Florida Music Director - August 2023

Redefining Success Through

Student Success

The Grit Factor Four Ways to Help Music Students Develop the Determination to Succeed

PLUS: 2023-2024 Leadership Introducing “SPOTLIGHT” 2023 FOA Fall Professional Development Conference August 2023

1

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Executive Director Florida Music Education Association Kathleen D. Sanz, PhD

Hinckley Center for Fine Arts Education

402 Office Plaza Tallahassee, FL 32301 (850) 878-6844 or (800) 301-3632 (kdsanz@fmea.org)

Editor-in-Chief

Kelly Miller, DMA University of Central Florida 12488 Centaurus Blvd.

Orlando, FL 32816-8009 (407) 823-4545 (kelly.miller@ucf.edu)

Editorial Committee Terice Allen (850) 245-8700, Tallahassee (tallen1962@hotmail.com) Judy Arthur, PhD Florida State University, KMU 222 (850) 644-3005 (jrarthur@fsu.edu) William Bauer, PhD University of Florida, Gainesville (352) 273-3182; (wbauer@ufl.edu) Alice-Ann Darrow, PhD College of Music, FSU, Tallahassee (850) 645-1438; (aadarrow@fsu.edu) Jeanne Reynolds (jeannewrey@gmail.com) John K. Southall, PhD Indian River State College, Fort Pierce (772) 462-7810; (johnsouthall@fmea.org)

Advertising Sales

Valeria Anderson (val@fmea.org) 402 Office Plaza Tallahassee, FL 32301 (850) 878-6844

Official FMEA and FMD Photographers

Bob O’Lary Amanda Crawford

Art Director & Production Manager Lori Danello Roberts LDR Design Inc. (lori@flmusiced.org)

Circulation & Copy Manager

Valeria Anderson, (800) 301-3632

Copy Editor

Susan Trainor

Contents August 2023 Volume 77 • Number 1

F E AT U R E S

2023-2024 Leadership. . . . . . . . . . . . . . . . . .

6-7

SPOTLIGHT. . . . . . . . . . . . . . . . . . . . . . . . . . 8 2023 FOA Fall Professional Development Conference . . . . . . . . . . . . . . . . . 8 Redefining Success Through Student Success. . . . . . . . . . . . . . . . . . . . . . . 14 The Grit Factor: Four Ways to Help Music Students Develop the Determination to Succeed. . . . . . . . . . . . . . . . 18 D E PA R T M E N T S President’s Message. . . . . . . . . . . 4

Research Puzzles. . . . . . . . . . . . 30

Advertiser Index. . . . . . . . . . . . . 5

Committee Reports. . . . . . . . . .

32

From the Editor.. . . . . . . . . . . . . 9

Academic Partners. . . . . . . . . . .

35

Advocacy Report. . . . . . . . . . . .

Corporate Partners. . . . . . . . .

10

36-37

2022-2023 FMEA Donors. . . . . 12-13

Executive Director’s Notes. . . . . .

38

Component News.. . . . . . . . . . . 24

Officers and Directors.. . . . . . . .

39

August 2023

3

President’sMessage

Jason P. Locker President Florida Music Education Association

Music Education Begins with ME! MEmbership

W

e are so fortunate! Of all the pro-

us to honor our past, acknowledge present

fessional pathway, we will focus on how

became educators. An unknown author

vision for the future of music education

maximize their positive impact on stu-

fessions we could have chosen, we

once wisely observed that “teaching is

the one profession that creates all other professions.” Despite the challenges edu-

cators face in today’s politically charged climate, the opportunity we have to facil-

itate learning and discovery, as students journey toward choosing their own career

paths and becoming their future selves, remains a privilege. The joy we experience when a student unlocks understanding of previously undiscovered knowledge is an adrenaline rush like no other.

And for us, perhaps the best part about our choice to become educators is that our

medium is something truly essential to the human experience: music!

As Florida music educators, we have

greatly benefited from the wisdom, guidance, and foresight of vision-

ary leaders over the course

of many years. On behalf of all FMEA members, I want

challenges and opportunities, and cast a in Florida. Dr. Kelly’s calm and steady

leadership through the worst days of the pandemic (and the unprecedented transition to virtual conference and all-state

experiences) ensured we would weather the storm and continue toward

Excellence: Past, Present, & Future invited

munity Dr. Chipman helped us to feel,

we must see, support, and celebrate the value of every Florida music educator.

Just as the words Music

Education begin with the let-

in Music Education: Building

words that begin with ME to

ters M and E, we will use other

us through his theme of Unity

explore some of the ways in

Communities One Note at a Time.

which our community may

Under Dr. Chipman’s leader-

come alongside our colleagues

ship, we returned to Tampa

in person in January 2022 and

to support them in feeling suc-

celebrated rebuilding and reuniting our

cess and fulfillment, both profession-

a warm welcome and a place at the table

words is MEmbership! To be a member

Florida music education community with

ally and personally. The first of those

for all members and students.

of a group means that one has a feeling

dinary service, Dr. Chipman!

experience a sense of belonging, we are

We thank you for your extraor-

The theme I have developed

intended to be a self-centered

ence theme Celebrating Musical

envision, and to realize the sense of com-

Dr. Shelby Chipman, inspired

pleted his six-year term of Committee. Dr. Kelly’s confer-

ensure the future Dr. Kelly helped us to

Our immediate past president,

for 2023-25 is Music Education

office on the FMEA Executive

dent and community needs. In order to

a bright future on sure footing.

to express gratitude to Dr.

Steve Kelly, who has just com-

to equip and empower them in order to

Begins with ME! This is not sentiment, elevating teachers

above students. Rather, as current and future music educa-

tors decide whether to pursue this pro-

of acceptance and belonging. When we more likely to feel secure about our place

within the professional community and feel more freedom to be our authentic selves without fear of judgment, as well

as display resilience and an ability to cope more effectively in difficult times.

Membership in the Florida Music

Education Association is about much

Become A MEmber

EDUCATORS & ADMINISTRATORS • RETIREES • STUDENTS • NON-TEACHING INDIVIDUALS • FLORIDA CORPOR ATE AND ACADEMIC PARTNERS (FCAP) FMEA.org/MEmbership and click on the red

4

Florida Music Director

Join or Renew Your Membership

button.

2023-24 FMEA Membership:

You are eligible for membership in the Florida Music Education Association if you are an individual engaged in the teaching, supervision, or administration of music in elementary and secondary schools, colleges, or universities within the state. Visit FMEA.org/membership to learn more about the benefits of active membership.

SUBSCRIPTIONS:

Direct correspondence regarding subscriptions to: Hinckley Center for Fine Arts Education 402 Office Plaza, Tallahassee, FL, 32301-2757

more than our annual Professional

Subscription cost included in FMEA membership dues ($9); libraries, educational institutions, and all others within the United States: $27 plus 7.5% sales tax.

conference is phenomenal). It is about

CIRCULATION:

Development Conference (though the finding a place of belonging among a

caring community of professional col-

leagues. It is about making connections and working together as a team to pro-

mote the success of each member and therefore the positive musical experience of thousands upon thousands of stu-

The circulation of the Florida Music Director is 4,500 educators.

Published eight times annually by The Florida Music Education Association, Hinckley Center for Fine Arts Education: 402 Office Plaza, Tallahassee, FL 32301-2757.

FMEA reserves the right to approve any application for appearance and to edit all materials proposed for distribution. Permission is granted to all FMEA members to reprint articles from the Florida Music Director for non-commercial, educational purposes.

Non-members may request permission from the FMEA office.

SUBMISSIONS:

dents. And the best part is that FMEA is

Article and art submissions are always considered and should be submitted on or before the 1st of the month, one month prior to the publication issue to: Kelly Miller, DMA, kelly.miller@ucf.edu.

music education practitioner in Florida

All articles must be provided in digital format (e.g., Microsoft Word). All applicable fonts and images must be provided. Images must be at least 300 dpi resolution at 100% of the size.

All submissions must be accompanied by a proof (color, if applicable).

Ads may be submitted via email to val@fmea.org.

not an exclusive club! It is open to every

without exception, and we strive to draw the circle ever wider. As we begin a new

academic year, please make sure you join or renew your membership as soon as possible, and invite other music educators

Advertiser Index

the first time. They can visit FMEA.org/

The Florida Music Director is made possible by the participation of the following businesses whose advertisements appear in this issue. They make it possible to provide you with a high-quality publication, and we gratefully acknowledge their support of our mission. We hope you will take special notice of these advertisements and consider the products and services offered. It is another important way you can support your professional association and the enhancement of Florida music education.

The publisher does not endorse any particular company, product, or service. The Florida Music Education Association (FMEA) is not responsible for the content of any advertisement and reserves the right to accept or refuse any advertisement submitted for publication.

Information for advertisers (rate card, insertion orders, graphics requirements, etc.) can be found at FMEAMediaKit.org. Florida Music Director reserves the right to refuse any ad not prepared to the correct specifications OR to rework the ad as needed with fees applied.

in your area to join as well—perhaps for

Membership and click on the red “Join or Renew” button.

In the coming months, you will see

and hear about the new #FMEACares

campaign, the goal of which is to spotlight

and elevate the work of FMEA members

from all over the state who are positively impacting their students and communi-

ties through music. Teaching has never been easy work, but now more than ever,

I’m proud to be a Florida music educator!

And I’m proud to be your president!

Sincerely,

Jason P. Locker, President

Florida Music Education Association

ADVERTISER Breezin’ Thru, Inc.............................................................................................................................. IFC This advertiser provides additional support to FMEA members through membership in the Florida Corporate and Academic Partners (FCAP) program.

FCAP partners deserve your special recognition and attention.

FCAP Partners Make It Possible

For more information, visit:

FMEA.org/partners August 2023

5

2023-24 Board of Directors

Shelby R. Chipman, PhD Past President

Scott Evans President-Elect

Kathleen D. Sanz, PhD FMEA/FSMA Executive Director

Bernard (Bernie) Hendricks, Jr. FBA President

Sandra Sanchez Adorno, PhD FCMEA President

Ashley Peek FEMEA President

Christopher Burns, PhD FMSA President

Cheri A. Sleeper FOA President

David Pletincks FVA President

Colin Urbina FL-NAfME Collegiate President

Mark A. Belfast, Jr., PhD FL-NAfME Collegiate Advisor

Harry “Skip” Pardee Member-at-Large

Ex-Officio Members

Jason P. Locker President

6 F l o r i d a M u s i c D i r e c t o r

Jane Goodwin

FSMA President

Kelly Miller, DMA Florida Music Director Editor-in-Chief

John K. Southall, PhD Conference Planning Chairperson

Mary Palmer, EdD

Hall of Fame Chairperson

2023-24 Committee Chairpersons

Jeanne W. Reynolds Advocacy

Christine Lapka, EdD Diverse Learners

Arnekua Jackson, PhD Multicultural Network

Jason P. Locker Budget/Finance, Development

Clint Randles, PhD Contemporary Media

Dakeyan C. Graham, PhD, EdD, DMA Fred Schiff — Florida Emerging Leaders Corporate & Academic Partners

Aaron Kass Health & Wellness

Sondra A. W. Collins Awards

Ajori Spencer Professional Learning

William I. Bauer, PhD Research

Ed Prasse Secondary General Music

For information about the Florida Music Education Association, please call us at 1-800-301-3632.

402 Office Plaza Dr.; Tallahassee, FL 32301-2757 President............................................................................................................................ Kathleen D. Sanz, PhD (kdsanz@fmea.org) Director of Operations...................................................................................................... Valeria Anderson, IOM (val@fmea.org) Technology Director........................................................................................................................ Josh Bula, PhD (josh@fmea.org) Marketing & Membership Coordinator..................................................................... Jasmine VanWeelden (jasmine@fmea.org) Michael Antmann, EdD Student Engagement

Administrative Assistant....................................................................................................................Siena Deaton (siena@fmea.org)

August 2023

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SPOTLIGHT #FMEACares

NAMM Names 2023 BEST Communities for MUSIC EDUCATION

T

he National Association for Music Merchants (NAMM) recognizes the 2023 BEST Communities for MUSIC

EDUCATION. The Florida Music Education Association congratulates the six school districts that are among the Best

Communities in the nation for music education. The award program recognizes outstanding efforts by teachers, admin-

istrators, parents, students, and community leaders who have made music education part of a well-rounded education.

Designations are made to districts and schools that demonstrate an exceptionally high commitment and access to music education. The six school districts in Florida are:

Broward County Public Schools

Orange County Public Schools

Escambia County School District

Pinellas County Schools

Hillsborough County Public Schools

School District of Palm Beach County

Don’t miss the

Fall Professional Development Conference Presented by and October 12-13, 2023 • Hilton Orlando Register for the conference and book your hotel online at myfoa.org/events/fall-conference 8 F l o r i d a M u s i c D i r e c t o r

Keynote Speaker Dr. Rebecca B. MacLeod

FromTheEditor

Kelly Miller, DMA

Editor-in-Chief Florida Music Director

M

usic education is one of the most rewarding and important professions in the world. Music education shapes lives. The following are the topic sentences of my philosophy of education: Music moti-

vates. I believe students learn best through positive influences. To me, music embodies the true definition

of teamwork. Music meets special needs and serves many roles. Music celebrates diversity. Music builds

community. I believe in servant leadership, and I am excited to step into the role of editor-in-chief of the Florida Music Director.

This fall I begin my 30th year of teaching and my 12th year as coordinator of music education at the

University of Central Florida where I conduct the SoAl (Soprano/Alto) Chorus, SoAl Ensemble, TeBa

(Tenor/Bass) Chorus, and the UCF Community Choir. While at UCF, I have taught introduction to music education, secondary choral methods I and II, music learning theory and assessment, beginning conducting, choral conducting, music and students with exceptionalities, and graduate classes in music educa-

tion, during which I coordinate and supervise student teachers through their junior and senior clinical internships. Prior to my appointment at UCF, I taught at Western Illinois University as assistant professor of choral music education, where I conducted the Concert Choir and Vocal Jazz Ensemble. I conducted

the Women’s Glee Club at Michigan State University for three years and taught choral music at the high school level for 13 years in Michigan, Florida, and Nebraska. While in Orlando, I founded the choral/vocal

program at Timber Creek High School, served as District 8 chairperson of the Florida Vocal Association,

and received my national board certification in secondary choral music. Before directing choirs, I was a concert band director for grades 5 through 12, instructing marching and jazz bands, music theory, and elementary general music in Nebraska. I was honored by the Florida Music Education Association to be named the 2022 Collegiate Music Educator of the Year. I am a past president

of the Florida American Choral Directors Association and a

member of the professional women’s ensemble mirabai. This November I look forward to teaching and conducting in

Portugal, and in January I get to fulfill my dream of conduct-

SPOTLIGHT #FMEACares

ing Florida’s All-State Reading Chorus.

We need YOUR help! We would like to feature articles in the FMD that highlight music educators and

their accomplishments. For example, we want to hear about the music teachers who have extraordinary

programs while demonstrating a positive work/life balance and share how they accomplish so much within a healthy schedule. Let’s celebrate young teachers who successfully have buses show up to take

their students across town for a performance and return with all those students, providing them with a

transformative trip experience. Let us shine a spotlight on all the positive stories. If you know of one such story, please contact me!

Kelly Miller, DMA

Editor-in-Chief

Florida Music Director

August 2023

9

AdvocacyReport

Jeanne W. Reynolds

Chairperson Advocacy Committee

The Six-Word Memoir

F

amily and music define my life.

When asked to write about myself for this month’s column, the first thing that came to mind

was the six-word memoir prompt. “One life, six words. What’s yours?”

From my earliest memories, music, and more broadly the arts, spoke to me in ways words never

could. By age 3 or 4, I was playing piano by ear inspired by my favorite musician uncle. My mother’s father worked for the Schubert Theatre Organization, my dad was a wonderful singer, and my older sister was (and is) my best friend and a wonderful pianist herself. Family was (and is) everything.

My parents taught us that the idea of “family” is broad and inclusive. Our house was frequently

filled with friends, family, neighbors, and work colleagues, often singing around the piano. Music and family were inseparable. The day before we moved to Florida, scores of these “family” mem-

bers spontaneously lined the sidewalk to say their goodbyes. We were so touched by what we later referred to as the impromptu “wake” for our move from Long Island.

I was an accomplished pianist by the time we moved to Florida. I did not get involved in any

school music program until late in my junior year of high school. My high school choral director, Jim Johnston, had a profound effect on me that clearly inspired a passion for music education. His

classroom was also a place where the idea of family and music were inseparable. After high school, I went to Boston University, as a performance major, confident I would NEVER teach. After a summer job teaching music, education became my passion and I transferred to the music education program at FSU. My first teaching job was at Everitt Junior High in Panama City. My husband and

I later moved back to Clearwater, where I taught off and on at Clearwater High. On the “off” years, I was at home with my daughter Eileen. Once my husband and I became parents, family took on a new, profound meaning.

After working as a music resource teacher, completing graduate school at USF, and the birth of

my second daughter, Jocelyn, I served as the performing arts supervisor for Pinellas County Schools

for 23 years. During that time, I served on the FMEA board in a variety of capacities as well as on the NAfME Innovation Council and the Program Leaders Council. I have been honored to serve as president of the Florida Music Supervision Association, the Florida School Music Association, and the Florida Music Education Association and have been humbled to receive many awards. These

recognitions inspire me to reflect on the power of music and family and how lucky we are to be part of this FMEA family. I am passionate about ways to broaden our family to make sure all teachers and students feel as welcomed as my parents made their friends and “family” feel in their home.

My current work with other arts groups and organizations such as the League of Women Voters

has echoes back to family and music as do my passions for travel, hiking, nature, and reading.

So, it is not a job, rather it is my joy to serve as FMEA advocacy chairperson. It is who I am. Family

and music define my life.

Sincerely, Jeanne W. Reynolds

10 F l o r i d a M u s i c D i r e c t o r

MUSIC EDUCATION

2024 FMEA PROFESSIONAL DEVELOPMENT CONFERENCE

Now Accepting Booth Space Reservations for the 2024 Conference!

Please register and pay your deposit as soon as possible.

We are assigning booth space in the order deposits are paid.

fmea.org/

conference/exhibitor-information/

August 2023

11

FLORIDA MUSIC EDUCATION ASSOCIATION 2022-2023 DONORS

Thank you to all of the donors who have shown their dedication to the improvement of music education in Florida by supporting our Mission through financial contributions.

Our donors support specific causes by donating to the FMEA funds of their choice: FMEA Scholarship Fund

June M. Hinckley Scholarship

Music Education Advocacy General Fund

Professional Development for Members

Mel & Sally Schiff Music Education Relief Fund

The following have graciously donated to FMEA from April 1, 2022, through July 5, 2023.

ARTIST’S CIRCLE

MAESTRO’S CIRCLE

$1,000 – $9,999

$10,000 and up

No current donors at this time.

Artie Almeida

All County Music

In Honor of June Audrey Grace & Katie Grace Miller

Clifford Madsen Russell Robinson

SUSTAINERS $100 – $999

Carlos Abril In Honor of Dr. Nicholas DeCarbo & Dr. Joyce Jordan Andre Arrouet Lucinda Balistreri In Honor of music educators in Sarasota Christopher Banks Kasia Bugaj Dale Choate Dayna Cole In Memory of Linda Mann Deborah Confredo In Honor of the fine folks of FMEA who work hard to keep the music education fire lit!

Alice-Ann Darrow In Memory of Mr. & Mrs. O.B. Darrow Virginia Densmore In Honor of Vicki Rhodes & Dr. Shelby Chipman

Virginia Dickert In Memory of Lindsay Keller & Debbie Liles Michael Dye In Honor of Mark & Brenda Scott for their lifetime dedication to Florida vocal music education Scott Evans Kristin Greene In Memory of Charles E. Inderwiesen, Jr. Rita Hersom In Memory of Billy Bryant, Jr. Stanley Hoch Dennis Holt Frank Howes In Memory of Richard Bowles & Harry Grant Marsha Juday Steve & Beth Kelly Sheila King In Memory of John W. King Aaron Lefkowitz

12 F l o r i d a M u s i c D i r e c t o r

Kevin Liotta-DeVivo On Behalf of HCEMEC Jason Locker In Memory of June M. Hinckley & In Honor of those impacted

by Hurricane Ian David Martinez-Cooley Robert McCormick Brenda McGlohon Mitchell In Memory of Dorothy Wells Skinner Carolyn Minear John Nista On Behalf of Stanley Dmitrenko Mary Palmer In Memory of Amy Catherine Palmer David Pletincks In Honor of Alexis & Jonnie Pletincks Jeanne Reynolds In Honor of Pinellas County Performing Arts Teachers

Rollins College Department of Music Mary Catherine Salo In Memory of Gary Rivenbark & Wes Rainer Steven Salo In Honor of Mr. John “Buck” Jamison & Dr. William Prince Kathleen Sanz In Memory of June M. Hinckley Fred Schiff J. Mark Scott In Honor of Dr. Andre Thomas, Dr. Judy Arthur, & Dr. Judy Bowers Scott Sheehan In Honor of those impacted by Hurricane Ian D. Gregory Springer Jeannine Stemmer In Memory of Barbara Kingman & Lauren Alonso

SUSTAINERS continued $100 – $999

Valerie Terry Leiland Theriot In Memory of Clayton Krehbiel Richard Uhler David Verdoni James Weaver

Howard Weinstein In Memory of Barry Weinstein Doris Elaine Wells In Memory of Dorothy Wells Skinner Donald West In Memory of Ron Powell, Vista Audio Productions, Inc.

Blair Williams David Williams Kenneth Williams In Honor of our extraordinary Florida Music Educators Billy B. Williamson

Marilyn Wirsz In Memory of Bill & Shirley Head Anonymous (1) In Memory of Bonnie Nista

PATRONS $25 – $99

Sandra Adorno Raine Allen

Scott Apelgren

Michael Antmann Judy Arthur In Honor of Raymond Kickliter & Nancy Marsters William Bauer

Gale Baker In Memory of William Bryant, Jr.

Garza Baldwin In Memory of Dorothy Wells Skinner David Bayardelle On Behalf of Harry Spyker

Mark Belfast In Memory of Dr. Mark A. Belfast, Sr. Antonio Borges

Richard Bradford In Honor of William S. & Helen H. Bradford

Bradley Franks In Memory of Gary W. Rivenbark

Melanie Brown In Memory of Dorothy Skinner

Sandra Geres In Memory of Dorothy Wells Skinner

Greg Carswell

Bernie Hendricks

Jamie Bryan Jeff Cayer

Shelby Chipman In Memory of Herbert Rhodes, Sr.

Blair Clawson In Honor of Ginny Densmore, Alice-Ann Darrow, & Vicki Rhodes Paul Davis

Marc Decker

Dewey Dodds Sheila Dunn

Judith Evans

Julie Hebert

Julia House In Memory of Dr. Kimberle Moon McKee Martha Huntley In Memory of Dorothy Skinner, Safety Harbor, FL

Alexander Jimenez Catherine Kersten D. Tina Laferriere Monroe Lewis

Joseph Luechauer Kevin Lusk

Deborah Mar In Dedication to Mrs. Barbara Kingman John Marshall

Lloyd McIntyre In Memory of Bob Hager

John Sinclair

Joanna Sobkowska Parsons John Southall

Kim Miles

Mark Stevens In Honor of Dr. Clifford K. Madsen

Victor Mongillo

Ellen Turko In Memory of Billy Bryant

Katie Grace Miller In Honor of Artie Almeida Daniel Murphy In Memory of Billy Bryant Ree Nathan

Stephen Nelson Galen Peters

Edward Prasse Marie Radloff

Melissa Rawls

Kathleen Thompson

John Watkins

Sondra Wenninger Collins Graeme Winder On Behalf of all our hardworking music educators Anonymous (7)

William Rose

FRIENDS up to $24

Crystal Berner

Karen Bishop In Honor of Claudia Davidsen Laurie Bitters

Jessica Blakley In Memory of John Rose Thomas Brown In Honor of Dr. Samuel A. Floyd Joseph Callaway

Gwendolyn Carroll

Bethany Confessore Beth Ann Delmar Jodie Donahoo

Revae Douglass Ross

Denise Dumala

Christopher Dunn Monica DuQuette Debbie Fahmie

Shelby Fullerton Michael Gabriel Tina Gill In Memory of Gary Rivenbark Bruce Green Walter Halil

James Hammond

Angela Hartvigsen William Hazlett Ciara Hill

Jon Hutchison

John Parris

Eddie Steadman

Jason Jerald

Mikael Patriarca

Andrea Szarowicz

Mary Keyloun Cruz In Memory of George Paul Keyloun

Amanda Quist In Memory of Patricia Koning

Gary Ulrich

Kyle Matthews

Phil Tempkins In Memory of Susan McCray

Kathleen Kerstetter

Marsha Kindall-Smith Katie McGuire Menges Ethan Morency

Chad Norton In Memory of Cassandra Jean Norton

Jessica Oyster In Honor of the new band director in my family

Hank Phillips

Diana Rollo

Melissa Salek Ian Schwindt

Joani Slawson Karen Smith

Kelly Southall

Mark Thielen

Noiree Weaver

Bradley Wharton Julian White In Memory of Kenneth Tolbert

Lindsey Williams Jennifer Zahn

Anonymous (15) In Memory of William Bryant, Jr.

August 2023

13

Redefining Success Through

STUDENT SUCCESS

T

by Steven N. Kelly, PhD

This summer I attended the FMEA Summer Institute Think Tank that focused on recruiting and retaining Florida music

teachers. Some of the top young educators and administrators in the state were invited to attend along with Deb

Confredo, president-elect of the National Association for Music Education. We had no illusions of solving the music teacher shortage in Florida. However, we were determined to make this group a working group that could help develop

events and activities to attract and retain our music educators.

One of our first discussions focused on suc-

cess. What is success, and better yet, who or what

defines success? We were particularly interested in success coming out of COVID and the new

“normal.” We discussed what music education was like before COVID. We talked about how much of our success at that time dealt with perfor-

mances, competitions, and the desire to achieve superior ratings. It was surprising that this think-

ing included many of our K-12 teachers in every

area, including elementary and guitar. Everyone concluded that much of pre-COVID music education focused on external rewards.

The conversation then changed to successes during COVID. As everyone

knows, COVID was a crazy time. But it was also a time when teachers basicontinued on page 15

14 F l o r i d a M u s i c D i r e c t o r

August 2023

15

Redefining Success Through

STUDENT SUCCESS continued from page 14

cally pivoted in about 30 days to create some semblance of

question of what and who defines success is in question.

ated, but we did continue schooling in some manner. The

external rewards of performances and superior ratings,

education. Not that anyone was happy with what was cre-

same is true for music education. We lost our ensembles, our performances, our opportunities for superior ratings, and other external rewards. In order to survive, music

educators across the state, and our country, created new ways to experience music. In doing so, teachers recre-

ated, perhaps redefined, what determined a successful

Do we return to post-COVID approaches focusing on

or do we continue to focus on individual student success?

Additionally, we experienced new lifestyles that caused us to rethink our work/life balances. How might these new ideas mesh to define success both for our students and ourselves?

music education experience. The Think Tank group

Keys to Success

concern for their students. They missed seeing students,

be impossible to define objectively. Perhaps a start is to

noted that during COVID many educators expressed

their interactions with students (both socially and

musically), and indeed missed being in school buildings themselves. Perhaps for the first time in a long time, the

definition of “success” shifted from external rewards to a greater concern for students as individuals rather than just members of an ensemble. Again, no one was

satisfied, but we survived, and Florida music educators

can take great pride in adjusting to the conditions they had no control over.

Now we face life after COVID and new opportunities

that present choices for Florida music educators as we cre-

ate the new “norm” in music education. Once again, the

16 F l o r i d a M u s i c D i r e c t o r

The concept of “success” is so individual that it may

define success as an accomplishment of an aim or pur-

pose. Accepting this definition requires an understanding that teachers create their goals and the accomplishments

that define the achievement of those goals. Therefore, music teachers decide what success is, and success is different for each individual and program! For some, success is a terrific performance; for others it is getting students

enrolled in a class. Both are important successes. The choices teachers make create the tasks to achieve success.

Consequently, when teachers are often overly stressed, this condition may be caused by the choices they make

(Scheib, 2003; Taft, 2022). High standards and goals are

A balance between program goals and individual student growth and development is needed. great, but at what cost? Researchers have shown that

cians so that after they leave our classes they can continue

tive by their students tend to place greater focus on their

means performing in community ensembles, attending

music educators who are considered successful and effecstudents’ successes and not their own successes (Napoles,

Kelley, & Rinn, 2022; Ryan & Andrews, 2021). A greater emphasis on individual student growth and development

is great at creating a sense of teacher success, and mini-

to be active in music. Success in active music participation

performances, listening to music, being advocates for

future music-making, and supporting others in making music in ways that are unique to each individual.

I encourage Florida music teachers to take pride in

mizes stress and anxiety for both teachers and students!

being a music educator. Tell students the importance of

son for student attrition and teacher burnout is the stress

them to follow in your footsteps and consider becoming a

Research findings have also shown that a primary rea-

and anxiety created due to over rehearsing and performing (Taft, 2022; Yoo, 2021). A balance between program

goals and individual student growth and development is needed. Over programing and not programing to appro-

priate age and ability levels of students has been shown to cause an imbalance in rehearsals (Ryan & Andrews, 2021; Yoo, 2021). Consequently, it is important that educa-

tors consider the age and ability levels of their students by selecting age and ability appropriate music, and then

being a music educator, be a role model, and encourage music teacher. Show your students what successful music educators do and include a strong focus on their individ-

ual musical success. Music teachers change lives unlike any other profession. I cannot think of a more noble occu-

pation. When you feel down and have doubts, remember that you get to make music with your students every day.

Florida music teachers are successful, and they change lives through making music. Bravo!

expecting age and ability appropriate responses. This

Steven N. Kelly, PhD, is a professor of music

ly success. Yes, it is important to challenge every student.

State University. Prior to FSU, he taught in

approach can lead to better musical growth and ultimate-

However, music experiences can be lost when too much stress and strain are created.

When considering stress and anxiety, it is important

that music teachers take care of themselves and their students. Not surprising, researchers have shown that

teachers who have a better work/life balance are also seen as more successful (Napoles, Kelley, & Rinn, 2022; Scheib, 2003). A better balance between home and school helps

teachers to stay more positive, create better vision, and

education in the College of Music at Florida

the Virginia public schools and on the faculties at Brevard College and the University

of Nebraska (Omaha). He is an active clini-

cian, adjudicator, consultant, and guest conductor across the United States and is the author of the book Teaching Music in American Society: A Social and Cultural Understanding of Music Education. Dr. Kelly is a past president of the Florida Music Education Association.

have more achievable goals. Concentrate on what makes

References

have shown that better work/life balances include having

Napoles, J. Kelley, A., & Rinn, T. J. (2022). Burnout and perceived agency among Texas choir teachers, Journal of Research in Music Education, 0(0). https://doi.org/10.1177/00224294221126889

you happy, even if it is just 30 minutes each day. Findings

non-music hobbies and friends that create opportunities to “get away” from music. Consider creating a folder to

Ryan, C., & Andrews, N (2021). High school musicians: Performance anxiety and post-secondary plans. Journal of Band Research, 57(1), 54–71.

dents, colleagues, and friends. Above all, never forget to

Scheib, J. W. (2003). Role stress in the professional life of the school music teacher: A collective case study. Journal of Research in Music Education, 51(2), 124–136. doi.org/10.2307/3345846

collect little notes of appreciation and thanks from stulaugh and to show your passion through the support and success of your students.

Finally, it is vital that we remember that though we are

musicians, we are first and foremost teachers. Yes, most of us direct an ensemble and we may be viewed as music

directors, but in reality, we are teachers whose primary

job is to educate students to become knowledgeable musi-

Taft, S. A. (2022). Music teacher role stress: A structural equation model. Journal of Research in Music Education, 0(0), https://doi. org/10.1177/00224294221134538 Yoo, H. (2021). A motivational sequence model of high school ensemble students’ intentions to continue participating in music. Journal of Research in Music Education, 69(2), 167–187. https://doi.org/10.1177/0022429420954880

August 2023

17

The Grit Four Ways to Help Music Students Develop the Determination to Succeed

by Gregory W. LeFils Jr.

Introduction

and effort (Duckworth, 2016). This is an encouraging

In music education, we often hear about the importance of practice, talent, and hard work in achieving success.

While all of these factors are undoubtedly important,

there’s another, less-discussed quality that can make a huge difference in a student’s ability to succeed: grit.

In essence, grit is the combination of intense perseverance + intense passion toward a long-term goal that matters to the individual or group. In her book Grit: The

Power of Passion and Perseverance, psychologist Angela

Duckworth argues that grit is not simply an innate trait that some individuals possess and others lack, but a skill that can be developed through intentional practice

18 F l o r i d a M u s i c D i r e c t o r

message for music educators, as it suggests they can

play an active role in helping students develop the grit

they need to succeed in music and in life. This article will explore four ways to develop grit in music students, drawing on Duckworth’s research and other resources.

It will look at how grit can be developed through a

growth mindset, the role of deliberate practice, strategies for developing resilience, and the importance of

sustained and harmonious passion. Each section will offer specific techniques and examples that music edu-

cators can use to help their students develop grit and achieve their musical goals.

Factor

Grit Can be Developed

lights the importance of intentionally developing grit in music

Students who lack grit may feel bored or disinterested, lacking

enjoyment of music.

In a music program, a lack of grit can manifest in various ways. the motivation to improve their skills or master musical piec-

students. Doing so becomes crucial for their success and overall

es. This lack of motivation can result in a lack of purpose and

The Growth Mindset

intrinsic motivation, students may struggle to persevere through

developed through targeted practice and effort. Developing

meaning when approaching rehearsals and concerts. Without challenges and setbacks, feeling hopeless and ready to give up.

Furthermore, without effective practice habits, students may

become frustrated and lose belief in their ability to improve. In

any case, a lack of grit hinders students’ musical growth and achievement. Recognizing these feelings and understanding the negative impact of grit’s absence in the music program high-

Grit, once thought to be an inherent trait, can be intentionally grit involves fostering a growth mindset, which recognizes that intelligence, ability, and talent can be improved through

hard work, perseverance, and dedication. Students with a growth mindset bounce back from setbacks, learn from mis-

takes, and persist in pursuing long-term goals. Conversely, continued on page 20

August 2023

19

The Grit Factor continued from page 19

students with a fixed mindset, who believe abilities are

requiring improvement, teachers help students under-

give up or become discouraged when facing obstacles

effort. Additionally, goal-setting strategies keep students

predetermined and unchangeable, are more likely to (Hochanadel, 2015).

To cultivate a growth mindset in the music classroom,

stand that progress is achievable through practice and motivated and engaged in their skill development.

By intentionally cultivating a growth mindset through

educators should prioritize effort and progress over nat-

these approaches, music educators empower students to

goals helps students understand the rewards of hard work

tinually strive for improvement in their musical journeys.

ural talent. Emphasizing regular practice and achievable and dedication. By realizing that success is not solely reliant on innate ability, students develop a growth mindset.

It is crucial to teach students that mistakes and failure

are integral to the learning process. Encouraging them to

take risks and explore new approaches to music perfor-

mance fosters a sense of comfort and resilience. Rather

than viewing mistakes as failure, students should see them as opportunities for growth and learning.

Teachers should provide specific and constructive

feedback that highlights progress and improvement rath-

er than just achievement. By tailoring feedback to areas

embrace challenges, persevere through setbacks, and con-

The SMART Goal-Setting Model

The SMART goal-setting model is a valuable tool for helping students develop grit in their musical pursuits.

By setting SMART goals, students can gain clarity on their aspirations and identify the specific steps they

need to take to achieve them (Teaching S.M.A.R.T., 2023).

Specific examples of how music teachers can incorporate

the SMART goal-setting model into their teaching are as follows:

S.M.A.R.T.

Building Grit: Goal-Setting Model in Music Education

Specific

Encourage students to set specific goals that are related to their musical aspirations.

For example, a student who wants to become a better violinist might set a specific goal to practice their scales for 30 minutes every day.

Measurable

To help students monitor their own learning and celebrate their achievements, goals should be specific and measurable. For instance, a student who wants to get better at sight-reading could set a clear goal of reaching a certain grade level or playing a new piece of music without mistakes within a given time frame.

Achievable

To feel accomplished, students should set goals that are challenging but within their reach. For instance, a student who wants to learn a difficult musical piece could divide it into smaller parts and aim to master each part.

Relevant

Goals should be relevant to the student’s musical aspirations and interests. For example, a student who is interested in jazz music might set a goal to learn a new jazz standard every month.

Time-bound

Goals should be time-bound so that students have a deadline to work toward. For example, a student who wants to audition for a music school might set a goal to have their audition piece memorized by a specific date.

20 F l o r i d a M u s i c D i r e c t o r

By incorporating the SMART goal-setting model into

Peer feedback and reflection are also effective. Group

their teaching, music teachers can help students develop

students within their sections to provide constructive

ability to persevere through challenges and setbacks.

facilitates learning from one another. Additionally, assign

a sense of agency, purpose and direction, as well as the When students achieve their goals, they gain a sense of accomplishment and self-efficacy that can help them

develop the resilience and grit needed to succeed in music and in life.

Reflection and Self-Awareness

Encouraging student reflection in ensembles is key to developing grit. Teachers can foster regular group

criticism respectfully. This develops listening skills and

regular reflective writing or journaling tasks to encourage

deep thinking about ensemble participation, challenges, and achievements.

By incorporating these strategies, music teachers help

students develop essential qualities like a growth mind-

set, goal-setting skills, and reflective habits. Empowering students with persistence, resilience, and passion, teachers support their pursuit of musical passions.

discussions about progress and obstacles, both in

Grit Requires Deliberate Practice

self-awareness, and a growth mindset, supporting long-

practicing that leads to expertise in any field, including

rehearsals and performances. This cultivates reflection, term musical success. To implement this, allocate time

for reflection and discussion at the end of rehearsals or performances. Ask students to share what went well, challenges faced, and areas for improvement, setting

specific goals for future sessions. Creating a safe environment for sharing fosters student ownership of learning and progress.

Deliberate practice is a focused and purposeful way of

music. It involves mastering complex skills by practic-

ing each part systematically until it becomes automatic

(Adams, 2019). Music educators should teach students not only how to play or sing, but also why and how to practice

deliberately. Ensemble rehearsals are a form of deliberate

practice, but students need to understand the purpose

and vision behind them. By doing so, music teachers continued on page 22

Required Conditions for Deliberate Practice

Motivation

Motivation is key in deliberate practice. Music teachers can help motivate their students by setting clear goals, promoting a positive and psychologically safe environment, and emphasizing the importance of regular practice.

Prerequisite Knowledge and Skill

Design musical tasks that are appropriate for the students’ current skill level to ensure they can understand and perform them after brief instruction. By considering students’ prior knowledge and skills, music teachers can create meaningful and effective practice tasks that will challenge and inspire their ensemble members to improve.

Immediate Feedback

When students receive immediate feedback about their performance, they can make corrections and adjustments in real time, leading to more efficient learning and improvement in their musical skills. This feedback is best received when it is constructive, mostly positive, specific to music (“great [o] vowel!”, “that phrase needs more cresc. in the half note,” etc.), and related to the direction given.

Productive Repetition

Repetition plays a crucial role in the learning process, and repeated practice of the same or similar tasks can help to solidify the neural pathways involved in executing those tasks, leading to more automatic and efficient performance over time. As music educators, it is important to encourage students to engage in repeated deliberate practice of key musical skills and concepts. Help them to be actively involved rather than passively doing another repetition.

Oftentimes, critical thinking or transfer questioning can assist in these scenarios.

August 2023

21

The Grit Factor continued from page 21

can foster grit in students, which is the

even if it is not naturally so. Listed on

of becoming musicians. Resilient students

setbacks. Deliberate practice differs from

deliberate practice that improve technical

difficulties, cope with setbacks, and work

persistence to overcome challenges and

work, play, and passive repetition. It

requires effort, has no immediate reward or pleasure, and aims to improve perfor-

the previous page are four conditions of accuracy and speed on cognitive, perceptual, and motor tasks (Ericsson, 1993).

mance gradually and consistently, with a

Grit Requires Resilience

practice can be enjoyable if designed well,

students as they navigate the challenges

specific goal in mind. However, deliberate

Teaching resilience is essential for music

are better prepared to face performance collaboratively in ensembles (Siebert, 2005). To foster resilience, music teachers

can focus on adaptability, communication, and bouncing back.

Adaptability is nurtured by introduc-

ing unfamiliar music styles to ensem-

Examples of Developing Harmonious Passion for Music

Musical Culture

w Surround yourself and your students with passionate people who share a love for music and can inspire and support each other w Expose yourself and your students to diverse musical genres, styles, traditions, and perspectives w Collaborate with other music educators or musicians in your community to exchange ideas, resources, feedback, or mentorship

Eager to Learn

w Remain eager to learn more about music and encourage your students to do w w w

the same by providing them with opportunities to explore new genres, styles, techniques, or instruments Show enthusiasm for new music or styles that you encounter or teach Model curiosity and openness to learning from others Challenge yourself and your students to set learning goals that stretch your musical abilities but are also attainable

w Take your students to inspiring performances and/or events such as all-county, all-state, professional ensembles, local colleges and/or universities, or festivals w Expose your students to high-quality musical examples, role models, and Inspiring potential career paths w Motivate your students to aspire to higher levels of achievement and Performances enjoyment w Invite guest performers or speakers to visit your classroom or school and share their musical stories, insights, or advice

w Help your students find a balance between their musical activities and other aspects of their lives such as school, family, friends, or hobbies w Avoid obsessive passion, which shuts out other aspects of life and leads to Music-Life negative outcomes such as burnout, anxiety, or depression Balance w Help your students manage their time, priorities, and expectations effectively w Encourage them to engage in self-care practices such as exercise, relaxation, or meditation

22 F l o r i d a M u s i c D i r e c t o r

bles, challenging students to learn new

Grit Requires Passion

tings, such as outdoor or informal spac-

education, as it aligns with other life

environments. This enhances their con-

happiness and fulfillment, motivating

Effective communication is crucial

improve their skills. It leads to long-term

Gregory W. LeFils Jr.,

intelligence, collaboration, and feedback

negative outcomes. On the other hand, an

professor of choral music edu-

facilitate peer assessment, group discus-

result in stress and burnout (Vallerand,

techniques. Changing performance set-

Harmonious passion is crucial in music

es, also helps students adapt to diverse

goals and values. This passion brings

fidence and versatility as musicians.

students to regularly practice and to

for resilience, as it enhances emotional

psychological well-being and prevents

receptivity (Ononye, 2022). Teachers can

obsessive passion driven by pressure can

sions, and presentations to encourage stu-

2012).

ions. By creating a supportive environ-

cators can surround students with pas-

questions and seek help when needed,

music. Exposure to diverse musical genres

Improvisation, regardless of musi-

cators foster deep and lasting passion.

resilience skills. Through improvisation,

students to inspiring performances con-

create together, adapting to changing

enjoyment.

different improvisational styles and

find a balance between their musical activ-

collaborations.

negative outcomes (Vallerand, 2012). By

for resilience. Music educators should

can nurture students’ skills, knowledge,

are natural parts of the learning pro-

for success in their musical pursuits.

and supportive environment encourages

Conclusion

visation and composition. Regular reflec-

for music students to develop if they want

through personal experiences further

article outlined four ways to teach grit

students to support each other fosters

mindset, practicing deliberately, building

By implementing these strategies,

sion. By following these strategies, teach-

thrive as resilient musicians. Developing

toughness and perseverance necessary to

the ability to bounce back equips stu-

and maintain their passion for music over

music and beyond.

that developing grit is not a one-time

dents to share their experiences and opin-

To develop harmonious passion, edu-

event but rather an ongoing process that

requires continuous effort, reflection, and feedback. With the right guidance, sup-

port, and mindset, students can develop grit and achieve musical excellence.

PhD, is a visiting assistant

cation at Stetson University in Florida, holding the PhD in

music education from Florida

State University. His experience encompasses directing choral music programs, conducting,

ment, teachers empower students to ask

sionate individuals who share a love for

fostering independence and resilience.

and collaboration with other music edu-

cal style, develops communication and

Maintaining enthusiasm and exposing

References

students learn to listen, respond, and

tribute to higher levels of achievement and

Adams, K. (2019). Developing growth mindset in the ensemble rehearsal. Music Educators Journal, 105(4), 21–27.

musical situations. Experimenting with

However, it is crucial to help students

Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner.

techniques enables successful musical

ities and other aspects of life to prevent

Bouncing back from setbacks is vital

implementing these strategies, educators

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance.

Psychological Review, 100(3), 363.

emphasize that setbacks and failures

motivation, and passion, setting them up

cess (Galef, 2012). Creating a positive risk-taking through activities like impro-

In conclusion, grit is an essential quality

tion on progress and modeling resilience

to succeed in their musical journeys. This

promotes bouncing back. Encouraging

in music education: developing a growth

collaboration and resilience as a group.

resilience, and fostering harmonious pas-

music teachers empower students to

ers can help students develop the mental

adaptability, communication skills, and

overcome obstacles, set and achieve goals,

dents with the grit needed for success in

the long term. It is crucial to remember

presenting at state and national music edu-

cation conferences, and maintaining an active agenda as a speaker, clinician, and adjudicator.

Galef, D. (2012). Japanese Proverbs: Wit and Wisdom: 200 Classic Japanese Sayings and Expressions in English and Japanese text. Tuttle Publishing.

Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research (JIER), 11(1), 47–50.

Music Educator Resources. (2021). Teaching S.M.A.R.T. Goals. Retrieved February 22, 2023. https://musiceducatorresources. com/2021/01/22/teaching-s-m-a-r-t-goals/ Ononye, U., Ndudi, F., Bereprebofa, D., & Maduemezia, I. (2022). Academic resilience, emotional intelligence, and academic performance among undergraduate students. Knowledge and Performance Management, 6(1), 1.

Siebert, A. (2005). The Resiliency Advantage: Master Change, Thrive Under Pressure, and Bounce Back from Setbacks. Berrett-Koehler Publishers, Inc. Vallerand, R. J. (2012). The role of passion in sustainable psychological well-being.

Psychology of well-being: Theory, Research and Practice, 2, 1–21.

August 2023

23

ComponentNews

FLORIDA BANDMASTERS ASSOCIATION

Bernard (Bernie) Hendricks, Jr. President

W

e continue our quest of Building Better Bands, Through Camaraderie,

Community, and Creativity. It has been an

honor and pleasure to serve as your FBA president this past year, and I’m looking

forward to continuing the momentum in

year two. Before we move forward, I’d like to go back and say thank you to all of the

band directors for the never-ending work

you pour into your programs. I’d also like to say thanks to our FBA district officers.

You go above and beyond the call of duty

to make things work for our directors and for band students all over the state.

We

had

an

epic

FBA

Summer

Conference in Orlando with more than 325 registered directors in attendance.

Our 7-Star and 9-Star Honor Bands were fantastic, and Dr. Rodney Dorsey deliv-

ered a timely and important message as our keynote speaker. The 9-Star Honor

Band commissioned the piece Let Me Sing You to Sleep composed by Florida native

Kim Archer, who was an FBA composition contest winner as a high school student. We finally had the much anticipated

FBA Summer BBQ provided by Swinos

BBQ (Jeff Cayer) and Baconfats BBQ (me),

FBA Summer Conference in Orlando

ing forward to doing it again next sum-

to our students! This school year will

edition, and we have a few other things in

conference coordinator, and Neil Jenkins,

opportunities, all which can and should

Building Better Bands, Through Camaraderie,

which was a huge hit for all. We are lookmer. Thank you, Cathi Leibinger, summer

executive director, for coordinating the conference.

As we move into the 2023-24 school

year, I want us all to remember the SelfCare Summer ‘23 message and make

our personal well-being a top priority in all we do. It was cool to see so many of you posting the #SelfCareSummer activities you were involved in and making

your personal well-being a priority. Now that we are headed back to school, be sure

to continue to keep that priority. As you

have heard me say before, if we’re not good to ourselves, we cannot be good

24 F l o r i d a M u s i c D i r e c t o r

bring new challenges as well as recurring be used as growth experiences for us as

music educators and for our students.

We’ve put a lot of emphasis on person-

al well-being and building relationships

among our FBA members to ensure no one is doing this “band director thing” alone. We are much stronger in commu-

nity with each other than as individuals,

the works that will expand the mission of

Community, and Creativity. Be on the look-

out for more information on these and

other FBA activities and events, including Hall of Fame Weekend November 18-19

at Stetson University. I wish everyone a successful, healthy, and enjoyable school year.

so I encourage everyone to continue to reach out and stay connected to your FBA family. We will get back on track with our Hi-Five Focus group this fall, for any

teachers in years 0-5. We will continue the “Celebrating Success” series with a fall

#FBA2023 #BandisLife

FLORIDA COLLEGE MUSIC EDUCATORS ASSOCIATION

Sandra Sanchez Adorno, PhD President

I

hope everyone had a great summer

2024, at 5:30 pm. All of our meetings are

education. This year’s topic focuses on

school year. My name is Dr. Sandra

attend in person, so please join us from

teachers from diverse musical, cultural,

and feels invigorated for the new

Sanchez Adorno, and I am extremely excited to serve as president of the Florida

offered via Zoom for those who cannot afar if you must!

In addition to our general business

College Music Educators Association

meeting at the January conference, we

you to Dr. Stacie Rossow for her service on

“The Collaborative Connections in Higher

(FCMEA). First, I would like to say thank

the FCMEA board. Dr. Rossow has been

integral to our organization’s growth, and we appreciate her dedication to FCMEA. Second, I would like to welcome Drs. Marc Decker, past-president, and Kyle

have developed a new opportunity named

Education Meeting.” This meeting aims to

open space for higher education faculty and administrators to discuss contempo-

rary trends and issues in music teacher

as a mentor, mentee, or both, please fill

FLORIDA ELEMENTARY MUSIC EDUCATORS ASSOCIATION

out the form on our website, FCMEA. org. Additionally, we are in our third

Ashley Peek President

year of offering the FCMEA Creative

meetings scheduled throughout the year.

Our first general business meeting of the new school year will be held on Sunday,

October 1, 2023, at 3 pm during the Florida

NAfME Collegiate Fall Conference at Florida Southeastern University. Our sec-

ond meeting will occur during the FMEA

state conference on Thursday, January 11,

International University where she teaches

of Miami (MM, PhD).

September 1, so if you would like to join

opment initiatives, we also have a few

tant professor of music education at Florida

University of Florida (BA) and the University

Our mentorship program will launch on

In addition to our professional devel-

Dr. Sandra Sanchez Adorno is an assis-

holds degrees in music education from the

to support your professional growth.

state conference in January 2024.

school year.

Education. She is a native of Florida and

tage of the various initiatives we offer

winner(s) will be announced at the FMEA

with each other over the course of this

Echo and Research Perspectives in Music

in our organization and take advan-

website by our December 1 deadline. The

look forward to supporting and growing

also serves on editorial boards for The Orff

With the new school year approach-

ing, I encourage you to become active

consider submitting a proposal on our

and check your email for any updates. I

College Music Educators Association, Sandra

support.

association’s mission (up to $1,500). Please

sure to visit our website (FCMEA.org)

tion to her role as president of the Florida

thank them for their continued

and creative projects that align with our

Saturday, January 13, 2024, at 8:45 am. Be

ment, psychology, and modern band. In addi-

new positions on the board and

financial support for members’ research

and racial backgrounds and will occur

courses in elementary general music, assess-

Prescott, president-elect, to their

Explorations Grant. This grant offers

recruiting and retaining preservice music

M

rs. Ashley Peek is a native of Oxford, Alabama and resides in Gulf Breeze,

Florida. She is a graduate of Auburn University. She is in her 12th year at

Holley Navarre Intermediate School in Navarre, Florida where she teaches third

through fifth grade general music, fifth grade chorus, and fifth grade percussion ensemble and “Orff-estra.”

For the 2014-15 school year, she was awarded Fine Arts Teacher of the Year for

Santa Rosa County. She has served two terms as chairperson of District VI for

the Florida Elementary Music Educators Association, two years as the FEMEA

member engagement co-chair, two years as the FEMEA president-elect, and now serves as the FEMEA president.

In addition to her work with FEMEA, she has served two terms as southern

division representative for the National Association for Music Education Council

for General Music, as well as two years on the council as a member at large. Mrs. Peek also holds publications in Florida Music Director and Teaching Music Magazine,

as well as lesson plans published through the National Association for Music Education.

August 2023

25

ComponentNews

FLORIDA NAfME COLLEGIATE

Mark A. Belfast, Jr., PhD Advisor

A Fresh Start

H

ave you ever seen Captain Underpants? It’s hilarious and one of my favorite animated series. You should check it

out if you haven’t already! In several episodes, when the main

characters (George Beard and Harold Hutchins) get a do-over,

the show kicks into a musical interlude reminiscent of a 1980s

sitcom title sequence. The song is called Fresh Start, and the lyrics are great:

They started anew they’re back at square one They’ve got a fresh start and they’re having some fun What a great way to think about the coming academic year! We’re back at square one, with a clean slate, and nothing but potential for great experiences ahead. Take time, now, to remember why we do what we do! Think of the fun you’ll have hanging with friends, eating good food, learning new skills, and making a positive impact in your community.

FRESH START! They could do what they want

They could swing for the fences with no consequences Oh, FRESH START!

FRESH START! They could eat a croissant

I know, I know. We can’t exactly operate with “no consequences,” but let’s reframe that idea. We are all learning. The time to step out and

What do you want to do this year? Try setting some reasonable

try new and exciting things is NOW! The phrase “swing for the fences”

and attainable goals! I’ve found it helpful to organize goals into three

is a reference to attempting to hit a home run in baseball. Whatever

categories:

you do, do it with tenacity! Even then, things might not turn out the

w Personal Goals: Would you like to complete a 5K, join a gym we do in success. It is better we fail now, when we still have mentors way we hoped, and that’s O.K. We often learn as much in failure as

(and actually use it), learn to play a new instrument, or read

w Professional Goals: Perhaps you might like to improve

and supervisors to provide cover and minimize negative consequences.

a good book?

(Fresh Start is filmed before a live studio audience)

upon a secondary instrument, attend a songwriting work-

shop, or travel to a conference. Have you considered taking time to talk to a master teacher about how and why they do

You’ve heard it said “we teach people, not music.” What you do, and

w Community Service Goals: Are you able to volunteer to directly impact the lives of not just your students, but everyone with what they do?

for whom you do it, matters immensely! You have an opportunity to

assist a local music teacher? What about tutoring your peers

whom you interact. So, as we enter this next season of life, I encourage

in music theory? You might even create musical experiences at a local shelter, church, or children’s home.

26 F l o r i d a M u s i c D i r e c t o r

you to view it as a fresh start. Now, get out there and knock it out of the park!

FLORIDA ORCHESTRA ASSOCIATION

FLORIDA NAfME COLLEGIATE

Colin Urbina President

M

y name is Colin Urbina, and I am the president of Florida

NAfME Collegiate. I am about to start

my fifth year at the University of

Central Florida and will be serving as your president for the remainder of the 2023 year.

I am super excited to be serving you

all, and we have a lot in store to finish

out the year. One of the things to look

forward to is our fall conference. We are working hard to secure clinicians,

different music-making opportunities,

and our keynote speaker. Without giving too much away, we’re hoping to

have a hands-on experience this year, filled with wonderful opportunities to make music and forge connections

with your peers. We cannot wait to

see you there! More information will be coming out soon regarding dates, location, and hotel options.

On a personal note, I would like to

give a huge shout-out to the NAfME Collegiate chapters at Florida Gulf Coast University and the University of Miami.

Both were recognized and received

awards at this year’s National Hill

Day Summit. FGCU was awarded the Chapter of Excellence in Recognition of Professional Development, and Miami

was awarded the Chapter of Excellence

in Recognition of Advocacy. We are extremely proud of both chapters and

thankful for the work they are putting into each of their communities.

If any of you have questions or

would like to reach out, please feel

free to email me at co006947@ucf.edu.

I am looking forward to what we have planned for the rest of the year and

to meeting many more of you in the process. Good luck with the upcoming

school year, and again, please don’t hesitate to reach out!

Cheri A. Sleeper President

I

am looking forward to the 2023-24 school year and to the next two years serving as your president. Working with you, getting to know you, and moving our

organization forward are at the forefront of my mission as president. I must start

with thanking our past president, Laurie Bitters. Her outstanding leadership and

dedication are noteworthy models to follow. Next, I would like to welcome our new president-elect, Andrea Szarowicz, and I must also thank our executive director,

Donald Langland, for his continued guidance and support. Finally, I want to extend a huge thank you to our FOA board members. Your service and commitment to the

association and your district members are what helps to keep our state association alive and thriving.

Please review and keep in mind registration

deadlines. FMEA/NAfME/FOA memberships

dues need to be paid by September 10, 2023. Check

with your district chairperson for postmark versus

online deadlines. All-state registration/eligibility

information can be found on the FMEA website (FMEA.org) or the FOA website (myfoa.org). Our

all-state recording window is September 18-23.

Be sure to check with your district chairperson for your district’s recording date. Remember, in addition to your membership dues (FMEA/

NAfME/FOA), you want to make sure your

FSMA (Florida School Music Association) dues are paid so your

students are eligible to participate in MPAs for the coming school year. September 15, 2023, is the deadline for an early discount. You can check to make sure your school’s dues are paid by going to the FSMA website (floridaschoolmusic.org).

Please make plans to attend our 2023 FOA/FLASTA Fall Professional Development

Conference, “Re-Energizing the Music Education Classroom and Teacher.” The conference will be held October 12-13, 2023, at the Hilton Orlando Hotel. Our keynote

speaker is Dr. Rebecca MacLeod, professor of music education at the University of North Carolina Greensboro. This conference is a fabulous time to learn and to

network with your colleagues. You can check out the exciting sessions and register NOW on the FOA website.

Need another reason to attend the fall conference and get involved? Participate in

the all-state adjudication process on Saturday, October 14, following the conference.

Listening to the recordings will give you insight into the level of preparation invest-

ed in these auditions by our students. Contact your district chairperson if you are interested in assisting in this important activity.

Make certain to get involved and stay informed in your district by attending your

district meetings, which start soon! If you don’t know your district chairperson,

information is available on our website (myfoa.org). I welcome our new educators to the profession and urge you to reach out to your peers for support. They have “lived” that first year … use their insights and experience to guide you.

Thank you, fellow music educators, for choosing to be part of the greatest and

most important profession in the world. The 2024 FMEA Professional Development Conference theme is Music Education Begins with ME. YOU are the ME! August 2023

27

ComponentNews W

MEMBER-AT-LARGE

Harry “Skip” Pardee

elcome to another great school

ing you—our general membership—in

our vision for a robust music educa-

the FMEA general membership on the

teachers are our greatest asset, and your

will take a commitment from all of us:

year! I am honored to represent

FMEA Board of Directors, serving as your member-at-large. This position is a unique

and important one on the board, serving as one of your voting voices for the orga-

nization. I take great pride in represent-

conducting the business of FMEA. Our

voices are imperative to the success of our organization and our profession.

Now more than ever, we must teach

incessantly, communicate often, collabo-

rate freely, and advocate openly to meet

tion for all of Florida’s students. This teachers, administrators, board members, superintendents, parents, community

members, all categories of FMEA membership (introductory, full active, collegiate, retired, corporate partners, and

FLORIDA MUSIC SUPERVISION ASSOCIATION

Christopher Burns, PhD President

I

t is my distinct pleasure to address you as the newly elect-

tively to champion a comprehensive music education across

I am filled with enthusiasm as I embark on this journey

cess stories to share, please do not hesitate to reach out to me

ed president of the Florida Music Supervision Association.

alongside some of the most passionate arts leaders in our nation, advocating for a rich music education for all of Florida’s students!

First and foremost, I would like to express my heartfelt

our state. Whether you have suggestions, concerns, or sucor any of the amazing supervisors. We are here to assist and

support you in your dedication to providing a well-rounded music education for your students.

As the new president of the Florida Music Supervision

gratitude for being entrusted with the role of president of the

Association, I have several key initiatives that I plan to pri-

by the faith that has been placed in me by the association

ciation’s partnerships with schools, colleges, and universities

Florida Music Supervision Association. I am truly humbled members, and I pledge to fulfill my responsibilities with utmost dedication and passion. The opportunity to lead this esteemed organization is both an honor and a privilege,

and I am committed to strengthening the association in the coming years.

Music has always held a special place in my heart, and it

is through the arts I have found inspiration, joy, and a means

oritize during my tenure. First, I aim to strengthen the assoacross the state to create more opportunities for collaboration

and professional development for music educators, specifically in areas that do not have a music supervisor. By fostering a network of support and resources, we can empower educators to inspire the next generation of musicians and cultivate a vibrant music community in Florida.

Furthermore, I intend to explore innovative approaches

of self-expression. It is my belief that music has the power to

to music education, incorporating emerging technologies

profound ways. I am dedicated to championing the impor-

and exciting ways. By embracing technology, we can provide

connect people, bridge cultural divides, and enrich lives in tance of music in education and to ensuring every student in

Florida has access to a comprehensive music education that nurtures their creativity and enhances their overall learning experience.

and digital platforms to engage and inspire students in new

immersive and interactive music experiences that resonate

with today’s digitally native generation, ensuring that music remains relevant and accessible to all.

Again, I am honored to have been elected president of

I encourage all of our valued members to maintain open

the Florida Music Supervision Association, and I am truly

Association, frequently engaging with us and sharing your

of Florida and beyond. Together, let us celebrate the power of

lines of communication with the Florida Music Supervision insights and experiences. Together, we can work collabora-

28 F l o r i d a M u s i c D i r e c t o r

excited about the possibilities that lie ahead within the state music and its ability to uplift, inspire, and unite us all.

FLORIDA VOCAL ASSOCIATION

David Pletincks President

nonteaching members), and of course— students! The ever-swinging pendulum of politics, academic priorities, assessment

and accountability models, one-size-fitsall teacher evaluation systems, and a host of other issues can all distract from the

true purpose of our profession: to teach people and to use the limitless subject of music to do it. Considering that collective heavy lift, and relying on what I think

to be one of the most important parts of developing a healthy music program (rela-

tionships), I promise the following to our FMEA members:

1. Provide dedicated time to any mem-

ber of this great organization who would like to discuss anything they believe contributes to our worthy mission of FMEA. My direct line is open

to you (239-377-0087). I would love

I

am incredibly humbled to be serving the Florida Vocal Association as president for the next two

years. The FVA has had a huge impact on myself and my family for over 18 years.

Most of my dearest friends have been

made through this organization, and it is truly an honor to serve in this position.

Having taught middle school band and choir for 26 years, I found this past

school year to be one of the most difficult for me in motivating my students. We had a great year, with several concerts, public performances, and many other

exciting events. However, encouraging my students to participate in activities

like all-state, solo and ensemble, and even singing daily with energy and enthu-

siasm, was a constant struggle. As I shared this thought with colleagues, I found

I was not alone in my experience. Almost every teacher I spoke with agreed the

struggle is real to keep kids focused and actively engaged. As we know, this can be completely exhausting. Combine that daily exhaustion with added expecta-

tions of more paperwork, policies, procedures, and politics, it’s no wonder so

many teachers are losing their passion to be in the classroom. All this led me to

our theme for the FVA Summer Professional Development Conference: IGNITE

an opportunity to get to know you,

the Passion for Choral Music in Your Students … and YOU!

education in our state, and learn how

classroom continues to affect our programs. We rely on the culture created in

directors.

for three years of middle school and four years of high school. When we went on

understand your perspective on music I can best serve you on the board of 2. Present

the

FMEA

Executive

As we navigate this post-pandemic era, it’s clear that the time lost in the

our classrooms to be carried on by students who move through our programs spring break in 2020 and didn’t return to school, we interrupted that sequence

Committee and Board of Directors

dramatically. We came back in fall 2020 with many, or all, of our students attend-

input and ideas (from the classroom,

This school year will be the first year for middle school teachers to have

with thoughtful, experience-based

ing school digitally.

administration, and community per-

eighth graders they have taught face-to-face for three years. It won’t be until fall

zation forward into the future. The

four years.

spectives) to help move our organicollaboration and communication mentioned earlier will be paramount in fulfilling this promise.

3. Be an aggregate voice for all FMEA

members when called upon, in board business and in advocacy work with our colleagues.

As we open another school year in our

communities, please know you have a col-

league and friend in your FMEA memberat-large. I hope you find great joy in the

school year ahead through music-making with your students!

2024 that high school directors will have seniors they have taught in person for

This gets me excited for this school year. Students returning for a third year,

who have participated in two concert MPAs, solo and ensemble, and all-state

auditions, understand the expectations I have for our choirs and will return ready for an exciting year.

To our new choral directors, welcome. We are here for you and want to help

you thrive. You will be hearing more about our new mentoring program at your fall district meetings. Have a wonderful year, everyone.

David Pletincks has taught in Florida public schools at the middle school level for

26 years. He taught middle school band for seven years and then taught both band and

choir for four years. He has been at Powell Middle School in Spring Hill for 21 years.

He has served the FVA as a district chairperson, middle school chairperson, and music committee chairperson.

August 2023

29

ResearchPuzzles

This on-going column seeks to stimulate awareness of research issues for FMEA teachers and researchers.

FOR MUSIC TEACHERS

William I. Bauer, PhD FMEA Research Committee Chairperson, University of Florida

Self-Care for Music Teachers

I

t is well-documented that people who work in the helping

In a recent issue of Update: Applications of Research in Music

professions (e.g., health care, law enforcement, social work,

Education, John Rine A. Zabanal provided an overview of the

variety of physical and mental health concerns (Abramson,

can apply to music educators. While acknowledging that there

and education) have stressful jobs that sometimes lead to a

2022). Music teachers are certainly not immune to these issues, often experiencing stress and a hectic pace of life due to pro-

fessional responsibilities that include attending to the needs of many others while simultaneously trying to balance those

duties with their personal lives. It can sometimes feel overwhelming. As a new school year begins, it may be beneficial to

consider how the realities of this problem might be proactively addressed through self-care.

Strategies for Addressing Dimensions of Personal Self-Care

Physical care

Strategies

w Engage in physical activity w Maintain a proper diet w Wear hearing protection as needed

Psychological and emotional care

Social engagement

w Regulate personal emotions w Recognize personal strengths and limitations w Use stress reduction techniques w Participate in your community w Be present when with others w Stay in touch with important people in your life

Spiritual engagement

w Create a gratitude list w Engage in purposeful reflection w Experience music that is personally enjoyable

Leisurely activities

is no universal definition of self-care, Zabanal (2022) described

it as “a preventive health care measure used to promote phys-

ical and mental health as well as personal well-being” (p. 5).

Further, the author discussed how a self-care model that originated in the field of social work may apply to music teachers,

pointing out that to be able to serve students requires one first to be sure they are taking care of themselves. In the article,

Zabanal also discussed the challenges to self-care that music teachers faced during the COVID-19 pandemic; however, the

Table 1

Dimension

research related to self-care, providing suggestions on how it

w Participate in hobbies w Take a vacation w Participate in sports

30 F l o r i d a M u s i c D i r e c t o r

focus of this Research Puzzles article will be on general strategies for self-care.

Lee and Miller (2013) developed a research-based self-care

framework for social workers that accounts for both personal

and professional life roles. While these personal and professional dimensions of the framework have discrete elements, they

also overlap and interact with each other. They need to be considered by themselves, but also in terms of how one may influ-

ence the other. The personal and professional dimensions each comprise several domains. Zabanal (2022) pointed out that music teachers often have a strong identity as a musician, which can

result in challenges in separating the personal and professional aspects of their lives.

Personal Self-Care

Personal self-care is defined as “purposeful engagement in practices that promote holistic health and well-being of the

self” (Lee & Miller, 2013, p. 98). The five domains of personal self-care are (a) physical care, (b) psychological and emotional

care, (c) social engagement, (d) spiritual engagement, and (e) leisurely activities. Some suggestions Zabanal (2022) provided for addressing the domains of personal self-care can be found in Table 1.

Professional Self-Care

Professional self-care is the “process of purposeful engagement

in practices that promote effective and appropriate use of the

Table 2

Strategies for Addressing Dimensions of Professional Self-Care

Dimension Workload and time management

Strategies

w Make lists w Prioritize tasks, delegating when possible w Maintain an organized workspace

Attention to the professional role

w Consider your beliefs

about music education and use them as a guide

w Honestly assess

personal strengths and weaknesses

w Be realistic about

contextual factors that impact your work environment

Attention to reactions at work

Professional social support and selfadvocacy

w Avoid immediate reactions to situations w Engage in mindfulness activities w Keep a journal w Develop meaningful

relationships with other teachers, staff, and administrators

w Work with colleagues to solve problems in your school

w Advocate for needed

change in your school and/or program

Professional development

Revitalization and generation of energy

w Read professional journals and books w Attend conferences and workshops w Seek advanced degrees w Make time to do things that restore your physical and mental energy; this will vary from person to person

self in the professional role within the context of sustaining holistic health and well-being” (Lee & Miller, 2013, p. 98). It

comprises six domains: (a) workload and time management, (b) attention to the professional role, (c) attention to reactions at work, (d) professional social support and self-advocacy, (e) pro-

fessional development, and (f) the revitalization and generation

of energy. Some suggestions Zabanal provided for addressing the domains of professional self-care can be found in Table 2.

Summary

Start the new academic year off right by not only planning

for students but also considering how you will nurture your

personal and professional selves so you maintain your phys-

ical and mental health. When flying on an airplane, flight attendants remind you to put on your oxygen mask first before

helping others. Similarly, if you don’t take care of yourself,

personally and professionally, you will not be able to help others in your life. To learn more about this topic and explore the research on other aspects of music teaching and learning,

access the NAfME journal UPDATE: Applications of Research in Music Education website, which can be found at https://bit.ly/ nafme-update. The mission of UPDATE is to bring “research in

music teaching and learning close to everyday practice to help

teachers apply research in their music classrooms and rehearsal halls” (National Association for Music Education, 2023, para.

1). All FMEA members can access and read UPDATE as part of their FMEA/NAfME membership.

References Abramson, A. (2022, January 1). Burnout and stress are everywhere.

American Psychological Association. https://www.apa.org/ monitor/2022/01/special-burnout-stress Lee, J. J., & Miller, S. E. (2013). A self-care framework for social workers: Building a strong foundation for practice. Families in Society, 94(2), 96–103. https://doi.org/10.1606/1044–3894.4289 Zabanal, J. R. A. (2022). Research-to-resource: Applying a self-care framework to music education. Update: Applications of Research in Music Education, 40(3), 5–10. https://doi.org/10.1177/87551233211056995

Email your questions and feedback to wbauer@ufl.edu with a subject heading Research Puzzles.

August 2023

31

CommitteeReports M

AWARDS COMMITTEE

Sondra A. W. Collins Chairperson

y name is Sondra A. W. Collins,

and as president of the Marion County

to share a favorite quote of mine to help

of directors and as your chairperson of

a member of the Conference Planning

Program, spoken by the immensely pop-

and I joyously serve on your board

the Awards Committee of your Florida

Music Education Association! I am also beginning my 15th year of teaching music

in Marion County Public Schools, the last

10 of which have been with the Shady Hill family at Shady Hill Elementary in Ocala.

I also serve on the board of directors

of Fine Arts for Ocala and as a member of

the Advocacy Committee of your Florida

Music Education Association. In the past I have served a four-year tenure as the

District 5 chairperson on the board of

directors of the Florida Elementary Music Educators Association, as president of

the Heart of Florida Orff Chapter of the American Orff-Schulwerk Association,

Music Association. I have also served as Committee and the Strategic Planning Committee

of

your

Florida

Music

Education Association, and I have completed the Emerging Leaders program

and have attended two Summer Institute

introduce you to our FMEA Awards ular 2017 National Youth Poet Laureate Amanda Gorman: “For there is always light. If only we’re brave enough to see it.

If only we’re brave enough to be it.”

The past few years have been a whirl-

programs. I hold the MM in voice perfor-

wind in music education, with visionary

the BM in voice performance from the

ming, and innovation. Amidst the trauma

mance from Georgia State University and University of Florida (Go Gators!). After

graduate school I first worked in retail management, while performing professionally, but changed careers to make

a difference and change lives through

thinking, creativity, unique program-

of a pandemic and now a post-pandemic world, we know there IS light. We must

only be brave enough to see it and then be it for our students.

Your FMEA Awards Committee wants

music education (and ultimately found

to recognize the heroes among us who

Speaking of passion, please allow me

want to shine a light on those who have

my true passion).

have been the light this past year. We demonstrated visionary thinking, resiliency, positivity, innovation, and a col-

laborative spirit. We want to hold up and empower those who persevered through a constantly changing year of music edu-

cation and continued to be the light for their students and others.

The 2024 FMEA award nominations

period is now officially OPEN! Your

FMEA Awards Program offers several awards in recognition of the efforts and accomplishments of those who have made

outstanding contributions to music edu-

cation. Your active involvement in the nomination process ensures that FMEA recognizes the most deserving individuals throughout our state.

The deadline for all categories

(except the Music Education Service and the Music Enrollment Awards) is September 11, 2023.

Please check the FMEA website at FMEA.org/programs/awards

for details, and nominate someone

32 F l o r i d a M u s i c D i r e c t o r

deserving—today!

DIVERSE LEARNERS COMMITTEE

Share Your Victories

I

am excited and honored to serve as chairperson of the Diverse Learners

Committee. While I am somewhat new to Florida (2019), I served the Illinois Music

Educators Association as the learners with exceptionalities chair for 15 years.

cation candidates in the areas of exceptionalities in music, music learning

assessment,

and elementary music methFlorida (UCF). Before

UCF, I was a profes-

sor of music at Western

tion and to find out what you need

Illinois

to know to break down barriers for students in special education

University.

You might want to read the

With Ruby: When Inclusion Works” and

Students with Disabilities in

com/watch?v=ZgRigs3I3ac. In addition,

following chapters, “Including

or for students who need different

teaching strategies in typical class-

Instrumental Ensembles” in

rooms (elementary and secondary).

Exceptional Pedagogy for Children

Therefore, please contact me with

with Exceptionalities: International

questions and/or victories. I would

Perspectives (Oxford University

love to share both in journal articles and at the conference.

The

Students

Choral

Companion (GIA).

with

Conductor’s

I am honored to follow the past chair-

education: middle school band, middle

itating the transition. I encourage every-

elementary music, music therapy, and

more than likely save the day!

Please take me up on the offer to con-

a musician, we know that positive role

for

person, Dr. Alice-Ann Darrow. She has

and high school choir, marching band,

you run into a challenge, these tips will

Disabilities in Your Choir”

second as a therapist. I believe I did just about everything involved in my college

refer to the Teacher Tips for Inclusion. If

tact me with challenges; sometimes I

in

music education. In fact, during

watch the story at https://www.youtube.

Press) and “Breaking Down Barriers

I was fortunate to complete a

double major in music therapy and

a part-time position as a teacher and a

theory,

ods at the University of Central

It is my passion to share informa-

my first professional year, I had

Christine Lapka, EdD Chairperson

been a great leader and is graciously facilone to read her May 2023 report, “Rocking

can help. Also, share your victories. As models are one of the best ways to teach a skill. Be that role model!

Reference Darrow, A. A. (2023). Rocking with Ruby: When inclusion works. Florida Music Director, 76(8) 38–41. https://issuu.com/ cfaefl/docs/florida_music_director_ may_2023?fr=sNzhjNTIwMTc4MDA

adult residential counseling. What a ride!

That first year and the subsequent 10 years in public school teaching helped me to see

CONTEMPORARY MEDIA COMMITTEE

the challenges of a range of students who

deserve the best music education we have to offer. As mentioned in the first para-

graph, diverse learners are in our classes and ensembles. Sometimes we see them

separately as part of exceptional student

education (ESE). Some are included with typical students. More than likely, every student we see is an individual with a

barrier we need to support; those students

have mental stresses, physical differences, intellectual disabilities, giftedness, and

a host of learning challenges. They may

not have an individualized learning plan (IEP), but they all deserve our attention.

G

Clint Randles, PhD Chairperson

reetings! My name is Clint Randles. I am professor of music education at the University of South Florida, where I teach courses to undergraduate, mas-

ter’s, and doctoral students in learner-centered pedagogy, songwriting, creativity, philosophy, research, and music production. I am excited to collaborate with you to grow the curricular offerings in schools around Florida.

The key that can unlock many doors is you growing your own musicianship.

What do you know about writing a song? Can you record yourself with a DAW? What do you know about recording microphones? I can help you understand this world.

I look forward to sharing with you all in the coming months. This is the best

time in the history of music to be a music teacher!

At the current time, I guide teacher eduAugust 2023

33

CommitteeReports I

MULTICULTURAL NETWORK

Arnekua Jackson, PhD Chairperson

t is such an honor and privilege to

work is instrumental in advocating the

ber of the Florida Vocal Association (FVA)

FMEA Multicultural Network. The FMEA

ers especially related to increasing repre-

the American Choral Directors Association

serve as the new chairperson for the

Multicultural Network strives to implement resources and support for all teach-

ers and the diverse student populations we teach in the music classroom. Our mis-

needs and concerns of students and teachsentation in music ensembles, culturally

relevant teaching materials, and equal opportunities for students and teachers.

Dr. Arnekua Jackson has served as the

sion is to change the outlook of margin-

director of choral activities at Boynton Beach

in the music setting by providing profes-

past three years. She graduated with the BME

alized and disadvantaged communities sional developmental opportunities, spe-

cialized training, and mentorship through advocacy for teachers and students. I am

filled with excitement and joy to work

Community High School (BBCHS) for the

from Florida Agricultural and Mechanical

University (FAMU) and received both the MME and PhD in music education from

Florida State University (FSU). In her

with music educators across the state to

13-year teaching career, she has taught gen-

inclusion and to promote cultural rep-

dle, and high school levels in North and South

continue to implement the importance of resentation in all areas of music because

“Representation Truly Matters.” This net-

Florida regions. Most of her experience has been in Title I schools. Dr. Jackson is a mem-

Dakeyan C. Graham, PhD, EdD, DMA Chairperson

r. Dakeyan C. Graham (Dr. Dré) serves as director of educational equity and outreach for Alachua County Public Schools. He served as director of

instrumental studies at his alma mater, C. Leon King High School (2009-2020).

In 2020, he served as Florida Teacher of the Year and the Christa McAuliffe Ambassador for Education. He holds bachelor’s and master’s degrees in music education (UF), the MA in educational leadership (Concordia University), the PhD in music education (USF), the EdD in learning design and performance technology (FSU), and the DMA in instrumental conducting (UF). A past pres-

ident of the Hillsborough Secondary Music Council and founder of the Eastern

Coalition of Music Directors, Dr. Graham travels the state adjudicating for FBA and FOA. He serves as chairperson of the FMEA Emerging Leaders and FBA

Health and Wellness committees. His passion is to continue to positively impact the next generation of world changers.

34 F l o r i d a M u s i c D i r e c t o r

(ACDA). She is also BBCHS department chair of fine arts, a beginning teacher mentor, children’s book author, and has been selected for many prestigious awards such as Teacher

of the Year, Glenn-Howell Distinguished Educator of the Year finalist, Palm Beach County’s William T. Dwyer Award District

finalist, and Alumni Spotlight honoree for FAMU and FSU. Dr. Jackson resides in Boynton Beach, Florida.

eral and choral music on the elementary, mid-

EMERGING LEADERS COMMITTEE

D

and serves as the ethnic music chair for

PROFESSIONAL LEARNING COMMITTEE

Ajori Spencer Chairperson

M

y name is Ajori Spencer, and I am your new professional

learning chairperson for FMEA. I am honored to be serving in this role, and I am excited to work with

all of you to provide high-quality professional learning opportunities to music educators across the

state. I believe professional learn-

ing is essential for us to stay up-to-

date on the latest trends and to keep us EXCITED. I know we can

create a vibrant and supportive community that will help music educators across the state reach

their full potential. Let’s make a difference together.

Please take time to thank and support our 2022-2023 & 2023-2024 Academic Partners.

GOLD PARTNERS

SILVER PARTNERS

University of Central Florida

BRONZE PARTNERS Cannon Music Camp - Appalachian State University Florida Southern College Rollins College Department of Music St. Thomas University

University of North Florida University of North Texas University of Tampa Valdosta State University

Partners as of July 5, 2023.

*Please visit FMEA.org/partners for partnership details or call 850-878-6844.

August 2023

35

GOLD

SILVER PARTNERS Mark Custom Recording Service, Inc. Partners as of July 5, 2023.

*Please visit FMEA.org/partners for partnership details or call 850-878-6844.

36 F l o r i d a M u s i c D i r e c t o r

Please take time to thank and support our 2022-2023 & 2023-2024 Corporate Partners.

PARTNERS

BRONZE PARTNERS Head’s House of Music HeartSong AV Services Meloquest, Inc. Music & Arts Music Man, Inc.

National Concerts Orlando Philharmonic Orchestra Orlando Sings Romeo Music West Music Company August 2023

37

ExecutiveDirector’sNotes

FMEA Executive Director

The mission of The Florida Music Educators Association is to promote

Kathleen D. Sanz, PhD

quality, comprehensive music education for all Florida students as a part of their complete education.

It’s Full Steam Ahead to 2023-24!

I

t’s been a hot and very steamy summer. In spite of that, I hope you enjoyed your summer and are gearing up for a great

Legislative Session/Government Relations

FMEA is reviewing laws that will take effect July 1, 2024.

2023-24 school year. At FMEA, it’s full steam ahead as we contin-

We will be providing an updated report on the FMEA website.

quality, comprehensive music education in all Florida schools.

sure to stay alert to your school and school district’s notifications

ue our work to fulfill our association’s great mission to promote FMEA convened a Summer Institute Think Tank in June.

Last year, in the August 2022 Florida Music Director, I included a

Several new laws will have an impact on education. Please be about new laws that became effective July 1, 2023.

The 2024 Legislative Session will begin January 9, 2024, and

comment that the “biggest threat” to music education in Florida

will end in March 2024. Please look for requests from FMEA

Institute was music education workforce recruitment and reten-

about the bills as they move through the process, please call Dr.

is the teacher shortage. One of the major areas of focus for the tion. Therefore, FMEA is convening committees to address areas

of concern. One of the areas is teacher satisfaction. FMEA is

to assist us on reviewing the bills. If you have any questions Kathleen Sanz at the FMEA office.

working with the National Federation of High Schools (NFHS)

Professional Development Opportunities for Members

FMEA will be looking at possibly expanding the music teacher

theme is Music Education Begins with ME. We’re looking forward

to review the survey that was conducted in fall 2022. In addition,

The 2024 FMEA Professional Development and All-State Concerts

satisfaction survey to add qualitative questions. The survey will

to Jason Locker’s leadership for this conference. Registration

be conducted August 15 through September 8, 2023. This will

allow us to review the data for changes and additional information.

w TriM – Consider starting a TriM chapter Student Opportunities

for your middle and high school stu-

dents. TriM is the only national music society for student musicians. Through

will be available in September, and we look forward to coming together January 10-13, 2024, in Tampa.

The Professional Development Committee is planning several

professional development opportunities for teachers. Please watch for announcements about upcoming training sessions.

FMEA is here to provide opportunities for teachers and stu-

dents. Stay tuned in to the FMEA website and read our monthly eNews to keep apprised of FMEA projects.

performance and community service they will develop con-

Florida School Music Association

ship skills. If you need assistance, call the FMEA office for

Leadership Symposium for secondary teachers to assist in devel-

fidence, creativity, critical thinking, compassion, and leader-

w NAfME Collegiates – The Florida NAfME

more information or visit the NAfME.org website.

Collegiates are planning their annual Fall

Conference. Information will be coming

soon on this annual event planned by

college students. Encourage your students to participate in this event.

The Florida School Music Association (FSMA) hosted a oping leadership for our components FBA, FOA, and FVA. FSMA works with secondary component organizations to provide oversight for interscholastic music activities.

FMEA is looking forward to the 2023-24 school year! Keep in

tune and involved with your state professional association.

If you have any questions, please call the FMEA office.

Kathleen D. Sanz, PhD

38 F l o r i d a M u s i c D i r e c t o r

F LO R I DA M U S I C E D U C AT I O N A SSO C I AT I O N

Officers and Directors

EXECUTIVE BOARD President

Jason P. Locker

Orange County Public Schools 445 W. Amelia St.; Orlando, FL 32801 (407) 317-3200; jasonlocker@fmea.org Past President

Shelby R. Chipman, PhD

Florida A&M University, Department of Music Foster-Tanner Music Bldg., Room 318 Tallahassee, FL 32307; (850) 599-8165 shelby.chipman@famu.edu President-Elect

Scott Evans

Orange County Public Schools 445 S. Amelia St.; Orlando, FL 32801 (407) 317-3200; scott.evans@ocps.net FBA President

Bernard (Bernie) Hendricks, Jr.

Ocoee High School 1925 Ocoee Crown Point Pkwy.; Ocoee, FL 34761 bernard.hendricks@ocps.net FCMEA President

Sandra Sanchez Adorno, PhD Florida International University 10910 SW 17 St.; Miami, FL 33199 sadorno@fiu.edu FEMEA President

Ashley Peek

Holley-Navarre Intermediate 1936 Navarre School Rd.; Navarre, FL 32566-7504 ashley@femea.flmusiced.org Florida NAfME Collegiate President

Colin Urbina

University of Central Florida co006947@ucf.edu Florida NAfME Collegiate Advisor

Mark A. Belfast, Jr., PhD Florida State University mbelfast@fsu.edu FMSA President

Christopher Burns, PhD

School District of Osceola County (407) 870-4901; christopher.burns@ osceolaschools.net

EX-OFFICIO MEMBERS

FLORIDA COLLEGE MUSIC EDUCATORS ASSOCIATION

Historian/Parliamentarian & Executive Director.................................................. Kathleen D. Sanz, PhD Hinckley Center for Fine Arts Education 402 Office Plaza Dr.; Tallahassee, FL 32301-2757 (850) 878-6844; Fax: (850) 942-1793; kdsanz@fmea.org

President......................................................Sandra Sanchez Adorno, PhD Florida International University; 10910 SW 17 St.; Miami, FL 33199 sadorno@fiu.edu

Editor-in-Chief.................................................................Kelly Miller, DMA University of Central Florida; 12488 Centaurus Blvd.; Orlando, FL 32816-8009 (407) 823-4545; kelly.miller@ucf.edu Conference Planning Committee Chairperson........John K. Southall, PhD Indian River State College; 3209 Virginia Ave.; Fort Pierce, FL 34981 (772) 418-9133; johnsouthall@me.com FSMA President....................................................................Jane Goodwin Jwin555@gmail.com Hall of Fame Chairperson...............................................Mary Palmer, EdD (407) 252-5172; mpalmerassoc@aol.com

FMEA COMMITTEE CHAIRPERSONS Advocacy..................................................................... Jeanne W. Reynolds (727) 744-7252; jeannewrey@gmail.com Awards........................................................................Sondra A. W. Collins sondra.collins@marion.k12.fl.us Budget/Finance, Development...........................................Jason P. Locker Orange County Public Schools; 445 W. Amelia St.; Orlando, FL 32801 (407) 317-3200; jasonlocker@fmea.org

Past President......................................................................Joani Slawson Holy Trinity Episcopal Academy; 1720 Peachtree St.; Melbourne, FL 32901 joanislawson@gmail.com Executive Director............................................................Jennifer Sullivan 1750 Common Way Rd., Orlando, FL 32814 (321) 624-5433; slljenn@aol.com

FLORIDA MUSIC SUPERVISION ASSOCIATION

FLORIDA ORCHESTRA ASSOCIATION

Florida Corporate & Academic Partners...................................Fred Schiff All County Music; 8136 N. University Dr.; Tamarac, FL 33321-1708 (954) 722-3424; fred@allcountymusic.com Health & Wellness..................................................................... Aaron Kass Lake Nona High School; 12500 Narcoossee Rd.; Orlando, FL 32832-6922 (407) 956-8327; aaron.kass@ocps.net Multicultural Network............................................Arnekua Jackson, PhD Boynton Beach Community High School; 4975 Park Ridge Blvd.; Boynton Beach, FL 33426-8318 (561) 713-6851; arnekua.jackson@palmbeachschools.org

President........................................................................... Cheri A. Sleeper Strawberry Crest High School; 4691 Gallagher Dr.; Dover, FL 33527 (813) 363-4139; cheri.sleeper@hcps.net Past President...................................................................... Laurie Bitters Winter Park High School; 2100 Summerfield Rd.; Winter Park, FL 32792 (407) 622-3200; laurie.bitters@gmail.com Executive Director........................................................... Donald Langland 220 Parsons Woods Dr.; Seffner, FL 33594 (813) 502-5233; Fax: (813) 502-6832; exdirfoa@yahoo.com

FLORIDA VOCAL ASSOCIATION

Professional Learning............................................................Ajori Spencer Pinellas District Office; 301 4th St. SW; Largo, FL 33770-3536 (727) 588-6055; spencera@pcsb.org

President............................................................................ David Pletincks Powell Middle School; 4100 Barclay Ave.; Brooksville, FL 34609-0860 (352) 403-8437; david@fva.net

Research....................................................................William I. Bauer, PhD University of Florida; (352) 273-3182; wbauer@ufl.edu

Past President.............................................................. Jeannine Stemmer Florida Christian School, 4200 SW 89th Ave.; Miami, FL 33165 j9stemmer@floridachristian.org

Secondary General Music............................................................Ed Prasse Leon High School; 550 E. Tennessee St.; Tallahassee, FL 32308 (850) 617-5700; prassee@leonschools.net Student Engagement..............................................Michael Antmann, EdD Freedom High School; 2500 W. Taft-Vineland Rd.; Orlando, FL 32837 (407) 816-5600; michael.antmann@ocps.net

PROFESSIONAL DEVELOPMENT CONFERENCE

President...................................................Bernard (Bernie) Hendricks, Jr. Ocoee High School; 1925 Ocoee Crown Point Pkwy.; Ocoee, FL 34761 bernard.hendricks@ocps.net

Collier County Public Schools 5775 Osceola Trail; Naples, FL 34109-0919 (239) 377-0087; pardeh@collierschools.com

President..................................................................................Ashley Peek Holley-Navarre Intermediate; 1936 Navarre School Rd.; Navarre, FL 32566-7504; ashley@femea.flmusiced.org

Emerging Leaders.............................Dakeyan C. Graham, PhD, EdD, DMA Alachua County Public Schools; 3600 NE 15th St.; Gainesville, FL 32609 dregraham@gmail.com

FVA President

Harry “Skip” Pardee

FLORIDA ELEMENTARY MUSIC EDUCATORS ASSOCIATION

Past President.................................................... Lindsey R. Williams, PhD Seminole County Public Schools (407) 320-0434; willialz2@scps.k12.fl.us

Strawberry Crest High School 4691 Gallagher Dr.; Dover, FL 33527 (813) 363-4139; cheri.sleeper@hcps.net

Member-at-Large

Past President.........................................................................Allison Yopp Southeastern University; ayopp@seu.edu

Diverse Learners....................................................... Christine Lapka, EdD University of Central Florida; 12488 Centaurus Blvd.; Orlando, FL 32816-2372; christine.lapka@ucf.edu

Local Chairperson.................................................................. Jon Sever (813) 272-4861; jon.sever@sdhc.k12.fl.us

Powell Middle School 4100 Barclay Ave.; Brooksville, FL 34609-0860 (352) 403-8437; david@fva.net

President..................................................................................Colin Urbina University of Central Florida; co006947@ucf.edu

President............................................................... Christopher Burns, PhD School District of Osceola County (407) 870-4901; christopher.burns@osceolaschools.net

Exhibits Manager fmeaexhibits@fmea.org

David Pletincks

FLORIDA NAFME COLLEGIATE

Contemporary Media.................................................... Clint Randles, PhD University of South Florida; 4202 E. Fowler Ave.; Tampa, FL 33620-9951 (813) 974-2311; randlesc@usf.edu

FOA President

Cheri A. Sleeper

Past President.............................................................. Marc Decker, DMA Florida Atlantic University; 777 Glades Rd.; Boca Raton, FL 33431 deckerm@fau.edu

FLORIDA BANDMASTERS ASSOCIATION

Past President....................................................................... Ian Schwindt Titusville High School; 150 Terrier Trail S.; Titusville, FL 32780-4735 (321) 264-3108; schwindt.ian@brevardschools.org Executive Director...................................................................Neil Jenkins Florida Bandmasters Association P.O. Box 840135; Pembroke Pines, FL 33084 (954) 432-4111; Fax: (954) 432-4909; exec@fba.flmusiced.org Business Manager................................................................Jo Hagan, CPA 8975 San Rae Rd.; Jacksonville, FL 32257 (904) 379-2245; Fax: (904) 379-2260; jo@barefootaccounting.com

Executive Director...................................................................Michael Dye 231 S. Bayshore Dr.; Valparaiso, FL 32580 (850) 217-7419; mike@fva.net Business Manager................................................................Jo Hagan, CPA 8975 San Rae Rd.; Jacksonville, FL 32257 (904) 379-2245; Fax: (904) 379-2260; business@fva.net

CENTER FOR FINE ARTS EDUCATION 402 Office Plaza Dr.; Tallahassee, FL 32301-2757 (850) 878-6844; Fax: (850) 942-1793 President................................... Kathleen D. Sanz, PhD (kdsanz@fmea.org) Director of Operations...................... Valeria Anderson, IOM (val@fmea.org) Technology Director....................................Josh Bula, PhD (josh@fmea.org) Marketing & Membership Coordinator.........................Jasmine VanWeelden (jasmine@fmea.org) Administrative Assistant..............................Siena Deaton (siena@fmea.org)

AFFILIATIONS

August 2023

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40 F l o r i d a M u s i c D i r e c t o r