CMEA Magazine SPRING ISSUE 2022 VOLUME 75 • NUMBER 3
Spring 2022
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In This Issue 3
President’s Message
21 Bay Section Update
4
CMEA State Council
5
CMEA Election Results
6
Become a Partner With CMEA
7
Urban Schools Podcast
by Anne Fennell, CMEA President
by Keith Johnson, CMEA Bay Section
President
22 Capitol Section Update
by Patrick Neff, CMEA Capitol Section
President
23 Central Section Update
by Zack Pitt-Smith, CMEA Urban
by Michael Tackett, CMEA Central
Schools Representative
8
Section President
Advocacy
23 Central Coast Section Update by Diane Gehling, CMEA Central
10 CASMEC Pictorial
Coast Section President
12 CMEA/CBDA Awards Gala 15 News from the California Choral Directors Association by Dr. Christopher Peterson,
24 North Coast Section Update by Chris Cox, CMEA North Coast
Section President
24 Northern Section Update
CCDA President
by Todd Filpula, CMEA Northern
Section President
16 Young Composers and Songwriters Present Original Works for CASMEC 2022
26 Southeastern Section Update by Dr. David Betancourt, CMEA Southeastern Section President
by Lisa Crawford, CMEA Creating and
Composition Representative
18 CMEA Research and Educational Projects Poster Session by Dr. Ruth Brittin, CMEA Higher
Education and Research Representative
28 Southern Border Section Update by Dr. Jeff Malecki, CMEA Southern
Border Section President
28 Southwestern Section Update
by Ryan Rowles, CMEA Southwestern
Section President
19 CBDA Social Justice Consortium
Ad Index IFC
Breezin' Thru Theory
19
University of Portland
5
CSU East Bay
25
World Projects
7
Nick Rail Music
14
Yamaha
Orchestrate Success in Your Career... JOIN CMEA+. Visit www.nafme.org. CMEA is a federated state association of the National Association for Music Education.
CMEA Magazine is published quarterly (Fall, Winter, Spring, Summer) by CMEA.
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Graphic Designer: Adam Wilke
Office: 559 904–2002 E-mail: cmea@calmusiced.com Website: www.calmusiced.com
Editors: Chad Zullinger and Trish Adams Business Manager: Trish Adams
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The Executive Board of CMEA serves as the Editorial Committee. The observations and opinions expressed in any article in this magazine are those of the author and do not necessarily represent the official position of the Association. CMEA does not necessarily endorse any product or service advertised in this magazine.
In This Issue (continued) 29 Learning Past a Grade by Dr. Michael Albertson, CMEA Innovations Representative
29 Music Supervisors Update by Stacy Harris, CMEA Music Supervisors Representative
30 Inspiring Students in Music Through Children's Books
35 CODA Update
by Tiffany Ou-Ponticelli, CODA President
37 Collegiate Council Update by Andrew Shousha, CMEA Collegiate Council Representative
37 CMEA Submission Guidelines
by Shawna Longo, Durban Ave School,
Hopatcong Borough Schools
34 CASMEC Reflection
by Emma Joleen Schopler, CMEA General Music TK-12
Representative
CMEA Past Presidents
CMEA Hall of Fame Award Recipients Honoring Lifetime Achievement in Music Education
2020-2022 Armalyn De la O, San Bernadino 2018-2020 John Burn, Cupertino 2022 - Marlene Mudge 2016-2018 Scott Hedgecock, Fullerton 2020 - Stephen Luchs 2014-2016 Michael D. Stone, Bakersfield 2019 - Judi Scharnber, Jeri Webb 2018 - Dr. Lawrence Stoffel, Dean Hickman 2012-2014 Russ Sperling, San Diego 2017 - Dr. Edward Harris, Michael Corrigan, James Mazzaferro 2010-2012 Norman Dea, Walnut Creek 2016 - Dr. Robert Halseth, Rosemarie Krovoza, Rick Meyer 2008-2010 Jeff Jenkins, Chula Vista 2015 - Dale Anderson, Ann Marie Haney, Dr. Thomas Lee 2006-2008 Cheryl Yee Glass, Danville 2014 - Jon Christian 2004-2006 Rob Klevan, Pacific Grove 2013 - Orrin Cross 2002-2004 Sam Gronseth, Paradise 2012 - Gayane Korkmazian, 2012; Gerald E. Anderson, 2012; 2000-2002 George DeGraffenreid, Fresno 2011 - David Whitwell 1998-2000 Dennis L. Johnson, Salinas 2010 - Nicholas Angiulo, Vincent Gomez 1996-1998 Jay D. Zorn, La Crescenta 2009 - Kem F. Martinez, Carl W. Schafer, Robert W. Lutt 2008 - Duane Weston 1994-1996 Don Doyle, Pasadena 2007 - John Larrieu, Mary Val Marsh, Barbara Cory, Bill Ingram 1992-1994 Bill Adam, Roseville 2006 - Carolynn Lindeman, Joe Foster, Paul Shaghoian 1990-1992 Carolynn Lindeman, Greenbrae 2005 - Frances Benedict, L. Leroy Roach, Silvester McElroy, Jerry Kirkpatrick 1988-1990 L. Leroy Roach, Walnut Creek 2004 - Robert Greenwood, Arthur Huff, Lyle Stubson, Lois Vidt 1986-1988 John L. Larrieu, Portola 2003 - John Farr, Thomas Eagan 1984-1986 Vivian M. Hofstetter, Bakersfield 2002 - Larry Johnson, Mary Louise Reilly 1982-1984 David S. Goedecke, Stockton 2001 - William Hill, Helynn Manning, Wesley “Colonel” Moore 1980-1982 Charles L. Freebern, San Diego 2000 - Vivian Hoffstetter, F. John Pylman 1978-1980 Henry Avila, Monterey 1999 - Lawrence Sutherland 1998 - Chuck Schroeder 1976-1978 Mary C. Reed, Elk Grove 1997 - Dean Semple 1974-1976 Marlow Earle, Lakewood 1996 - Burl Walter Jr. 1972-1974 Louis Nash, La Crescenta 1994 - Jerry Moore 1970-1972 Anthony L. Campagna, Foster City 1992 - Mike Pappone 1968-1970 Judd Chew, Sacramento 1991 - David Goedecke 1966-1968 Kenneth D. Owens 1987 - Marlowe Earle 1964-1966 Keith D. Snyder, Davis 1985 - Arthur Dougherty 1962-1964 Gibson Walters, San Jose 1983 - William Burke 1960-1962 Douglas Kidd 1981 - Aubrey Penman 1979 - Steve Connolly 1957-1960 Joseph W. Landon, Fullerton 1977 - Howard Swan 1955-1957 Harold Youngberg, Oakland 1975 - Russell Howland 1953-1955 Fred Ohlendorf, Long Beach 1951-1953 George F. Barr 1949-1951 Elwyn Schwartz 1947-1949 Clarence Heagy, Fresno 2 CMEA Magazine
President's Message by Anne Fennell, CMEA President
I am honored and excited to be the president of California Music Educators Association for the next two years and I look forward to all that we will create together as we continue to grow and support one another. Through Armalyn De La O’s presidency, we co-created CMEA’s Diversity, Equity, Inclusion, and Access (DEIA) policy and I will continue this work as we begin writing our next Strategic Plan. Our DEIA policy is a pillar and lens through which we move our organization forward to ensure that CMEA’s Vision — “to ensure that all California students have equal access to high quality music instruction as a part of a well-rounded education” — truly becomes our reality. We continue to collaborate with our 4 Arts Ed Org partners, CAEA, CDEA, CETA, and hold a proactive and collective voice advocating for arts education. Never before has this been so important as it is now as we support Californians for Arts and Music Education in Public Schools to ensure that arts education is funded and a priority in our schools. This proposed measure, intended for the November 2022 general election, will guarantee roughly $800 million a year in new funding that ensures arts education for all current and future generations. It will be a game-changer for arts education and the single most important piece of legislation for arts education in our collective careers. Music education for all students is attainable, and with this new possible funding we will all be able to reach out, serve, and bring music to every school and student in our state, while contributing to our culture and creative economy. Can you imagine every one of our 6 million students in the state of California finding themselves immersed in the beauty of music? I can. I have always had this vision because I know that music is in every person, a fundamental human right, and a part
of all cultures. Music evokes emotions to everyone in its proximity, and gives beauty, opportunity, as well as strength, and a sense of knowing that we are part of something larger than ourselves. Music is the culture of the past, and when we serve all students, music is the culture of the present day and our future. We all have the genetic predisposition to learn, as well as to perceive and make music, and this cultural universal is a gift we can connect with and share. My passions and beliefs have always guided me to support all that is possible, and today as you read this, I hope that our connected beliefs for music education bring us together to be the best organization for every student. I believe in lifelong learning and music education for ALL students. I believe in casting the educational net wide so all humans can find themselves in and through music and the beauty of sound that is found in every moment of time. I believe and know that music is a creative and rigorous academic subject, and with creativity and critical thinking, music improves the human condition through a personal expression that defines our own humanity and culture. And I believe and know that we are here because our passions have brought us to learn and grow for the sake of every student. For the sake of music and for the sake of our collective culture and human potential. I look forward to the next two years as we grow together and I promise I will do my best to support, see, and hear the music educators and students in California.
Spring Issue 2022
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CMEA State Council CMEA EXECUTIVE BOARD CMEA President Armalyn De La O adelao@calmusiced.com CMEA President-Elect Anne Fennell afennell@calmusiced.com CMEA Vice President Chad Zullinger czullinger@calmusiced.com CMEA Secretary Laura Schiavo lschiavo@calmusiced.com CMEA Immediate Past President John Burn jburn@calmusiced.com CMEA OFFICE cmea@calmusiced.com 2417 North 11th Avenue Hanford, CA 93230 559 587-2632 CMEA Executive Administrator Trish Adams cmea@calmusiced.com 559 904-2002 CMEA Administrative Assistant Heather Adams hadams@calmusiced.com 559 410-2425 CMEA Legislative Advocate Martha Zaragoza Diaz lobbyist1.mzd@gmail.com SECTION PRESIDENTS CMEA Bay Section President Keith Johnson keith@echsbands.com
CMEA Southern Border Section President Dr. Jeff Malecki jmalecki@sandiego.edu CMEA Southwestern Section President Ryan Rowles aspiro03@gmail.com NAfME OFFICERS NAfME President Mackie V. Spradley 1806 Robert Fulton Drive Reston, VA 22091 800 336-3768 NAfME Western Division President Renee Shane-Boyd COUNCIL OF REPRESENTATIVES CMEA CAJ Representative Gaw Vang Williams gawvang@csus.edu CMEA CASMEC Coordinator/ CMEA Representative on the CBDA Board Francisco Marquez fmarquez123@me.com CMEA CBDA Representative Jeff Detlefsen DetlefsenJ@gmail.com CMEA/CCDA Representative Dr. Chris Peterson cpeterson@fullerton.edu CMEA/CCDA Choral Leadership Academy Coordinator John Sorber johnso@cos.edu CMEA CODA Representative Matthew Mulvaney mulvaneymatthew@gmail.com
CMEA DEIA Representatives Brant Nishida bnishida@srvusd.net Jonathan Raman Jraman85@gmail.com CMEA General Music, TK-12 Representative Emma Joleen Schopler emmajoleen@gmail.com CMEA Global Music Education Representative Dr. Lily Chen-Hafteck lhafteck@ucla.edu CMEA Innovations Representative Dr. Michael Albertson malbertson@geffenacademy.ucla.edu CMEA Membership Chairperson Bruce C. Lengacher blengacher@auhsdschools.org CMEA Mentorship Program Chairperson TBD CMEA Music Supervisors Representative Stacy Harris sharris1@ggusd.us CMEA Music Technology Representative Jessica Husselstein jessicahusselstein@gmail.com CMEA Higher Education and Research Representative Dr. Ruth Brittin rbrittin@pacific.edu CMEA Retired Members Representative Norm Dea normdea@yahoo.com CMEA Rural Schools Representative TBD
CMEA Capitol Section President Patrick Neff patrick.s.neff@gmail.com
CMEA Advocacy Day Performance Coordinator Jeremiah Jacks jeromejacks30@gmail.com
CMEA Central Section President Michael Tackett michaelt@cos.edu
CMEA Advocacy Representative Russ Sperling sperlingruss@gmail.com
CMEA State Band and Orchestra Festival Coordinator Jim Kollias jhkollias@gmail.com
CMEA Central Coast Section President Diane Gehling dgehling@santaritaschools.org
CMEA Collegiate Representative Dr. Dennis Siebenaler dsiebenaler@fullerton.edu
CMEA State Choral Festival Coordinator Gail Bowers grbowers@sbcglobal.net
CMEA North Coast Section President Chris Cox coxmusic1966@gmail.com
CMEA Collegiate Council Representative Andrew Shousha andrewshousha1230@gmail.com
CMEA Northern Section President Todd Filpula tfilpula@chicousd.org
CMEA Creating and Composition Representative Dr. Lisa A.Crawford lisacrawfordmusic@gmail.com
CMEA State Solo and Ensemble Festival Coordinator Cheryl Yee Glass cglass@srvhs.org
CMEA Southeastern Section President Dr. David Betancourt dbetancourt@cerritos.edu
CMEA CTA Liaison TBD
CMEA Special Learners Representative TBD
CMEA Tri-M Representative Troy Trimble troyatrimble@gmail.com CMEA Urban Schools Representative Zack Pitt-Smith zackpittsmith@gmail.com
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CMEA Magazine
CMEA Election Results Chad Zullinger, President-Elect
Tony White, Vice President
Tiffany Barry, Secretary
Spring Issue 2022
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Become a Partner Wtih CMEA
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Reach your customers directly! As a Gold Corporate Partner, you can now have exclusive access to our members through CMEA sponsored emails. Each month, CMEA will send up to two (2) sponsored emails on behalf of our Gold Corporate Partners. Corporate Partners may submit content and formatting to CMEA, who will distribute your email to the members of your choice. Contact a staff member today for more information. Availability is limited. All email content is subject to approval by CMEA. Rates excluded from discounts. Sponsored Emails We will send a promotional email to our membership on your behalf. Sponsored emails are only available for our Gold-level Corporate partners. Pricing below is for Gold-level Corporate members; all others will need to factor in the price of a Gold partnership also. Pricing per Email (March - October) • One (1) email to all Full Active Members: $350 • One (1) email to any segment (i.e. band, choral, orchestra, elementary): $250 Pricing per Email (November - February) • One (1) email to all Full Active Members: $500 • One (1) email to any segment (i.e. band, choral, orchestra, elementary): $350 6
CMEA Magazine
The California Music Education Foundation is a 501(c)3 California Nonprofit Public Benefit corporation that supports charitable and educational efforts to promote quality music instruction for the children and adults of California.
To donate, or to receive more information, visit:
https://calmusiced.com/cmef/
Urban Schools What Is See The Sound Podcast?
Every one of us has significance and that significance is our “sound.” Join GRAMMY Music Educator, Encourager and “Educa-tainer,” Mickey Smith Jr. each Sunday evening as he interviews educators and more from a perspective that everyone can learn from and love. Each episode contains powerful information and inspiration to help you keep on going and to see the sound in everyday living.
Episode Details
Mickey talks to GRAMMY Music Educator Award Recipient, Oakland educator, and CMEA Urban Schools Representative Zack Pitt-Smith, whose band was featured in the movie Soul.
Click Here To Hear the Podcast
Spring Issue 2022 7
Advocacy On March 22, CMEA joined with CETA (Theatre Educators), CDEA (Dance Educators and CAEA (Art Educators) to present Stand Up 4 Arts Education Day. Due to continued school travel complications and a major renovation occurring in the State Capitol, this was a virtual event again this year. We plan to be in person in 2023. Watch the Virtual Rally Video that included special guest actor Brian Cranston, as well as wonderful student music, dance, theater performances and visual art work.
This year, our biggest "ask" is to ask for support of the Arts and Music Education in the Schools ballot measure. If you haven't heard about this ballot measure and our campaign to get the signatures to put it on the California ballot this November, here is a link to more information: https://voteartsandminds.org. This ballot measure can be a genuine "game changer" for music education in California by allocating significant funding increases that would result in more music and/or arts teachers in every school and district in California! As of this publication, the ballot initiative has already collected the 623,212 valid signatures from registered voters to qualify for the November 2022 ballot.. 8
CMEA Magazine
The CMEA Advocacy Team meeting with California Superintendent of Public Instruction, Tony Thurmond. Armalyn De La O Chad Zullinger Anne Fennell Trish Adams Laura Schiavo Russ Sperling Martha Zaragoza Diaz John Burn
Assemblymember Tasha Boerner Horvath Chad Zullinger, CMEA Vice President Martha Zaragoza Diaz, CMEA Lobbyist
Assembly Bill 1718 (Boerner Horvath) Expanding Access to the Arts, World Languages, and Culture passed the Assembly Education Committee with a bipartisan, non-opposition vote! The bill would provide funding for the purchase of standards-aligned, instructional materials in arts education and world languages, and for professional development for teachers on the revised arts education and world languages content standards as well as their respective frameworks. On March 23, Past-President John Burn, Vice-President Chad Zullinger, and our lobbyist Martha Zaragoza Diaz spent the day at the Capitol providing testimony in support of the bill.
The Benefits of a Standards-Based Music Education: • • • •
Past-president John Burn providing testimony for Assembly bill #AB1718 authored by Assemblymember Tasha Boerner Horvath.
Music and the arts are part of well-rounded subjects in ESSA 2014 and CA ESSA State Plan. Leads to life-long learning and knowledge of self and culture. Supports healthy social development. - Prepares young people to succeed in the 21st century workplace. Facilitates student achievement and improves social and emotional growth
For more information, including all of our 2022 Legislative Priorities and advocacy resources, visit http://standup4music.org
Spring Issue 2022 9
12th A
California All-State Musi
February 1 Fresno Conve
It Was Great To Se
10 CMEA Magazine
Annual
ic Education Conference
17-20, 2022 ention Center
ee You In Person!!
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Watch the celebration here! Congratulations to all our state and section award winners!! For a full list of award recipients, go to https://calmusiced.com/membershipservices/state-awards/
Spring Issue 2022 2022 13
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EVEN TEACHERS NEED TEACHERS As an educator, one of the most impactful ways to improve is by educating yourself. That’s why the Yamaha Educator Suite (YES) helps music teachers access professional development opportunities, music teacher resources, program health support, advocacy assistance and more. YES brings you a network of like-minded teachers, experts and professionals, who want to help you achieve your goals. Let us help you raise the bar. Go to Yamaha.io/educatorsCAMEA
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CMEA Magazine
News from the California Choral Directors Association by Dr. Christopher Peterson, CCDA President
As I write this, I am so grateful that we have been able to sing and make music together for much of this school year. If you are an ensemble director like me, I am sure you found Zoom teaching to be wholly necessary but unsustainable in the long term. In the words of Barry Manilow, it “looks like we made it!” One of the many signs that we have indeed turned a corner was the wonderful CASMEC Conference in Fresno last February. Our interest sessions, invited concerts, the Choral Leadership Academy, catching up with friends across the state, and the All-State ensembles were a joy to experience. I know that I will never take in-person music making for granted ever again. Many thanks to all the organizations that came together to make CASMEC an in-person success. The CCDA Board of Directors and staff members remain committed to championing policies and practices of equity that empower just, inclusive, and equitable communities. Toward these ends we have started reviewing our organization’s bylaws to examine how they can be updated and improved concerning DEIA (Diversity, Equity, Inclusion, and Access) as well as gender issues. We are also continuing our work to commission new works of music, provide our constituency with increased opportunities for professional development and lifelong learning through our Vision for the Future Scholarship Fund, and many other activities that advance our mission to create transformative experiences for California’s diverse communities.
This summer we will return to holding our annual summer Conference/Retreat at ECCO (Episcopal Conference Center Oakhurst) from July 31st to August 3rd, 2022. Our theme will be “Celebrating the richness of our diverse choral communities” with sessions that will be valuable resources for our attendees as we rebuild our ensembles, sing in person again, and continue to develop inclusion, access, and diversity in all levels of our ensembles. Our first of two headliners will be Dr. Judy Bowers, renowned choral music educator and Professor Emerita in the College of Music at Florida State University. She has trained and mentored countless music educators across our nation and is one of the leading music educators of our generation. Our second headliner is Tesfa Wondemagegnehu, Assistant Professor of Music at St. Olaf College. Tesfa has been sharing joy and a vision for equity and justice through song for many years. Through a triumvirate of teaching, conducting, and performing, he has found a way to transform both students and audiences and to reach those seeking resolutions of peace, equality, and respect … through music. More information about all our conferences, honor choirs, and events can be found at our website: www.calcda.org.
May you have a great end of your school year, a wonderful summer break, and a fabulous fall making music with your students.
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Young Composers and Songwriters Present Original Works for CASMEC 2022 Young Composers Symposium by Dr. Lisa A. Crawford, CMEA Creating and Composition Representative
16 CMEA CMEA Magazine Magazine
The many joys of CASMEC for me include, prominently, inclusion of the opportunity for educators to submit, on behalf of their students, original compositions and songs for inclusion in our CASMEC Young Composers Symposium. This year, as in the past, the songwriting and compositional work of young students was memorable. The Young Composers Symposium is not presented as a competition but as an opportunity for students to formally present themselves as a composer or songwriter and personal notes about their compositions. A music educator who is known to work compositionally with students is invited each year to give a presentation about methods for composing and songwriting. This year, Ryan Duckworth, Choral Music Educator at Bloomington High School, presented From Nothing to Something, an overview of his compositional work with all students. Thank you, Ryan!
Thank you to each composer and music educator who joined us for CASMEC 2022! The music educators and their students included in the Symposium this year were: (click song title to hear) Student: Elspeth Luu Composition: I Am My Own Educator: Asa Stern, Sam Lawson Middle School in Cupertino (CMEA Bay Section) Student: Annette Ma Composition: Fanfare Variations Educator: Robbie Stange, Stevenson School, Middle and Upper Divisions in Pebble Beach (CMEA Central Coast Section) Student: Estevan Olmos Composition: Dystopia Educator: Dr. Randall Cornelison, University High School in Fresno (CMEA Central Section) Student: Alejandro Ruiz Composition: Last Night Alive Educator: Ryan Duckworth, Bloomington High School in Bloomington (CMEA Southeastern Section) Student: Kaiyue (Ethan) Guan Composition: No Shame in Games Educator: Susan Nace, Harker Upper School in San Jose (CMEA Bay Section) Student: Beauregard Chiasson Composition: Waltz for a Groom Student: Jake Horvitz Composition: Streets Educator: Dr. Lisa A. Crawford, Geffen Academy at UCLA in Los Angeles (CMEA Southwestern Section)
“I had a lot of fun writing this piece, and exploring and growing as a composer. If you remember one thing from this entire presentation, know that my entire process can be summed up in one sentence. “Be mindful, and unafraid.” 1) be mindful of the things mentioned earlier, about widening your sound and establishing “home bases” through musical motifs, when considering whether or not your piece sounds good. But, most importantly, 2) don’t be afraid to try new things. It’s okay to make mistakes during the process. Other ideas include: what makes music so beautiful to me is the idea that we have been given only 12 notes. 12 notes. And yet we haven’t even scratched the surface of the amount of things we can create; and, I make mistakes all the time. I try new things when I write because music is inherently full of room to explore and try, and mess up and try again. Without those mistakes, my music wouldn't be the same and I wouldn’t have as many opportunities to grow. Now, without further ado, here is my waltz piece Waltz for a Groom. I hope you enjoy it."
Submission Details
Students’ works are currently accepted on the “first-come, first served” plan. This way, those who know the deadline and are ready to submit may be demonstrating they have planned ahead! As we enjoyed being back at CASMEC 2022 in person this year, we want to continue to develop the option of live performance for students’ compositions. This will provide the opportunity for students to work with their original works and an ensemble simultaneously. The Young Composers Symposium invites works of all types for submission: • All genres accepted • Songs with or without text, any arrangement • Digital compositions (songs, media, film or television, online sources) may be composed with any available applications • Contemporary small-ensemble works • Contemporary orchestral works Students should submit both scores and recordings annually, November 1 - December 15, 2022. While compositions do not have to be composed under the guidance of a music educator, they must be submitted by an educator who is a member of CMEA.
Future Engagement
Over time, interested students may be added to a mailing list for check-ins on their continuing compositional process. Students may also choose to get involved with the upcoming Young Composers Ensemble and our Composition Zoom, both to begin later this year (Fall 2022). Your questions are welcomed about any of these details (lcrawford@geffenacademy.ucla.edu) and we are hopeful you will join us in the future!
Professional Presentations
Students this year were highly skilled at writing professional introductory presentations about themselves and their works. Beau Chiasson wrote about his composition for the musical, Sherlock: Spring Issue 2022 2022 17
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CMEA Research and Educational Projects Poster Session by Dr. Ruth Brittin, CMEA Higher Education and Research Representative This article features the abstracts from papers presented at the CMEA Higher Education Research and Educational Projects Poster Session that was held on February 18, 2022 at CASMEC. Presenters included graduate and undergraduate students, practitioners, and faculty from across California. We had a very collegial, engaging set of conversations and enjoyed building new relationships and understandings. Please applaud our presenters, and enjoy reading the fruits of their inquiry. You will find inspiration for some questions to ponder, and new techniques, resources, and curricula to try out!
Presenters Glenna Boggs, Michael Atwood, University of the Pacific Using Technology to Update Rehearsal Warm-ups
Robert Huntington, University of the Pacific Gamifying Beginning Music Theory & Musicianship
Ruth Brittin, University of the Pacific “Sousa’s March Mania”: Creating Engagement with Listening, History, and a Vote!
Beatriz Ilari, University of Southern California, Graziela Bortz, UNESP, Brazil Musicking in the Margins: Educational Experiences of Young Musicians in Brazil
Robert Brown, University of the Pacific Ancient Origins and Modern Representation: Are Women Percussionists Represented Equal to their Accomplishments in the Percussion Field? Jake Cassman, Mary Elder, Alex Melzer, Laia Pujol-Rovira, Isaac Raven, William J. Coppola, University of Southern California Feelings of Impostor Phenomenon Among Tokenized Musicians Eun Cho, University of California, Riverside, Alia Pujol-Rovira, University of Southern California, Beatriz Ilari, University of Southern California Parents as Home DJs: Effects of Music Listening on Young Children’s Psychological Well-being
Kim Mieder, Sonoma State University Shifting the Focus: A Learner Centered Approach to Developing Independent Musicianship in the Full Ensemble Rehearsal Andrew Towsey-Grishaw, University of Southern California Culturally Responsive Elementary Music Teaching Rachael Vega, Stanford University The Effect of Pre-Band Instrumental Instruction on Student and Parent Interest in the School Band Program Chen Yaping, School of Arts, Jiangxi University of Finance and Economics, Nanchang, JiangXi, China Cultural Understanding: The Role of Singing Song
Lily Chen-Hafteck, University of California Los Angeles Sivory Chastain-Castellanos, Avalon K-12 School, Long Beach Unified School District Olivia M. Garabedian, Tulare City School District Spencer Hart, Culver City Middle School Exploring Popular Music Cultures with Elementary School Students in Virtual Environment at the Time of COVID-19
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Social Justice Consortium CBDA was proud to premiere our first two social justice consortium pieces at CASMEC in February. The powerful messages portrayed through the work of these amazing composers was beautifully performed by our California All State high school and junior high school students. These pieces are now available for purchase at Murphy Music Press Be on the lookout for information about our next social justice consortium for this upcoming year.
T U R N I N G TA L E N T I N T O A R T I S T R Y
through mentoring and performance opportunities from day one. With access to small classes, talented professors, quality academics, and the city of Portland, University of Portland’s nationally accredited music program and liberal arts curriculum will prepare students for the future they want. FOR MORE INFORMATION
up.edu/music | upmusic@up.edu 503.943.7228
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Section Updates See What's Happening Around the State Northern
North Coast
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Bay Section
Central Central Coast
Southeastern
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Bay Section Update by Keith Johnson The second half of the school year seems to be going by in a flash as concerts, festivals, and other activities ramp up. Some of the most rewarding experiences these past few months have been the numerous opportunities to connect with our colleagues at national, state, and local music education conferences. Since our last issue, Bay Section held its first Winter Conference since 2020 at San José State University on January 7th and 8th. At the conference several outstanding educators in our region were recognized and I would like to share the 2022 Bay Section Award recipients with you below.
2022 CMEA Bay Section Award Winners Outstanding Choral Educator Award Laryssa Sadoway
Congratulations once again to our award recipients! As we continue to move through the school year, many of us across the state are likely preparing groups for festival performance this spring semester. While it is exciting to share the festival experience with our students again, it is important to keep things in perspective as we prepare. Over the past two years music educators and students have faced unprecedented challenges. When schools shutdown in 2020, current high school freshmen were barely halfway through their seventh grade year in middle school, current high school seniors were in their sophomore year in high school, and current middle school students hadn’t yet had the opportunity to experience elementary music. Whether preparing for concert or contest, now more than ever having a student-centered approach to learning and adjusting our expectations to meet students where they are will ensure we set them up for success, and in turn have a positive festival and concert experience.
Wishing everyone a wonderful concert and festival season!
Outstanding Orchestra Educator Award Tiffany Ou-Ponticelli Frank Sumares Memorial Outstanding Jazz Educator Award Craig Bryant Gilbert T. Freitas Annual Memorial Band Award (less than 7 years experience) Jason Shiuan Gilbert T. Freitas Annual Memorial Band Award (more than 7 years experience) Nelson Agregado Beyond the Baton Award Jonathan Grantham Outstanding Music Educator Award Dr. Andy Collinsworth Lifetime Achievement Award Dr. Edward C. Harris
Spring Issue 2022
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Getting To Know A Student Teacher An Interview with Wesley Schoch by Patrick Neff
I am currently student teaching at Willma Cavitt Junior High and Ridgeview Elementary in Granite Bay teaching grades 5, 6 ,7, and 8. I was led to Sac State's credential program because it is where I completed my undergraduate work, and both my mom and sister are Sac State alumni. My mom also received her teaching credential through Sac State and spoke to the program from when she was earning her credential.
3) You recently attended CASMEC. How was your experience? I had a great experience at CASMEC. It was such a surreal experience to look around and see that everyone was a music educator of some kind and that everyone had a unique perspective into music education. I enjoyed meeting new people, reconnecting with people that I already knew, and spending time with my peers from Sac State while learning a lot about teaching music.
1) What led to your interest in music education?
4) Did you have a favorite part of the conference and did anything surprise you?
When I was about to start 7th grade, my parents told me that they were forcing me to join band for a year because they wanted each of their kids to have experience learning music in a band setting. After my initial protesting, I ended up enjoying it and stayed in band for the next 6 years. I loved my experience with band in high school, but when I got into college, I tried to pursue other majors thinking that band was just a "for fun" thing. But I always found myself unhappy and unfulfilled in the several other majors that I tried. One Friday night, I was particularly sad and was walking nearby a local high school and heard the pep band playing one of my favorite pep tunes to play. I started feeling extremely nostalgic for music and wondered if I could make a career out of something that I loved. I started playing my trombone again and felt myself become happy again. I didn't think that playing solely for myself would be fulfilling to me, but I was attracted to the idea of being able to teach music, the thing that had restored my joy in life, to students and allow them to share in that happiness and have the same positive experiences that I had.
My favorite part of the conference was Dr. Peter Boonshaft's "24 Ways to Improve Every Rehearsal Through Inspired Teaching." I left that session inspired and itching to get back in my classroom and start applying some of his ideas to my own teaching. It was obvious how much he cares about kids, and I loved seeing his excitement about creating positive experiences for students in his classes and learning new ways that I can implement his ideas in my own classes.
2) Where are you student teaching and what led you to the Sac State credential program?
5) How can current music educators best support someone like you who is beginning their career? I think that the best way to support newer music educators like myself is by being willing to talk about and share teaching techniques that have worked for you. I have often heard that developing one's abilities for teaching is like amassing a big bag of tricks - finding what works and what doesn't work for you. The faster that we can teach well, the faster we can effectively serve our students and provide them with better music making experiences.
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CMEA Magazine
Central Section Update by Michael Tackett
Music is Alive in the Central Section! Over the past few weeks (March 12), I have attended concerts, adjudicated festivals, and conducted performances. During these activities, I have witnessed true resilience from Central Section music educators and students. Music programs are on a strong path to recovery from the past two years and I could not be prouder of the work our educators and CMEA board members are doing to make it happen. In-person festivals began on March 3rd and the coordination it has taken to schedule twenty large-group and four solo-and-ensemble events during these times has been astounding to say the least. Way to go Central Section! Making the choice in the fall to push ahead with a full schedule of festivals was not the easiest decision for the board members, but overall, we knew it was best for the students. It would take more work for the site hosts and our festival coordinator, Rob Bentley. Rob is a band director at Liberty Middle School in Lemoore and has been coordinating CMEA Central Section festivals for years. He has worked tirelessly to make sure each event is on the correct track and ready to hand off to the site hosts. Thank you, Rob, for your dedication, passion, expertise, and vigorous work ethic. You play a huge role in creating memorable festival experiences for Central Section students. I would also like to give a shout-out to all the festival hosts who put hours of work into organizing their events. It would not be possible without you! It has been a focus of mine over the past year to advocate for music programs in the Central Valley during this recovery period from COVID. As we all know, you win some and you lose some. Several programs have taken financial, staff, course cuts, and a few have completely been removed. We continue the fight and along the way we fortunately cross paths with unsung heroes. I was adjudicating a festival last week and as a band entered the stage the festival host approached me to explain that the district of this band planned to cut the music program. The site host went on to describe how an English teacher at the school stood up and decided to direct the band to keep the program afloat. I was amazed and excited to know there are people other than music educators standing up for our students and music education. My experiences the past few weeks, including this one, confirmed Music is Alive in the Central Section!
Central Coast Section Update by Diane Gehling
Hello from the Central Coast Section and Happy Spring! With Spring comes rebirth, and here we are with a light at the end of the tunnel. The days are getting longer, and the sun is shining. Who knows? It could just be that Daylight Saving Time is here, but I believe there is more to the uplifting of morals right now. A while ago, I wrote about the norm and what it looks like for us. Now, I am happy to note that things appear to somewhat be returning to the old normal. After going through the rise and fall of COVID-19 cases, event postponements, and cancellations, the Central Coast Section was finally able to have the first of three honors events this past weekend (March 4 & 5) in person. The growth that these students made while working with a guest conductor for less than 48 hours was phenomenal. This year, the time together was even cut by one rehearsal. The decision was made to keep our students safe by not allowing an audience for the concert. Fortunately, we have some great people in our section who know how to sync video and audio and are stepping up to do so and, in April, we will be able to stream the performances. It has been exciting to be a part of this process and it is great professional development for the teachers to be able to watch another conductor, especially if the performing ensemble is not in the teacher’s primary area. On the weekend of March 25-26, both the CCS High School Honor Band and Strings, along with the CCS High School and Middle School Honor Choirs, will have their events. For each of us, ending the year will be different. The questions arise: How will your district handle the March 14 “relaxing of the mask” mandate? What will the “loosening up” on wearing them look like? What will spring concerts be like, if we have them at all? Will they be in person or streaming? What about section festivals? Will your students even be allowed to go to festivals? As I end my term as president, I look at these questions and say, “No matter what the answers are, we will figure it out.” Why? Because, after the past two years, we as music educators are becoming stronger than ever. Despite exhaustion, sickness, and stress, we are making things work. As we move forward and continue to work toward that normal, we must remember that we have each other to lean upon. I could not imagine the past two years without the support of my section’s board and fellow teachers, for it has only been with their help that we could make these events and experiences possible.
Spring Issue 2022
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North Coast Section Update
Northern Section Update
by Christopher Cox
by Todd Filpula
Greetings from the North Coast Section. Spring is here and so is the return of music festivals. For the first time in two years, our students are getting the opportunity to see and hear each other perform. On March 19th, the North Coast Section held the 65th Annual All-County Music Festival. High school students from Humboldt, Del Norte, and Trinity Counties (plus a few friends from Ukiah and Brookings, Oregon) met at Arcata High School to see old friends, make new friends and play music. Our guest conductors were magnificent. Jon Souza (Gilroy High School) lead our choir. Dr. Alexander Kahn (Sonoma State) was the director of the String Orchestra. Dr. Dan Aldag (Cal Poly Humboldt) directed the Jazz Band. Cory Tamondong (Brookings Harbor High) conducted the Symphonic Band. Students and music teachers were very excited to meet after a two-year hiatus once again. We look forward to having our middle school students join us for the 2023 All-County. Our Jazz Festival, Choral Festival and Instrument Festival are next to come before we close out the school year. The week following our All-County Festival, I had the opportunity to talk with one of my colleagues about the festival and promoting music activities in our community. By the end of our conversation, we agreed that music teachers are often not very good about self-promotion and are generally too humble. So, what can we do to change that? We need to be better promoters of music education, student accomplishments and our own accomplishments. Here are a few things we can do to promote music in our schools. • Contact the media and tell them about upcoming concerts or music events. • Create a list of local media contacts and make it a point to contact them 3 to 4 weeks ahead of an event. • Use social media (Facebook, Twitter, Instagram, etc.). • Encourage your school and school district to advertise concerts, events, and celebrations. • Attend a school board meeting and invite board members to a concert. • Invite local politicians to a school event. • Create a music newsletter and send it to parents, staff members, and locals that will help promote music education. I hope you are able to take one idea and make it work for you and your school program. My own district colleagues have agreed to do a better job promoting our programs and students. Good luck getting the word out!
CASMEC 2022
CASMEC 2022 was a much-needed “shot in the arm”! I will be the first to admit that the last year and a half have been a real struggle. Trying to stay positive with respect to the job of teaching instrumental music was a monumental challenge. Seeing and sharing with colleagues during the CASMEC weekend went a long way toward shoring up the will and energy to finish off the year strong.
Northern Section Events
The Northern Section has successfully held two events this spring with at least two more in the works to take place before the end of the year. The CMEA Northern Section Region III Large Ensemble Festival took place on March 11, 2022, at CSU Chico. We had fourteen bands participate, including the Chico State Wind Ensemble. It was a wonderful day of music making and reconnecting with colleagues! Initially, it looked like Covid was going to rear its ugly head again and force us to cancel the Northern Section’s Junior High Honor Band/Choir weekend, but with flexibility from all parties involved, we were able to reschedule the event to March 18-19, 2022. We had eighty-eight students representing fifteen schools! Mike Phenicie and his wife Yvonne did an amazing job of organizing yet again! Mike and his wife have been doing the Junior High weekend for many years and they always do a stellar job! Sadly, this was Mike and Yvonne’s last year running this event and I want to thank them for their dedication to the young musicians of the North State. As a result, we are looking for another to pick up the mantle. The Northern Section High School Honor Band will have also taken place by the time you read this. Currently, this group consists of fifty-nine students representing ten schools. I want to take this opportunity to thank newcomer Samantha Fordis from Live Oak High School for taking on this project. On a personal note, I would like to thank my colleagues on the CMEA State Board of Directors for their friendship and support over the last several years. In addition, I would like to thank the Northern Section Board for their support and dedication to the students of the North State as my time as President comes to a close. I wish Tanner Johns, the incoming President, all the best!
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CMEA Magazine
Spring Issue 2022
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Southeastern Section Update by Dr. David Betancourt
Finding Ways to Stay Connected It was wonderful to see so many colleagues face-to-face at CASMEC in February. If there is one thing the conference confirmed, it is that we really missed being with each other! At the same time, we have also discovered ways to stay connected and reach out by using technology. Over the past two years, Zoom/Teams became our friend and nemesis. And now that it looks like we are heading back to fully face-to-face instruction, Zoom/Teams remains present as a way for us to connect when we cannot breach the physical space. And let’s face it, with gas prices soaring, we might find that continuing to leverage the virtual platform just might work for many of us when we are wanting to attend meetings, network, or reach out beyond our own community. With this in mind, the CMEA Southeastern Section has organized an event on the afternoon of May 24 entitled: Take a Break, Share, and Connect. While we are inviting the CMEA-SES membership to join us over dinner (virtual or in person), it occurs to us that we could leverage the resources already in place to reach out to all colleagues across the state in an effort to help us stay connected. If you are not in the CMEA Southeastern Section, but would like to join us virtually, please take a moment to let us know you are interested by going to the link https://bit.ly/3B28DRL. Be sure to click on the “virtual option.” This is not a registration link. We are simply getting a read on the interest level. Registration will take place in April. And yes, it is free! The virtual portion will be 90 minutes long and we are confident that the discussion will leave us all feeling better. Check out the flyer on the next page. Speaking of all things virtual, here are the top three online tools that many colleagues are keeping as face-to-face instruction resumes: 1. Announcements: posting announcements online not only keeps them there for the duration of the term, but every platform allows you to delay posting so you can create announcements (prior to the term) you know will come up throughout the semester. No need to try to remember. And they are “pushed” right to the student devices . . . . most likely their phones! 2. Discussions: getting the students to engage in discussions about the pieces can be a challenge. There are students who will not speak in front of their peers, but if you post
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a prompt as a discussion online, you can’t stop them! Leveraging the different modes of engagement is a fantastic student-centered approach. Posting content online: from performance links to written and media content, the practice of housing information online that is accessible to the students is a best practice. One of the biggest benefits is the ability for differentiated learning to take place; the student that needs the information once, has it. So does the student who needs the information several times. And they are able to access it in their time windows.
Let’s keep sharing and connecting. This way, we all benefit!
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CMEA Magazine
CMEA Southeastern Section
Take a break, share, & connect It's been a long year. Let's pause for a minute and chat. Join us for an evening of casual conversations and connect with your peers in the Southeastern Section.
Save the date! Evening of Tuesday, May 24, 2022 In person (dinner provided!) and virtually on Zoom More details to come--check your email and follow us on Facebook for updates Click the link or scan the QR code to let us know if you're interested! https://bit.ly/3B28DRL
@CMEASoutheasternSection
Spring Issue 2022
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Southern Border Section Update by Dr. Jeff Malecki
Things are great at the bottom of the state! Many of our members truly enjoyed and appreciated the new CMEA+CBDA combined awards ceremony at February’s CASMEC, celebrating the best and brightest of our state. Here in Southern Border, we are known for our own special celebration, the Fortissimo Awards. We’d love to share what we do and encourage you to explore the same! We use the CMEA state awards as a template, but also branch out as fits our section. In 2019 we began our inaugural “Newcomer” Award, celebrating a teacher in their first three years of service, and during remote teaching, the “Digital Mentor” and “Innovative Distance Learning” Awards. Our full membership has the chance to nominate awardees, and the executive board chooses the finalists. Winners for both years represent the excellence, attitude, and diversity of our amazing section, and can be found on our website (cmeasbs.com) Down in SBS, we are known for our frivolity and camaraderie. Online award ceremonies helped keep many people's spirits up, but we opted to combine 2020 and 2021 into a mega in-person ceremony (Fortississimo!) so all awardees could celebrate together. We also pushed out “Wednesdays We Award” winner profiles in 2020 on our social media platforms. We usually celebrate Fortissimo in January on one of the rare weekends that have minimal conflicts. This year we pushed the ceremony back into early June, partially due to Omicron concerns, and partially to bring people together closer to the end of the year. With major help from our amazing local treasurer at the helm, we budget a pretty grand ceremony at a county brewery, including a luncheon and the ceremony itself. This year we saw registration boom immediately after it opened. Without a doubt, this Fortissimo Awards will be one of the best yet!
Southwestern Section Update by Ryan Rowles Happy Spring to all music educators in the Southwestern Section and across the state. It was great to reconnect with so many colleagues at CASMEC back in February. To be able to meet in person and experience the success of all of the honor ensembles was extra special given what we all have endured these last two years. It has been exciting to witness first hand and hear from other colleagues about all of the first in-person concerts, successful festival experiences, and overall joy in making music again with our students. Additionally, even as there are many challenges ahead to rebuild music programs that have seen significant loss of enrollment following distance learning, it has been encouraging to learn of new efforts to re-engage students. Whether it be increased recruitment efforts or continuing to engage students in diverse and innovative ways, music is back!!! Congratulations to all of the students, parents, administrators, and community members for continuing to support music education in schools and enduring through some unprecedented times. Most importantly, congratulations to all music educators for your passion, dedication, and love of music and your students. With spring break here or approaching, enjoy a well deserved respite as we push forward to the end of the school year.
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Learning Past a Grade Michael Albertson, Ed.D. CMEA Innovations Representative How often do we wish that our students would not worry about their grade and dive deeper into the course content? There is a lot that is out of our control; we live in a society that rewards competition and encourages us to constantly measure ourselves against others. However, there are practices music educators can implement to encourage deep engagements for our students: 1. Develop specific, yet limited, criteria for assignments: Be very clear what elements of a task you are assessing. For example, your task might ask students to compose a song, but you are primarily concerned with assessing their ability to apply an AB form. Let them know that including the form is the way to demonstrate learning. This opens many opportunities for differentiation—that is, past what you are assessing, students can be creative and make it their own (e.g. instrumentation, genre, texture). 2. Allow Students to Edit Work for Full Credit: If we believe that mistakes present us with learning
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opportunities, then we have to practice what we preach. Allow students to make corrections after the original submission of an assignment to earn full credit. This provides a safety net for students to take musical risks. We want to see growth over the term of a semester or a year, and such a format allows for this. Give Detailed Feedback: A number, or even a well-crafted rubric, does not provide students the information they need to improve. Educators must take the time to provide detailed feedback that addresses the individual needs of every student. Of course, spoken feedback is foundational to our work, especially in formative assessments. But providing written guidance allows students to sit with our feedback, analyze it, and apply it to their subsequent work. This also provides us with the opportunity to make suggestions that take students beyond the required learning benchmarks.
Music Supervisors Update Stacy Harris, CMEA Music Supervisors Representative
CMEA Music Supervisors met together at CASMEC last month for our first in-person gathering in over two years! It was a wonderful opportunity for many of us to connect, share, and begin to brainstorm next steps for our supervisors group. It has been incredible witnessing the ways that our music program leaders across the state have managed the various hardships that have come with COVID-19. It has taken perseverance and creativity to navigate the best ways to support teachers and programs during such a time. I look forward to continued opportunities to work with and learn from these leaders and encourage anyone out there in a leadership role, administrative or not, to connect with us. We are continuing to hold monthly Zoom meetings for music supervisors and teacher leaders in non-administrative roles. These meetings are an informal opportunity for us to connect and discuss our current projects and problems of practice. I invite anyone interested to join us for our upcoming meetings that are listed below. You can email me at sharris1@ggusd.us to be added to the music supervisors mailing list to receive those Zoom links. Music Supervisors Zoom Meetings, 3:30-4:30pm • March 15, 2022 • April 5, 2022 • May 3, 2022 • June 7, 2022 Spring Issue 2022 2022 29
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Inspiring Students in Music Through
Children’s Books by Shawna Longo,
Durban Ave School, Hopatcong Borough Schools
This article is reprinted, courtesy of New Jersey Music Educators Association, Tempo! Tempo!,, Volume 76, No. 3. March 2022 30
CMEA Magazine
One way to keep our students at the forefront of our teaching while still meeting the requirements of various school-based or district-wide initiatives is through finding commonalities across initiatives. These commonalities can then be aligned to who, what, why and how you teach music. I have found an intersection between initiatives and artistic processes through children’s books. Children’s books are at the heart of teaching in K-5 and they often pair seamlessly with music concepts and artistic processes. Through their beautiful illustrations and meaningful, authentic messages, we can deepen our connection with and understanding of our students all while preparing them for their future. There are a few initiatives that are at the forefront of education right now: 1. Social Emotional Learning (SEL) 2. Culturally Responsive Teaching (CRT) 3. Inclusion, Diversity, Equity, Access (IDEA). Let’s first lay a foundation for each of these initiatives.
SEL
As defined by CASEL, “Social Emotional Learning is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.”
CRT
Brown University states, “Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures. Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings,1994).”
•
•
is often used in reference to race, ethnicity, and gender, we embrace a broader definition that also includes age, national origin, religion, disability, sexual orientation, socioeconomic status, education, marital status, language, physical appearance, geography, and any other identifiers that make one individual or group different from another. Equity: All having the opportunity to fully participate Equity encompasses the policies and practices used to ensure the fair treatment, access, opportunity, and advancement for all people, while at the same time trying to identify and eliminate barriers that have historically prevented the full participation of some individuals or groups. Access: Of any and all abilities Access refers to the commitment for everyone to be included in all programs and activities.” (Indiana Arts Commission)
The commonalities that exist between SEL, CRT, and IDEA assist in fostering an intentionally embedded and sustained teaching practice that values all students. Through this intersection with children’s books, we can promote a growth mindset through music, while cultivating creativity and inspiring our students to value themselves and better understand the world around them. In K-5 general music classes, these can be accomplished while teaching the artistic processes and music concepts that fill our curriculums. It is a synergistic pairing that can greatly impact your students as you instill a deeper understanding and passion for music. This can occur during a discussion or analysis of protest songs or while teaching simple rhythmic patterns or melody. The sky's the limit in terms of how you choose to create your own intersection between music, SEL, CRT, and IDEA. Here are a few books that I love to use with my students.
Book Suggestions:
IDEA
“Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice.” (University of Delaware) IDEA is an acronym for Inclusion, Diversity, Equity, and Access. IDEA highlights efforts toward underserved communities by addressing structural inequities. IDEA assists in fostering cultures that minimize bias and recognize and address systemic inequities, which, if unaddressed, create disadvantage for certain individuals or groups. • Inclusion: All feel welcomed and valued Inclusion is the act of creating environments in which any individual or group can be and feel welcomed, respected, represented, supported, and valued to fully participate. • Diversity: All the ways we differ Diversity includes all of the ways in which people differ, encompassing the different characteristics that make one individual or group different from another. While diversity Spring Issue 2022
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I Am One: A Book of Action - By Susan Verde, Art by Peter H. Reynolds (Abrams Books for Young Readers, New York, 2020)
teaching through the theme of bridging physical (location and self ) and cultural differences. It can also serve as a great resource for a lesson or unit on anthems focusing on social change, activism, and restoration through music.
“Every movement and moment of change starts with purpose, with intention, with one” (quote from book jacket). This is the same for composing music! Whether you use iconic notation, traditional notation, or technology (Chrome Music Lab, Garage Band, etc), every melody or song begins with one note. That note may be the start of a rhythmic phrase or a melody that floats in our heads. Regardless, it still starts with one; one person, one note, one idea. This book offers social emotional learning themes of perseverance, confidence, empathy, kindness, connection, and caring. And, it touches upon all five SEL competencies of: self-awareness, selfmanagement, social awareness, relationship skills, and responsible decision-making. It also ties in culturally responsive teaching through the theme of bridging physical (location and self ) and cultural differences.
Playing from the Heart - By Peter H. Reynolds (Scholastic, 2016) This inspirational book reminds us all that sometimes we just need to play from the heart. As music teachers, we all know how important it is to learn how to read music. It is a big part of many of our philosophies around teaching music. But, isn’t it just as, or more, important to feel a connection to the music? How does it make you feel? How can you turn your feelings into a song? How can you portray your feelings through music? These are all big questions that can have an even bigger impact on our students and their musical journeys. This book offers all five of the social emotional learning competencies: self-awareness, self-management, social-awareness, relationship skills, and responsible decisionmaking.
Change Sings: A Children’s Anthem - Words by Amanda Gorman, Pictures by Loren Long (Viking, New York, 2021) “I can hear change humming in its loudest, proudest song. I don’t fear change coming, and so I sing along.” (p2) This story begins with one child and her guitar. Throughout the book, more children join her song each with a different instrument, until the end where the girl invites the reader to join her in song. This book offers social emotional learning themes of tolerance, courage, confidence, empathy, connection, hope, strengths, weaknesses, and caring. And, it touches upon all five SEL competencies of: selfawareness, self-management, social awareness, relationship skills, and responsible decision-making. It also ties in culturally responsive 32
CMEA Magazine
The Immigrant History Initiative The Immigrant History Initiative is developing K-5 resources to promote young children being able to see their own histories. They are creating read-aloud lesson plans for K-5 students that center Asian American (as well as other cultures) voices and stories, exploring diasporic family dynamics, intergenerational conflict and dialogue, and discrimination and stereotypes. Their first lesson plan is available and uses the picture book Binny’s Diwali to explore themes of belonging, cultural difference, and family. More books and corresponding lessons will be released in the coming months. You can find their first one focusing on Diwali using this web link: https://www.immigranthistory.org/k5.html#binny
References:
Culturally Responsive Teaching. Brown University. https://www. brown.edu/academics/education-alliance/teaching-diverselearners/strategies-0/culturally-responsive-teaching-0#ladsonbillings
The Word Collector - by Peter H. Reynolds (Scholastic, 2018) Although this book is all about words, words have many connections to teaching music. Multi-syllable words connect to rhythmic phrases and motifs. Words can be strung together as a poem to create the lyrics to a song. And, most importantly, words can move people and have an emotional impact - even more so when paired with music! This book offers a connection to all five social emotional learning competencies: self-awareness, selfmanagement, social-awareness, relationship skills, and responsible decision-making.
Further Resources:
Two additional resources for children’s books and lesson ideas that you may consider using can be found through The Institute for Arts Integration & STEAM and The Immigrant History Initiative. These resources support the integration and fostering of IDEA, culturally responsive teaching, social emotional learning, and growth mindset into any music classroom. The Institute for Arts Integration & STEAM: IAS has an amazing resource that is great for ALL teachers, not just the arts! It’s called “CATCH a Spark.” In this series, author Holly Valentine provides access to big ideas - sparking creativity, imagination, and thinking in and through children’s book and the arts. She accomplishes this through the same 5 points for each featured book: C - Context A - Arts T - Themes C - Create H - Heart Words Each month she releases a new list of six books with teaching ideas following the CATCH acronym. As of the writing of this article, there are over 65 different books featured spanning K-8 grade levels. Use this link to find all of the free “CATCH a Spark” postings! https://artsintegration.com/?s=catch+a+spark
Fundamentals of SEL. CASEL. https://casel.org/fundamentals-of-sel/ Diversity and Inclusive Teaching. University of Delaware. https://ctal.udel.edu/resources-2/inclusive-teaching/ Inclusion, Diversity, Equity and Access (IDEA). Indiana Arts Commission. https://www.in.gov/arts/programs-and-services/ resources/inclusion-diversity-equity-and-access-idea/
About the Author
Shawna E. Longo is the General Music (Music Technology) teacher and Arts Integration Specialist at Durban Avenue School, Hopatcong, NJ. She is also a published author with her book, "Integrating STEM with Music," with Oxford University Press. Additionally, she serves as a Practice Advisory Board Member for The Center for Arts Education & Social Emotional Learning, K-12 Educational Technology & Innovation Through Music Chair for the NJMEA Board of Directors, Coach for The Institute for Arts Integration & STEAM; the Arts Integration & STEAM Specialist for TMI Education; Lead Consultant for Essential Elements Music Class (Hal Leonard); and an Ambassador/Consultant for The Rock and Roll Forever Foundation, Music First and Jamstik. She is an internationally recognized clinician and consultant for music education, music technology, social emotional learning, arts integration, and STEAM. She is also a recipient of the 2021-2022 Sussex County Teacher of the Year, 2021 New Jersey Arts Educator of the Year, 2021 Governor’s Educator of the Year for Durban Avenue School, 2019 Mike Kovins Ti:ME Music Technology Teacher of the Year, 2019 New Jersey Governor’s Award in Arts Education, 2019 Teach Rock Star Teacher Award from The Rock and Roll Forever Foundation, 2018 NJMEA Master Music Teacher Award, and 2016 Governor’s Educator of the Year for Hopatcong Middle School. Mrs. Longo also serves on the Morris Plains Board of Education.
Spring Issue 2022
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CASMEC Reflection
by Emma Joleen Schopler CMEA General Music, TK-12 Representative
There were so many highlights at CASMEC 2022. The best part was being back in person with friends, and meeting three internationally renowned music educators: Graham Hepburn, Keith Terry, and Kalani Das. The great news for California is that the QuaverEd K-5 Music Curriculum is aligned to the California Music Standards, and it includes FREE student accounts. I was lucky enough to catch Graham Hepburn on the red carpet for a photo.
Reuniting with Keith Terry after fifteen years was awe-inspiring. I had originally participated in his Body Music training in Australia. I was ecstatic to see him again. My favorite educational tool of his is the “Rhythm of Math: Teaching Mathematics with Body Music” Book and Video. This unique book is aligned with the common core Mathematics standards and provides a kinesthetic approach to classroom-tested lessons for teaching Math to grades 3 - 5 using an easy-to-learn rhythm technique. Professional development with Keith is available at https://crosspulse.com/. The Northern California Orff-Schulwerk Association will be hosting Keith Terry in Carmel Valley, 4/22 - 4/24/22.
Next on the agenda was Ukulele Club and World Rhythms with Kalani Das. In the words of Kalani, “rhythm is what defines genre and style - from Rock n’ Roll to Swing, Waltz to Hip-Hop. Rhythm is the bones of music.” Kalani presented multiple layers of patterns for attendees to imitate and perform. From complex to complementary patterns, Kalani’s steady beat kept the participants in sync and grooving. Visit Kalani’s online World Drum Club, and Ukulele Club. https://kalanimusic.com.
Finally, it was a friendship made at CASMEC 2017 that made everything worthwhile. Catching up with my good friend, Grace Wamhoff provided me with new learnings. She is a teacher at the Fresno Unified School District with specialist training in “Education Through Music” (ETM). That is a teacher who “explores the critical contribution of the aesthetic in the nurture and education of the post-modern child in the age of the digital brain. Through song and play, ETM fosters an understanding of human development and learning in light of contemporary research in neuroscience.” https://new.richardsinstitute.org/about-us/
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CODA would like to thank all of its membership, and all of the collaborative colleagues that helped to make CASMEC 2022 a success! The return of in-person All-State ensembles was such a joy - please do take a moment to enjoy a few short video clips from the incredible performances of our four All-State orchestras! Last thoughts. Besides General Music, my undergraduate and master's degrees were in voice and choir. I love to sing and inspire children to sing! That is why I volunteered to coordinate the San Diego Kids All Sing: Elementary Choir Workshop and culminating showcase on Saturday, May 7, 2022, hosted by the Southern California Vocal Association and the California Music Educators Association - Southern Border Section. Please invite your kids between the ages of 8 - 12 to participate in this simulated honor choir experience. Children will learn about singing in a vocal ensemble. The workshop is from 9:00 am - 3:00 pm. It includes a snack, lunch, drink, performance shirt, and fun social activities! From 3:30 - 4:00 pm, families are welcome to watch their kids and guest conductor/clinician Melva Joy Morrison showcase their learnings from the workshop. No audition, no experience, and firsttimers are welcome. The beauty of this event is that kids don't need to be active in a choir to participate. They can learn the music at the event. All they need is a desire to sing! REGISTER HERE: http://scvachoral.org/elementary_workshop.php
All-State High School Symphony Orchestra Dr. Oriol Sans, conductor
All-State Junior High School String Orchestra Dr. Rebecca MacLeod, conductor
All-State High School String Orchestra Dr. Kayoko Dan, conductor
All-State Junior High School Concert Orchestra Dr. LaSaundra Booth, conductor
We applaud the hard work of all the participating musicians, directors, and our conductors! Special thanks also to our partners on the CASMEC team, especially Ali Gilroy (Convention Coordinator), Ryan Dirlam (All-State Coordinator)), and Trish Adams (Executive Administrator). _________________________ CODA continues to increase its commitment to Diversity, Equity, and Inclusion. We encourage you to read our DEI goals, linked here. If you have any questions or suggestions regarding DEI, please feel free to contact CODA DEI Chair Alejandro Garcia, or CODA President Tiffany Ou-Ponticelli. _________________________ Stay connected with the California Orchestra Directors Association throughout the year. Join us on Instagram, Facebook, and via our website.
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ENTER THE 2022 NAfME STUDENT SONGWRITERS COMPETITION Teachers and students are invited to submit original student songs for the. Up to eight selected composers will receive cash awards. All entrants will receive written evaluations of their compositions. Age categories: • Grades K–8 • Grades 9–12 • Collegiate/graduate school Deadline: April 18, 2022, 11:59 PM ET Apply: bit.ly/NAfMEStudentCompetitions Questions? nafme@nafme.org
Collegiate Council Update by Andrew Shousha, CMEA Collegiate Council Representative w The CMEA Collegiate Council wishes you the best as we all begin to wrap up our Spring quarters and semesters of study. At CASMEC 2022, the Council presented two well-attended sessions on advocacy and collegiate leadership. Attendees also enjoyed the Pizza with the Presidents event, where collegiate students got to meet and hear from the presidents of each of the organizations that make CASMEC happen while enjoying a complimentary pizza lunch. Thank you to all who attended these events - we hope they were as meaningful to you as they were to us! For those of you who attended CASMEC, this is the time to share your experiences with those around you so that more collegiate students know about CASMEC and can begin thinking about attending next year. Professional development is a critical component of a music educator's career, and it is important to build this healthy habit in our formative years so that our profession can continue to grow and provide for its members for years to come. If you are interested in applying to the 2022-2023 CMEA Collegiate Council, please fill out this brief form: https://bit.ly/ collegiate23. Please note that this is JUST an interest form and not a commitment - we will simply use this information to notify you when the application becomes available in the coming weeks. If there is ever anything we can do for you, please do not hesitate to reach out to us at collegiatecouncil@calmusiced.com. You can also find us at @cmea.collegiate on Instagram, where we post updates and feature chapters from across the state. Lastly, please enjoy this photograph of collegiates from across the state collaborating at our CASMEC 2022 Collegiate Session. Best wishes on your studies!
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Spring Issue 2022
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CALIFORNIA MUSIC EDUCATORS ASSOCIATION
Ensuring all California students have equal access to a high-quality music education as part of a well-rounded education.
https://calmusiced.com/