What's up in MENC: General Musichttp://www.menc.org/http://feedproxy.google.com/~r/MencGeneralMusic/~3/RJ9-ULIl53E/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/MencGeneralMusic/~3/WtNKbfW5OPk/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/dfH34GV162s/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/CaE1CCcp32w/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/-eI6kVumIBw/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/-hD4ba9N8iQ/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/0aCrr6T3jKc/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/imM6ezX9PAQ/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/-pr7pEbUDkw/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/rWcSvqjVS0k/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/BBGULoeVpfg/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/RSSGBIXGcRw/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/tRZSMqp7Vrk/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/dnALxsDkDPY/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/bDH85ksjtwU/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/5p6ZyA-NQmI/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/xFMc6k5YdJI/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/ATD5MYRmjdw/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/gHRwd5lY9TI/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/LTJXTKxqmj8/menc-legislative-memohttp://feedproxy.google.com/~r/MencGeneralMusic/~3/7aEi3EnoRag/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/MencGeneralMusic/~3/EiM6h7Qt0wM/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/ls9j2QscLQA/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/cmCeQbyXqeA/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/iX-nkls5QUw/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/GtBEDzJ8rI4/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/AqSE64VEWYw/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/iNlm7T2XWIo/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/OPAztoq8DNA/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/7qfiI8pzypE/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/nUSsN8mhHOc/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/grfFl9hklBo/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Ixxg4LlXJjI/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/2MwmH3VIsv8/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/32oPcwcLwTk/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/h-IG3PFWwxE/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/qL8TBWYoMME/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/JpF_u1Fcx38/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/3JbfxTsRZDc/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/ywmXZMCHN6Y/2010-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/LbRg_cI6Cps/cook-up-some-improv-strategies-part-1http://www.menc.org/v/general_music/cook-up-some-improv-strategies-part-1Teaching children (and sometimes yourself) to improvise isn’t always covered in teacher training, but MENC member Herbert D. Marshall discovered some attitudes, techniques, and resources that helped him: Marshall focuses on three experiences he wants to provide his students. Exploration—finding personal boundaries, using all options, pushing limits. May involve little preparation and encourages spontaneity, builds confidence, permits divergent opinion. (“Demonstrate all the impersonations you can do with your voice: people, animals, things.”) Creativity—applying some conditions or limits, but allowing for a great diversity of choices. May involve some planning and building a useable repertoire of possible responses. (“Chant a rhythm that’s different from mine but uses the same amount of time I used.”) Improvisation—more defined expectations, parameters. There’s no correct/incorrect response, but there are musical ideas from the learner’s repertoire that are obviously better choices. (“Demonstrate stationary free flow in the A section, then locomotor-bound flow in the B section.”) Before improvising, “children need a large repertoire of whole songs and chants appropriate for their age and culture,” Marshall says. “Use a variety of sources such as series texts, folk song collections, and world musics.” “Whether you elect to explore and create in the jazz, folk, or other idioms, children need a broad listening experience, a substantial repertoire of patterns, and most important, permission to think outside the box,” Marshall says. “Create a classroom environment in which divergent thought is valued. … Imagine what a stimulating change of pace music class will be if creativity and diversity are nurtured.” For teachers new to improvising, Marshall urges finding a supportive environment where you can practice modeling for students. “Find an improvisation buddy or group with whom to hone your skills.” Read more in Marshall’s article, “Improvisation Strategies and Resources for General Music,” in the Spring 2004 issue of General Music Today. Next week, Part 2. Marshall’s Recommended Resources Building a Jazz Vocabulary: A Resource for Learning Jazz Improvisation by Mike Steinel (Hal Leonard) Conversational Solfège by John Feierabend (GIA) Learning Sequences in Music: A Music Learning Theory by Edwin E. Gordon (GIA) Jump Right In: The General Music Series by Beth Bolton, Cynthia Taggart, Alison Reynolds, Wendy Valerio, and Edwin E. Gordon (GIA) Now’s the Time: Teaching Jazz to All Ages by Doug Goodkin (West Music) Adapted from “Improvisation Strategies and Resources for General Music,” by Herbert D. Marshall, General Music Today, Spring 2004. Herbert D. Marshall is associate professor in music education at Baldwin-Wallace College Conservatory of Music. He taught general and instrumental music for eleven years in public schools in upstate New York. —Linda C. Brown, April 14, 2010, © MENC: The National Association for Music Education (menc.org)    MENCWed, 14 Apr 2010 15:06:34 -0400http://www.menc.org/v/general_music/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/413hN-qvvxo/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/cWzDzURo6nE/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/OPpskY7gbLw/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/27XlfuUgha0/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/4KGXQzqmuq0/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/Ts5dsk0OdJc/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/1SXNZY5TJzE/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/ninREaVLIQ0/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/XODtckbkL4c/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/O0cOEJheZHk/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/3Ui2BnfBNZQ/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/B-pcq-mUt_I/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/15fXPoptJsw/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/yPu7PntLOnU/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/TGXyBDtuY5M/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/FciQMDWZJ7E/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/bnIxqbueEt8/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/_qhuZ-mgDls/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/ueO00gw9P5g/cook-up-some-improv-strategies-part-1http://feedproxy.google.com/~r/MencGeneralMusic/~3/2tMkpbvVVW0/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/MencGeneralMusic/~3/XIvaAunVuUY/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/LTKTtqfvz2c/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Vv41UOOSBpA/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/ZW8MyIVe-iw/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/2F9KSy2kgvQ/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/cvHrNEH587k/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/iEvAR_QZON0/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/lbjuw_u3o1k/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/ifuvI7NdWjY/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/rICGvVPMcVs/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/I98Jw8vzVUQ/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/R7a-3mxMs-o/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/N2NT6M9GOys/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/0BZktrFb2_M/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/PwLbHwVFPMo/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/S9CkCVBiBWk/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/1aJlddFdgls/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/KPB6Bob1hcc/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Y_e3HjVxRLk/the-recorder-legislative-news-feedhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/GZzcBpJ2fAg/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/MencGeneralMusic/~3/gd796HdHntM/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/0ESVoxoWtlY/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/ftVlACj_l3A/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/R_Nnf7KVjqE/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/-_V9BkQg6tU/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/6LBehuuC7Vc/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/KFNv9BtMI1E/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/6hy5NZW82NM/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/sqJ46Yk7FKk/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/JMq0PhUI7gQ/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/CjeFP02l6jg/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/vFg0fCL0f4I/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/PQ0Py08iawE/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Etma-8wbHRk/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/E-6l_KFAhBE/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Cs54KTpJZkE/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/jbth1lvy2wM/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/zjeedPXZjko/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/i1qBRDY5PlI/press-release-menc-announces-new-executive-directorhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/g0ci06y-kVE/innovations-abound-at-menc-s-music-education-weekhttp://www.menc.org/v/general_music/innovations-abound-at-menc-s-music-education-weekMENC’s annual summer event has lots of new ideas in the IN-ovations Academy. Here’s what’s on tap for June 28 and 29: Teach Guitar! Everything You Need to Know But Were Afraid to Ask Learn strategies for starting a guitar class and introducing guitar in general music. Do a lot more than hum and strum—guitar is perfect for improvising, composing, and learning to read music. Incorporate the National Standards, inspire creative thinking, and attract students not currently involved in music and students with limited English language skills. Across the Borders, Across the Sea: Creating Opportunities for Global Conversations and Memorable Music Making Learn the outcomes of the “Across the Borders, Across the Sea” day-long event held at Berklee College of Music. The special focus is on students’ thoughts on how they make and access music, the role of music in their lives, and how teachers teach contemporary music. World Rhythms West African Ensemble Learn detailed histories, language, playing techniques, ensemble arrangements, authentic rhythms and dances, and tools for classroom integration. Hands-On Introduction to Lap Dulcimer Distinctly American, inexpensive, and the easiest stringed instrument to play, lap dulcimer encourages singing, playing tunes, chords, counter melodies, and improvisation. Third graders can play tunes in minutes with harmony! Dulcimers provided. Putting It Together with GarageBand Learn how to use GarageBand for desktop music creation, movie soundtrack scoring, and podcasting. Performing and Composing with the Keyboard Motivate teenagers to make music through keyboard instruction. You’ll have opportunities to perform accompaniments to popular songs and compose with the keyboard, as well as learn strategies for teaching classroom keyboard. Learning About Music Through Drumming Discover a way to motivate and excite students who don’t participate in band, chorus, or orchestra. You’ll engage in hand-drumming traditions from various cultures, acquire skills, and learn teaching strategies to entice new students into the high school music program. Putting It Together with iMovie Connect music with visuals and use iMovie to assess student understanding, recruit new students, advocate support from administrators and the public, and demonstrate learning progress to parents. Gain skills and start producing iMovies.   Learn more about Music Education Week (June 24–29, 2010), and the IN-ovations Academy online. —Linda C. Brown, April 7, 2010, © MENC: The National Association for Music Education (menc.org)  MENCWed, 07 Apr 2010 12:19:01 -0400http://www.menc.org/v/general_music/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/NVgjUE4ZgCE/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Nbech-4rT2g/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/ronI41_ZKA0/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/ir2ldKXGxAI/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/VEqYo35dkKI/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/yRcNI1WiHPU/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/2dwfzb3ZXbQ/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/ZQwqwHNGcnM/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/EN_iLwxGjzE/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/H2zu6-hKph4/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/IhgOwXhcXEE/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/SytT9wP8LGc/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/XOYYh9WiweU/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/yB-UbdGrlcc/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/3ahX5hzTU7I/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/9BV7h_O9ZfE/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/pIQoFTnaRtI/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Nl-fbAlBzbY/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/pWNuIzuwNe4/innovations-abound-at-menc-s-music-education-weekhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/3CdtCGAaf7o/press-release-announcing-the-green-anthem-contest-winnershttp://www.menc.org/news/view/press-release-announcing-the-green-anthem-contest-winnersYoung Student Musicians from New York and Kansas Shine in “Green Anthem” Lyric-Writing Contest Sponsored by MENC RESTON, VA (April 5, 2010) – MENC: The National Association for Music Education announced the winners of “The Green Anthem” Lyric-Writing Contest for grades 7–12. In this contest, MENC challenged students to display their creativity and musicality by writing new lyrics for and creating their own variations on "The Green Anthem" melody. The winners are: 1st Place: Sarah Henry, Cornwall Central Middle School, Cornwall, New York (Teacher: Valerie Ransbottom) – Sarah Henry is a seventh grader and a member of Chorus, Select Chorus, Cornwall Singers, and Band as well as her church Youth Group and Choir. 2nd Place: Bethany Doyle: Cornwall Central Middle School, Cornwall, New York (Teacher: Valerie Ransbottom) – Bethany Doyle is a seventh-grade straight-A student in the honors classes. She sings in the chorus, plays piano, and swims on the varsity swim team. 3rd Place: Brandon Strecker, Harmony Middle School, Overlook Park, Kansas (Teacher: Kathleen McCullough) – Brandon Strecker, also a seventh grade student, plays viola in the Harmony Middle School Orchestra, plays basketball and baseball, and participates in Boy Scouts. View the winning entries MENC featured “The Green Anthem” by music educator, violinist, singer, composer, and clinician Julie Lyonn Liebermann in the 2010 World’s Largest Concert®, a highlight of Music In Our Schools Month® in March. The Green Anthem Project, created by Lyonn Lieberman, encapsulates the National Standards, incorporates creativity and leadership, and can mobilize communities via their students with easy-to-implement steps towards a greener earth by educating and empowering America’s youth. The mission of the Green Anthem Project is to promote musicianship, creativity and leadership, while benefiting the environment. 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, 05 Apr 2010 15:33:00 -0400http://www.menc.org/news/view/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/qXw4LtW5z7c/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/8ZTl2IptjCQ/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/tg92Hl-3bdA/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/nZiy_KkyCrI/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/0haPLzJpmzQ/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/TouK25N3Ccs/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/-Y5kaPHq7WQ/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/jZpo6fhx1WM/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Xh3UFboxfTQ/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/EFxyRCEspR0/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Luvjf6Kx8RU/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/vqjjMJWIrks/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/NxFo6Tp9ptc/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Pj36LurDWPk/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/GnwoRbiGJUE/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/L2X66XFQ5pY/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/U8E4Lim5H_g/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/bcnO5dZWnso/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/wRlX2y_8REQ/press-release-announcing-the-green-anthem-contest-winnershttp://feedproxy.google.com/~r/MencGeneralMusic/~3/-YftUOlOrQA/climate-change-in-the-classroomhttp://www.menc.org/v/general_music/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/general_music/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/YUOaPJ0zOaA/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/vUmYE2L0IfE/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/ovKA3-IvepA/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/AKsy6XHdEFQ/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/XxbyLX5rVPQ/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/eJ_HXcZIIto/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/gjrvcwixOqA/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/77_jPOZoan8/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/C253bwfNDBs/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/w5uCqMBrhUU/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/J2NZYlQ83N4/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/B0stWsCjwyo/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/0JPeg_E_Xh4/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/09rZnaRaBhY/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/VCxOxnL3PGU/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/bfPmv7qL1h0/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/iP9F4WenG1I/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/fQwoxwfd6tU/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/jfee1tMF4lI/climate-change-in-the-classroomhttp://feedproxy.google.com/~r/MencGeneralMusic/~3/tmp59uFkuGk/crafting-a-concert-etiquette-projecthttp://www.menc.org/v/general_music/crafting-a-concert-etiquette-projectAre your concerts riddled with children running in and out, babies crying, and adults socializing? When her elementary school community exhibited poor concert behavior, MENC member Susan DuPree Mincey decided to do something about it. With her principal’s support, she did. The Process Mincey asked her students to research concert etiquette online. She created a music website bibliography, beginning with MENC’s Concert Etiquette Resources. She placed an icon for her Web bibliography on the desktops of the computers in the computer lab and students’ classrooms. All students in grades 3 to 5 researched concert etiquette on different websites. There was a wide range of sites at various reading levels. Students took notes, and used a worksheet to list four dos and four don’ts on how to behave at a concert.   After collecting their facts, students worked in groups of 4 to discuss what they’d learned and add new facts to their worksheets. Mincey gave students MENC’s online Concert Etiquette Quiz. Students were required to take the quiz as many times as necessary to score 100%. “Everyone was challenged, and all succeeded,” said Mincey. Grades 3 to 5 music classes then used their research sheets to compile a clear, concise, respectfully stated master list of “Dos and Don’ts of Concert Etiquette.” The list was sent to the principal for approval before publication in a letter to all families. Students who’d done the research taught what they’d learned to younger students in “Buddy Classes” for grades K–2 through art, speaking, and drama. A week before the school’s talent show, parents, students, and siblings all signed a family “Commitment Contract for Proper Performance Etiquette.” The contract was sent home with a letter explaining what the school was trying to accomplish. “Families were told that this was a learning experience and that everyone would be working together to create a polite atmosphere for all.” Mincey asked the principal to grade the community on concert etiquette using a rubric she’d created, and she informed students the grade would be posted in the cafeteria the following morning. The Results The show was highly successful. “I could see by their faces that my students were aware of the concert etiquette rules, and students even corrected their parents when rules were forgotten!” says Mincey. “Parents apologized when they or their small children made a mistake. The reward was that everyone could hear everything the students performed.” The final grade was 95 percent, with a subsequent concert being graded at 99.5 percent. “The real test,” said Mincey, “was our next PTO meeting.” The audience was respectful, and restless children were placed under adult supervision in the PreK classroom during the meeting. “The following day on the school’s morning broadcast, the news team announced a Concert Etiquette Grade of 93 percent.” “This program has allowed our students, through their research and by educating their families, to see change for the better and experience success that comes through effort.” And everyone in the community benefitted. Resources MENC’s Concert Etiquette Resources, including a video by Tim Lautzenheiser. Mincey recommends doing an Internet search on “concert etiquette” to create a bibliography of current sites.   Susan DuPree Mincey is a NBCT teacher at Skyview Elementary School in Lizella, Georgia. This article was adapted from “Members Speak Out” in the October 2005 issue of Teaching Music. —Linda C. Brown, March 31, 2010, © MENC: The National Association for Music Education (menc.org)  MENCWed, 31 Mar 2010 14:22:10 -0400http://www.menc.org/v/general_music/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/hlH3z9u036w/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/KtR0fhQUUEs/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/7K8UB9HUX4Y/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/cvaCMv2SEKM/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/mDO0rRzsiqo/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/eZ32Fjus2tQ/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/T559b4TXEuo/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Ky19ip99Rso/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/MndGR4NqT2s/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/KPsPq36So78/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/WtsAYQLa_DQ/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/RaNJy33Qti0/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/9q4sPl8Qwp4/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/FHzPwScNRhw/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/xoLwR5Q36pU/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/4p4uIWuGnj4/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/hC8ln3UPx1s/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Dj6_CJ6GLgY/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/ojp2kE9hzIg/crafting-a-concert-etiquette-projecthttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Pjh_ksFAgd4/april-swings-with-jazz-resourceshttp://www.menc.org/v/general_music/april-swings-with-jazz-resourcesAmerica’s original art form is celebrated every April in many ways in schools and communities. Here are a few recent resources for you and your students: Smithsonian Jazz, a portal to a large quantity of jazz history, photos, and recordings.   All About Jazz is the University of Denver, Colorado’s premier jazz resource, and contains articles, reviews, and audio and video clips of performances.   The Jazz section of the MENC Web site offers short articles on jazz topics and new ideas to explore.   MENC’s Jazz Forum offers an opportunity to discuss jazz-related topics 24/7.   Musicforpeople.org contains suggested resources and articles on teaching improvisation.   Aebersold.com, the site of jazz educator Jamey Aebersold, offers lists of teaching resources.   Books Jeffrey Agrell, Improv Games for One Player. Michele Caniato, The Jazz Ensemble Companion. Zachary B. Poulter, Teaching Improv in Your Jazz Ensemble: A Complete Guide for Music Educators.  [For this and other MENC books, go to Rowman & Littlefield Education.] Articles Brad Howey, “Gaining Independence: An Interview with Jamey Aebersold,” Teaching Music, April 2010. Adam Perlmutter, “Improv for Everyone,” Teaching Music, April 2010. Mac Randall, “Jazz in the Classroom,” Teaching Music, April 2008 Derek T. Smith, “Development and Validation of a Rating Scale for Wind Jazz Improvisation Performance,” Journal of Research in Music Education, October 2009 Check out MENC’s Society for Jazz Education and My Music Class (a lesson-plan library--MENC ID required to log in). An Internet search will yield even more jazz topics, ideas, and teaching suggestions. Looking Ahead:  Music Education Week in Washington will include a Jazz Academy June 28–29, 2010. --Ella Wilcox and Linda Brown, March 31, 2010, © MENC: The National Association for Music Education (www.menc.org)  MENCWed, 31 Mar 2010 13:03:45 -0400http://www.menc.org/v/general_music/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/kKFvHbERFpY/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/fVutYIIAhqw/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/FZ7iDwpyRb0/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/--FXjOSLAFQ/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/l_eVw0jpOno/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/q3TAgp0IT7o/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Ke7pfcWvMrQ/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/IR9d2pJRFoU/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Jlc-8ARMt9A/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/4AIRarABpmg/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/b0E3BEO54-w/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/2RcW6nemrjU/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/AgMcJHIQuF4/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/oafoUb1yMJY/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/JOKw4KgykSw/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/mvTwfOnWDQM/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/wkzJvySwQmw/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/Ot1qK2iNT80/april-swings-with-jazz-resourceshttp://feedproxy.google.com/~r/MencGeneralMusic/~3/wIMuFjQRvng/april-swings-with-jazz-resources