) will assist you with learning the structural components of many jazz songs. It’s also important to learn and be aware of the culture surrounding jazz music—historical events in jazz, the major innovators, where jazz music was performed, the lives of the musicians, how they learned jazz music, etc. Familiarize yourself with jazz pedagogy books. You’ll find strategies for rehearsals, ensemble configurations, and the role of each instrument, or section, in the jazz ensemble. Use these simple guidelines as a beginning to jazz, and begin to learn about the various aspects of this extremely important American music. You can pass the knowledge you learn on to your future students.    MENC Jazz Web Resources: April is Jazz Appreciation Month. See the resources that MENC has available for you to teach jazz. Jazz Appreciation Month Official Smithsonian Web site Jazz Forum Jazz Weekly Articles Archives 2009 Jazz Academy videos from 2009 Music Education Week, featuring Jamey Aebersold as he demonstrates improvisation, and Frank Catalano as he demonstrates some jazz techniques   MENC Jazz Articles: Gaining Independence: An Interview with Jamey Aebersold, April 2010 Teaching Music feature article Jazz in the Classroom, April 2008 Teaching Music feature article Q&A with Wynton Marsalis, April 2008 Why Teach Jazz? Teaching Jazz is Teaching Culture Jazz and the Music Ed Major Jazz: Requirement or Elective?   MENC Jazz Books: The Jazz Ensemble Companion: A Guide to Outstanding Big Band Arrangements Selected by Some of the Foremost Jazz Educators by Michele Caniato Teaching Improv in Your Jazz Ensemble: A Complete Guide for Music Educators by Zachary B. Poulter Getting Started with Jazz Band by Lissa Fleming     Member Benefit Spotlight  Web Resources for Collegiate Members Our Web site is designed to provide you with the information you need for a successful Collegiate chapter and smooth transition to teaching. Collegiate Home—an A–Z guide to your Collegiate chapter, including awards, forms, activity ideas, and more Future Teachers Community—includes helpful links and weekly articles on topics like student teaching and job hunting Future Teachers Forum—an online networking venue where you can talk with other music ed majors and ask experienced teachers your questions Career Center—includes information on careers in music and job listings My Music Class—MENC’s lesson plan library My Music Class Teaching Tips-- Handy tips on a wide range of topics are now accessible MENC’s Home Page—features the latest music education news and links to online communities, including Band, Orchestra, Chorus, General Music, Higher Education/Admin/Research, and Jazz, each of which offers weekly articles and member forums   Chapter Spotlight 2nd Annual Northwest CMENC Leadership Symposium By Rachel Rice On November 21, 2009, the 2nd Annual Northwest CMENC Leadership Symposium took place. CMENC officers and leadership from all over the Northwest met in Seattle, WA, for a day of learning, listening, sharing, and fellowshipping with fellow collegiates. About 30 students attended this event, along with 7 presenters. The focus for the symposium this year was a combination of “how to make people care,” and “how to successfully build our CMENC chapters.” While we, the leadership, understand why participation in CMENC is vital to our future careers, sometimes it's hard to convince our fellow students of this. Throughout the day, the presenters brought ideas and shared their experiences, causing us to think in depth about how we can reach out more effectively to more students.  Current News and Announcements  2010 Caitlin Merie Hurrey Memorial Scholarship winner announced! Abigail Pulvermacher of Princeton, Wisconsin, is the winner of the 2010 Caitlin Merie Hurrey Scholarship for Collegiate Professional Achievement. Abigail is a senior music education major at the University of Wisconsin – Whitewater, where she is the president of the Collegiate MENC chapter. In January, Abigail utilized her leadership and organizational skills as the chair of the Wisconsin CMENC conference. She is also a coordinator of the “Sounds and Vision” program, which provides enriched music experiences for local elementary school students through playing and participating in workshops.   April is Jazz Appreciation Month Join the nationwide celebration of this original American music in April. Jazz Appreciation Month is a time for special focus on jazz. Attend jazz concerts, listen to jazz recordings, support jazz programs, and simply enjoy the music's verve, pulse, and power. Find resources at Jazz Appreciation Month. Check out jazz articles and a special jazz poster featuring Dave Brubeck in your April issue of Teaching Music. 2010 Music Education Week in Washington MENC presents Music Education Week with professional development, advocacy opportunities, and stirring performances against the backdrop of the nation's capital's historic monuments. Music educators, students, and their family members are encouraged to attend. Intensive one- and two-day academies include Choral, Jazz, Instrumental, "IN-Ovations," General Music Technology, Young Teachers, Marching Music, and MENC Collegiate. Information on sessions, registration, and housing is at  Music Education Week.   Wanna Play Music Week May 3–7 is NAMM's 4th annual National Wanna Play Music Week. The week's activities are designed to put the media spotlight on the many proven benefits of playing music and give people new reasons to start or re-start this life-changing activity. Encourage your students to get their parents playing music! Visit Wanna Play Music for more information. MENC Copyright Awareness Scholarship Program Check out the new contest sponsored by the Music Publishers' Association (MPA)! MENC seeks students to contribute creative presentations to be used to educate their peers on the importance of intellectual property and copyright law. Open to all students ages 13–25 at the time of application and who are currently enrolled in an accredited secondary school or post-secondary institution of higher learning (college, university, or trade school). $10,000, $3,000, and $2,000 scholarship prizes awarded. Deadline: May 1, 2010. For more information, visit MENC Copyright Awareness Scholarship Program.  The 7th Seoul International Music Competition Contestants have an opportunity at one of six placements with first prize being $50,000. This year’s competition will be held in the category of piano, with four rounds of competition. The entry fee is $100 for applicants who have been selected to participate in the 1st round of competition. Travel and accommodation is the sole responsibility of the competitors, with financial aid of $400 towards international airfare from Asia and $800 towards international airfare outside of Asia. Age range for the competition is 16-30. Application deadline is November 12th, 2010, and notification of acceptance is January 12th, 2011. For more information, visit www.seoulcompetition.com.  Discounts on Brass, Low Brass, and Timpani Purchases With the recession hitting school budgets hard, MENC corporate member Jupiter Instruments offers a special price reduction for schools with MENC member teachers who need to purchase marching brass, low brass, or timpani this year. These instruments are just like those at the U.S. Army All American Marching Band performance where Jupiter, Majestic, and Mapex instruments were used exclusively. Others who perform on these instruments include DCI's Phantom Regiment, Arizona State University's 350 piece marching band, and WGI's Timber Creek Independent. Visit Jupiter MENC Offer for more information.   MENC Book The Jazz Ensemble Companion By Michele Caniato Revisit favorite arrangements, discover new ones, and inspire your jazz ensemble with sound and adventurous music to play. This new book recommends and analyzes sixty-seven quality jazz arrangements recommended by eighteen of the foremost jazz experts in the field today. Listed alphabetically, each analysis includes information on instrumentation, ranges, playability, and requirements for rendering the score.  The Jazz Ensemble Companion is available from RLE in paperback for $64.95 and clothbound for $120.00. MENC members receive a discount of 25%. To order or for more information, call 800-462-6420 or visit www.rowmaneducation.com. Member Benefits and Resources MENC Advocacy Forum Announcing a new online Advocacy Forum where members can find and give advice about music education advocacy initiatives and challenges. MENC staff will be active on the forum to help answer your advocacy questions. Start a dialogue with your colleagues today. Read the Welcome Post and, if you're not yet registered for the MENC Forums, sign up to post messages.  Also, get a new "Music Is the Key to Success" Advocacy poster free with any order from MENC. (Must specify stock #4036 to receive poster. This offer excludes RLE orders. To inquire about additional copies of the poster, e-mail advocacy@menc2.org.) Check out these Scholarship Opportunities! MENC knows how tight college budgets can get-especially when you're trying to find the funds to complete your education. Check out this listing of scholarship opportunities for Collegiate students by visiting MENC's Scholarship page. Do you know of college scholarships not listed? E-mail annew@menc.org today!  April  Poll Each month, MENC asks its members for their input on current issues and trends in music education. This month’s question is: With the end of the school year nearly in sight, what are your biggest concerns about your school's music program, if any? Share your thoughts today. April Monthly Special Music is Key – Buy One Get One Free!  In April only, MENC members can purchase two “Music Makes the Difference” ® Key Blanks for the price of one! Each key is green with the “Music Makes the Difference” logo and can be cut at your local hardware store to work as a functional house/office key. These keys work with Kwikset locks. “Music Makes the Difference” Key Blank: #5049R $5.00 for two (No discount when only purchasing one key.) No additional purchase is required. This special is not available at state conference resource shops. Call 1-800-828-0229 or visit the MENC online store to order. MENC on LinkedIn Connect with fellow MENC members and music education advocates on LinkedIn, a professional networking site. Participate in discussions about current topics, get music education news, and network with others in the field. To join, login to LinkedIn, select "Search Groups" from the top drop-down menu, and search for "MENC." If you haven't created an account yet, you can sign up at linkedin.com. “Ask the Mentors” Forum Do you have music education questions? MENC’s mentors have the answers! Each month from September to May, the “Ask the Mentors” forum features a different mentor for band, orchestra, chorus, general music, jazz, and guitar. The mentors are veteran teachers who offer advice in response to your teaching questions. Post questions and read responses on the Future Teacher’s Forum. Read about this month’s MENC Mentors. Month of April Band – Ron Meers General Music – Lenna Harris Chorus – Chris Venesile Orchestra – Lisa Goldman Jazz – Ralph Converse Guitar – Suzanne Shull Member Offer: 30% Discount on Music Business Handbook and Career Guide (Ninth Edition) Sage Publications offers MENC members a 30% discount until December 31 on Music Business Handbook and Career Guide. Ideal as the core textbook in courses such as Introduction to the Music Business, Music and Media, Music Business Foundations, and survey courses. Can also be used for more specialized courses on the record industry, music merchandising, music careers, artist management, music and the law, arts administration, and music in popular culture. Contact info@menc2.org for discount code. You have received this message because you are a Collegiate member of MENC: The National Association for Music Education or the advisor to a Collegiate MENC chapter as of June 2009. This is a special monthly announcement about NewsLink, one of the benefits of your membership. It has been sent to you by MENC: The National Association for Music Education, 1806 Robert Fulton Drive, Reston, VA 20191. Receipt of this message does not mean you will begin receiving weekly MENC e-mail updates if you have previously requested that your e-mail be "unsubscribed" from these updates. Questions? Contact mbrserv@menc.org or call 800-828-0229. MENC does not sell or share the e-mail addresses of our members. --Jen Reed, April 7, 2010, © MENC: The National Association for Music Education  MENCThu, 08 Apr 2010 11:28:26 -0400http://www.menc.org/v/future_teachers/menc-collegiate-april-2010-newslinkhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/_qz2N1z-JCU/menc-collegiate-april-2010-newslinkhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/-Zai3L0wSk4/menc-collegiate-april-2010-newslinkhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/tRhKOSHzcz4/menc-collegiate-april-2010-newslinkhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/hOI17-WAwHk/menc-collegiate-april-2010-newslinkhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/jYyJF5oy9Sk/menc-collegiate-april-2010-newslinkhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/ZiMOfEc8n4c/menc-collegiate-april-2010-newslinkhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/K14LyIBGELw/menc-collegiate-april-2010-newslinkhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/Y62Rz_3300s/menc-collegiate-april-2010-newslinkhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/BbaYBzuTUzM/teaching-music-current-featured-articlehttp://www.menc.org/resources/view/teaching-music-current-featured-article Gaining Independence: An Interview With Jamey Aebersold One of jazz education’s true pioneers describes how learning to improvise can liberate young musicians. By Brad Howey Jamey Aebersold is an internationally known saxophonist and authority on jazz education and improvisation. His series of jazz play-along book and CD sets are valuable tools for music teachers, and his weeklong summer jazz workshops—now in their thirty-third year at the University of Louisville in Kentucky and thirty-seventh year overall—have had a profound effect on musical communities around the world. His untiring dedication to the belief that anyone can improvise has inspired countless thousands to learn and play jazz. A graduate of Indiana University, Aebersold was awarded an honorary doctorate by his alma mater in 1992 and received the Jazz Midwest Band Clinic’s Medal of Honor in 2004. He recently retired from the music faculty at the University of Louisville, where he headed the jazz studies program that now bears his name. He will be presenting at the Society for Jazz Education academy at MENC’s Music Education Week in Washington, DC, in June 2010. For a video of Aebersold discussing and demonstrating improvisation at MENC’s Music Education Week 2009, visit the Music Education Week Video Gallery. Teaching Music is pleased to offer this exclusive interview in recognition of Jazz Appreciation Month. Mr. Aebersold, how and when did you get started teaching improvisation? Back in the ’50s and ’60s, many of the [school] bands that played weren’t very jazzy because a lot of the arrangements didn’t have any improvisation; they were arrangements being played in a kind of dance-band mode. But things started to change as people began writing arrangements that reflected an understanding of and appreciation for jazz improvisation. Throughout the ’60s, [jazz educator and trombonist] David Baker, [jazz educator and saxophonist] Jerry Coker, and I began publishing things that actually taught you how to improvise. It was a big step, because no one else was doing that yet. We stressed improvisation because, although the big band arrangements were important, we were interested in trying to get everybody to solo, not just the chosen few. Your goal was to take the mystery out of improvisation. Yes. That’s what we have been trying to do. There’s really no mystery to it. You put in the hard work and practice and be conscientious about it, and you’ll see results in a hurry. But I have to say, I never dreamed that at age 70 I would be doing something like this. When I started out I saw myself as a jazz player, not a music educator who has gone on to run a publishing company [Jamey Aebersold Jazz, which now boasts 127 titles in its Play-A-Long series alone—Ed.], the summer jazz workshops, and all of the teaching that those projects entail. I thought that first record [1967’s Play-A-Long Volume 1: How to Play Jazz and Improvise] would be published by the Berklee College of Music, which was already publishing music at the time. But it wasn’t, so I put out [Volume 2:] Nothin’ but Blues. [Jazz educator and pianist] Dan Haerle suggested the ii–V7–I album [Volume 3: The ii-V7–I Progression], and I can still remember saying to him, “Dan, nobody even knows what a ii–V7–I is. Who would buy that?” He said, “Well, if we put it out there, they’ll find out what it is.” So we put it out, and the rest is history. I’m still amazed at how many of the ii–V7–I progression sets we sell in a year’s time. People are exploring that harmonic avenue and they want something to play along with. How do you think your work has changed people’s concept of jazz and of what’s going on up there on stage? Hopefully it’s brought more people into the arena, gotten people off the written page, and gotten them to where they’re trying to play what’s in their head. That’s so important; otherwise you just end up being frustrated and bound to the printed page. This photo and below: Aebersold performs with his regular quartet, including pianist Steve Crews, bassist Tyrone Wheeler, and drummer Jonathan Higgins. So to you, improvisation is about independence? Absolutely. If musicians can solo over tunes and chord progressions, they can begin to have a kind of creative freedom. They’ll begin to buy and listen to recordings, because recordings end up being some of our best teachers. And if they’re educators, they’re going to be better teachers because they can hear and understand what their students are doing. You become a better player, a better teacher, and a better listener. You have personally taught thousands of people to improvise. What’s the hardest part for beginners to overcome? It’s this stupid mystique we have that says that if you’re going to play a jazz solo—just a simple little solo—it’s gotta be perfect. Nowhere else do we try the first time and succeed completely. It’s like going bowling for the first time and expecting every ball to be a strike. We wouldn’t expect anybody to do that, and yet when it comes to taking two choruses on the blues, people freeze up. They know what to do—their fingers are ready, their minds are ready, they’d love to do it, but they’re scared to death because they’re afraid of making a mistake. It’s as if we think that that one wrong note is held forever, and everybody’s gonna hear it. That’s just not the way it is. It dies right out, and it’s gone. You’ve been such a big part of jazz education as we know it today. Where would you like to see it go from here? Well, I’d still like to see more emphasis on improvisation in the educational setting. I realize it’s hard, with so many students in the classroom at a time. But if you teach people how to improvise, they can play music the rest of their lives. When all you teach them is how to play the second tenor part in a big band, they’re not going to directly use that once they leave school unless they’re able to play in a community jazz band—and there aren’t very many community big bands. Imagine if the only time you could use math is if there’s 20 people in the room with you, or if the only time you could write is if you could find 20 other people to write with. This is what’s happening in many of our school music programs. Once you leave school, what do you take with you? You take a valuable experience, but you can’t directly use that experience unless you have some kind of musical outlet. So my emphasis has always been on getting people to improvise, so that when they’re 15, 20, or 50 years old, they can go wherever they want and play music. And teaching students to improvise is really not that difficult. You just tell your band they’re going to play “Mary Had a Little Lamb” in the key of B-flat. Give them their starting note (concert D), and when they ask where the sheet music is, tell them they’re not going to use music. Do that each day—working on nursery rhymes, building their ears and their confidence. And then put on my Volume 24 record [Major & Minor in Every Key] and do B-flat major for five minutes. Tell them to go up the scale and back down once together, and then ask them to take turns playing eight-bar improvised solos. Do that for a week, and you’ll not only introduce your students to improvisation; you’re liable to hook five or six of those students on improvisation for life—actually playing music they enjoy in a way that they can continue long after they’ve left the band room. Summer jazz camps like yours are such a large part of what’s happening in jazz education today. Why have they become so popular? Jazz camps are the only place where these kinds of learning and playing opportunities exist. Where else is someone out of high school or college going to learn how to play in a combo, or take a theory class, or get the kind of instruction a camp can provide? We also get many people who are still enrolled in school coming to camp because the educational system just doesn’t cater to the improviser—it caters to the band player. You’ve had the chance to experience jazz education all around the world. What do you see as a weakness of jazz education in America, and what do you see as our greatest strength? Our greatest weakness has to be that jazz education isn’t emphasizing improvisation enough—we’re not getting enough students improvising. We’ve got band directors who don’t know anything about improvising. If they don’t understand it, how can they teach it to their students? And those students end up teaching other students. It’s a ripple effect. It’s sad that our colleges are turning out music educators who are being asked to teach two things that their college didn’t prepare them to do: 1) how to run a jazz band, and 2) how to improvise. And I just don’t know when it’s going to change. Every college in America that has a music education department needs to feature a jazz pedagogy class. Imagine: 30 or 40 years ago we all thought that within 10 years’ time there wouldn’t be a need for these summer jazz workshops because jazz at the high school level was gonna be so strong that everybody would be doing it there! Boy, were we wrong. One of our strengths lies in the wealth of jazz education materials, whether it’s Jamey Aebersold Jazz or Hal Leonard or Warner Brothers or what have you. Anyone who wants to learn can go out and buy a book and learn. CDs are available everywhere—and in many cases you can even hear things for free. The materials are out there. But as I said, I’m so disappointed to see that our colleges are still not providing these young teachers with the skills they really need to teach. Any final words? My overriding theme is that anyone can improvise, and if you give me five minutes with ’em, I’ll have ’em improvising! Even if they’ve been playing for 60 years, I’ll get ’em improvising. All it takes is a couple of notes, a little background, and a little encouragement—and off we go! Learning to improvise opens up a whole new world for people, and to me, that is very, very gratifying. Brad Howey is a Ph.D. candidate at the University of Idaho, an award-winning author, and an active performer. While teaching high school music in Alaska, he founded and directed the Sitka Jazz Festival. --Brad Howey, April 2010, © MENC: The National Association for Music Education. This article originally appeared in the April 2010 issue of Teaching Music magazine.MENCMon, 05 Apr 2010 08:45:20 -0400http://www.menc.org/resources/view/teaching-music-current-featured-articlehttp://feedproxy.google.com/~r/MencFutureTeachers/~3/PeYF5crhbus/teaching-music-current-featured-articlehttp://feedproxy.google.com/~r/MencFutureTeachers/~3/UhLaCtTbKuc/teaching-music-current-featured-articlehttp://feedproxy.google.com/~r/MencFutureTeachers/~3/tK4dmiOxpk4/teaching-music-current-featured-articlehttp://feedproxy.google.com/~r/MencFutureTeachers/~3/-BT5FWjAZc4/teaching-music-current-featured-articlehttp://feedproxy.google.com/~r/MencFutureTeachers/~3/BGEv2hJMOrI/teaching-music-current-featured-articlehttp://feedproxy.google.com/~r/MencFutureTeachers/~3/RvY509WjbCA/teaching-music-current-featured-articlehttp://feedproxy.google.com/~r/MencFutureTeachers/~3/cmczOgHHFFw/teaching-music-current-featured-articlehttp://feedproxy.google.com/~r/MencFutureTeachers/~3/a_xYUdBGUPc/teaching-music-current-featured-articlehttp://feedproxy.google.com/~r/MencFutureTeachers/~3/PyIsJgC8UXk/climate-change-in-the-classroomhttp://www.menc.org/v/future_teachers/climate-change-in-the-classroomDoes the weather outside really affect your classroom inside? MENC member Nalora Steele has some ideas for your classroom. What Happened? Your morning class was a brilliant success! Segue to your afternoon class: same grade, same lesson plan. The entire class is overactive. It’s impossible to get all the students quiet at the same time to begin your lesson. You struggle to be heard. You try to be gentle but firm. You swallow your sudden feelings of inadequacy. Then a student pipes up, “Look, it’s raining!” Could rain cause this remarkable difference? Indeed it can. Seasoned teachers are always aware of the effects of nature on the stability of human beings. The impact of weather on group behaviors shouldn’t be ignored. When air pressure changes, sleepiness is often a result. But that discomfort manifests itself in various ways in the classroom. While high school students may tend to be listless and hard to motivate, younger children tend to become overactive in response to climate changes. They may talk excessively, move about randomly, become silly, all in an attempt to stay awake. At all ages, students complain about being “bored,” a convenient catch-all word to describe feelings they don’t understand themselves. The teacher, not understanding these issues, may continue to plow through the lesson, feeling defeat the entire time. No one can change the weather or its impact, but there are several ways of dealing with it and creating a day of positive teaching and learning. Tips for Getting Your Class Back on Track Stop your lesson if it begins to snow, and “take five” for everyone to go to the window and look at it. (They will soon be ready to go back to other things.) Acknowledgment of environment and feelings is important. Try to spontaneously work the rain, snow, storm, or moon into your lesson. Have high school students walk around the room a few minutes and reconvene for the lesson. Be aware of the weather forecasts for each day you teach. Write down your lesson plan so that when disruptions come, they can be handled, and you can easily get the class back on track.   Prepare your lesson well, resolve to meet whatever comes your way cheerfully and with good humor, and, of course, check the weather forecast before you leave home—it may have more to do with what happens when you get to school than how you will get there! This article is adapted from “It’s Rainin’, It’s Pourin’, the Students are Snoring: Classroom Management for Student Teachers,” by Nalora Steele in Massachusetts Music News (Winter 2000). To read the full article, see Massachusetts MEA’s magazine Massachusetts Music News. Used with permission. Nalora Steele retired from teaching K-8 music at Driscoll School in Brookline, Massachusetts, and immediately joined the faculty at Berklee School of Music one day a week, helping prepare students to take their state licensure exam. She has performed in numerous opera companies, including the Opera Company of Boston and the American Opera Company, and been the conductor for various chorales. For help and support, visit the Future Teachers Forum. April is Jazz Appreciation Month. Read other MENC resources about classroom management: Sins, Passion, and Tricks Managing the Misbehavior Jungle, Part 1 Managing the Misbehavior Jungle, Part 2 Managing the Misbehavior Jungle, Part 3 Managing Your Classroom – Part 1, from My Music Class Teaching Tips Managing Your Classroom – Part 2, from My Music Class Teaching Tips Managing Your Classroom – Part 3, from My Music Class Teaching Tips Crowd Control: Classroom Management and Effective Teaching for Chorus, Band and Orchestra by Susan Haughland Classroom Management in General, Choral, and Instrumental Music Programs by Marvelene Moore   --Jen Reed, March 31, 2010 © MENC: The National Association for Music Education.  MENCThu, 01 Apr 2010 09:40:53 -0400http://www.menc.org/v/future_teachers/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/S050uQqNt4c/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/Wk-o_l0K_ss/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/264s9GmTzWg/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/TL7cZzVUqmg/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/w5CZbrDL2Sc/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/DC0sAApXIos/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/YtzYqAO0Grk/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/1KOT88Gy17Q/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencFutureTeachers/~3/vxpSIG6wJlk/april-showers-stay-in-and-read-the-april-issue-of-teaching-musichttp://www.menc.org/news/view/april-showers-stay-in-and-read-the-april-issue-of-teaching-music   The April '10 issue of Teaching Music celebrates Jazz Appreciation Month, summer travel and study, tips on improvisation, MENC's Music Education Week 2010, a new guitar book and MENC's new president-elect. When the April journal arrives, dig in. FEATURES Jamey Aebersold: A discussion with a leading jazz educator who says the best way to appreciate the music is to play it yourself. Improv for Everyone: Associated with jazz, the art of improvisation crosses all genre boundaries. Beyond the Grade: Improving the process of assessment On the Road Again: An Orange County, California, choral director enhances his students’ education by combining music and travel. Summer Study Special: Teaching Music  presents its annual listing of summer programs.   Upbeat—News and Notes for Today's Music Educator MENC's New President-Elect: Ohio's Nancy Ditmer 2010 Music Education Week—Check out the June 24-29 schedule of in-depth academy events, music performances and a rally Find a way to celebrate Jazz Appreciation Month in April New book takes guitar instruction into the music education classroom Last chance to submit auditions for the 2011 U.S. Army All-American Marching Band Tweet, Tweet: MENC's social medial efforts provide a vital link Consider the popular Teaching Guitar Workshops sponsored MENC, NAMM and GAMA New contest challenges students to focus on copyright issues   MENC books, periodicals and other resources Have News? Contact Roz Fehr Discuss concerns,  challenges and successes with other  music educators -Roz Fehr, March 31, 2010 © MENC: The National Association for Music EducationMENCWed, 31 Mar 2010 14:18:48 -0400http://www.menc.org/news/view/april-showers-stay-in-and-read-the-april-issue-of-teaching-musichttp://feedproxy.google.com/~r/MencFutureTeachers/~3/jE-NeihB27I/april-showers-stay-in-and-read-the-april-issue-of-teaching-musichttp://feedproxy.google.com/~r/MencFutureTeachers/~3/t5yGRsPuRiE/april-showers-stay-in-and-read-the-april-issue-of-teaching-musichttp://feedproxy.google.com/~r/MencFutureTeachers/~3/-HaFpWs76sk/april-showers-stay-in-and-read-the-april-issue-of-teaching-musichttp://feedproxy.google.com/~r/MencFutureTeachers/~3/POIuUruv1Zg/april-showers-stay-in-and-read-the-april-issue-of-teaching-musichttp://feedproxy.google.com/~r/MencFutureTeachers/~3/ZqpBtDWlXbA/april-showers-stay-in-and-read-the-april-issue-of-teaching-musichttp://feedproxy.google.com/~r/MencFutureTeachers/~3/RKMBdFGpsgk/april-showers-stay-in-and-read-the-april-issue-of-teaching-musichttp://feedproxy.google.com/~r/MencFutureTeachers/~3/qwMn-uprEpw/april-showers-stay-in-and-read-the-april-issue-of-teaching-musichttp://feedproxy.google.com/~r/MencFutureTeachers/~3/kyFbjItDI30/april-showers-stay-in-and-read-the-april-issue-of-teaching-music