Session Descriptions

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Julissa Chapa
Strategies for English Learners in the Music Classroom
Mrs. Chapa will demonstrate practical strategies for teaching monolingual Spanish-speakers in the music classroom. Participants will learn folk songs in Spanish and discover how to maximize the success of their existing repertoire to help English Learners sing in tune and grasp musical concepts. Songs, games, and activities that promote musicality will be presented in connection to the Stages of Second Language Acquisition. The presenter will use her research, personal journey as an English Learner, and experience teaching in bilingual programs to show teachers applied techniques that help create relevant and meaningful lessons for their students.

Larena Code
Building a Foundation Together: Inclusive Repertoire in Kodály Pedagogy
How do we begin to imagine a program that embraces all cultures equally? As elementary music teachers, we provide the foundation for children’s musical learning. That foundation must include an anti-bias lens at the forefront. The process of creating a culturally-equitable curriculum is not simply sprinkling our lessons with occasional songs that represent token diversity, nor do we have to abandon our Kodály-inspired methodology. We can use the musical foundation of folk songs to deemphasize the Western canon and create joyful, meaningful experiences for all. We can foster a daily practice that projects no hierarchy of what kind of music, country, or language is “better” or “normal”. We can build our own foundation of knowledge regarding an inclusive mindset together. Join in my journey as a white Kodály educator striving toward racial equity through song. Through discussion and action, participants will leave with practical applications, kid-tested elementary lessons, and song resources.

Sarah Reyes
Beyond Beethoven: Musical Masters that Speak to Every Child
As Kodály educators, one of the skills cultivated in our classrooms is listening to music of the masters. For the majority of the history of Kodály education, music of the masters has been defined as music of western classical European composers. I propose to expand children’s listening experiences in the general music classroom to include the music of a mosaic of cultures that comprises our world and thus validate every child’s identity and heritage. The purpose of this workshop is to present listenings that have evolved from a diverse range of village folk traditions and can be incorporated into the Kodály classroom setting to nourish global harmony in our communities.

Rex Sturdevant
LGBTQ-Inclusive Practices in Elementary General Music
How many times a day does one hear the phrase “boys and girls” in an elementary school? For students struggling to fit into the gender binary, elementary school might not feel as welcoming or inclusive as it would for a cisgender student. A growing amount of research has found a strong perpetuation of the gender binary in elementary general music programs. Furthermore, heterosexuality has been seen to be the “most common, the most valued, and the most visible” sexual identity in U.S. elementary schools (Ryan, 2016). What, then, is our “moral vigilance” as educators who teach the youngest children in our field, when it comes to construction of gender and sexuality? This session will explore small, manageable changes any Kodály-inspired teacher can make to foster a more LGBTQ-inclusive classroom environment, as well as lay a groundwork of support for students to potentially embrace these identities later in life. Together, we will consider small adjustments to language, seating, dance activities, vocal exploration, instrumental units, and performance attire to make our classrooms more welcoming to all students.

Rachel Tanenblatt
Representation and Reading in the Music Room
Representation matters. Our BBIA students deserve to see themselves reflected in the literature we present to them in the music room. This session will include summaries of new and classic children’s books that amplify BBIA stories, along with Kodály-inspired lesson ideas for each.

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Nyssa Brown
Backward Design in Music Education: Intentional, Aligned, Transformative
Heard of backward design and all the language that gets thrown around? Wondered how it meaningfully applies to music? Want some concrete examples of how the steps in backward design look in a Kodály-inspired music classroom? In this session, we’ll take a look at the complete process of backward design – breaking each step into “why” and “what” in music education. Examples for both elementary and secondary will be given. Empower yourself to learn the language that your curriculum leaders and admin use – but no one took the time to break it down for you, as a music teacher. This powerful framework will affirm your current practice and encourage you to grow your perspective. Come get inspired by new possibilities!

Leigh Ann Garner
Building Student Voice and Agency through Collaborative Assessment
Assessment is an integral part of a Kodály-inspired instructional sequence. Thus, how do we as music specialists cultivate a collaborative assessment process with our students? In this interactive session participants will explore repertoire, strategies & assessment activities that integrate and honor the artistry, responses, and musical independence of all students.

Herbert Marshall, Amy Beegle, Judy Bond, Marla Butke
Building Bridges Among Learners with Active Approaches
Peer-to-peer learning and assessing is an established practice for learner-centered instruction. Music educators have long used cooperative learning and peer learning to enhance comprehension, improve retention, and build community. In this session, well-known pedagogues from different Active Approaches will model bridge-building between our different specialties as well as bridge-building between learners as we demonstrate lessons that incorporate peer learning.

Darla Meek
Routes to Improvisation and Composition
As music teachers, we know that student creativity is an essential element in a comprehensive music education. But how do we teach our students to improvise and compose when we are not sure how to do it ourselves? In this session, participants will enjoy four lively demonstration lessons that include singing, dancing, playing games, and playing instruments. Each lesson reveals a different way to guide students to make creative musical choices within boundaries.

Jennifer Wassemiller
Knocking Down Walls and Building Bridges: Community in the Classroom
The only difference between a classroom and a party is the choice in being there! Even with the inherent joy that comes with making music the Kodály way, we all have students that are hard to reach. How are we, as Kodály educators, working to draw in our students that struggle to engage in classroom activities and relate to their peers when they do not see themselves in our curriculum choices? This session will share how strategies from “The Art of Gathering: How We Meet and Why It Matters” can be incorporated into the Kodály classroom and build upon culturally relevant teaching practices to bridge that gap and foster community. By viewing our lessons through a facilitation lens that helps to fuse relationships and foster anticipation, our students will leave feeling both awed and honored when they leave music class.

Nichole Witman
Creative Kodály: Techniques to Get Your Students Creating
The Kodály approach masterfully prepares our students to learn concepts such as rhythm and melodic literacy, but how can we prepare our students to be composers and creators of music? Application of knowledge through creative tasks is the pinnacle of Bloom’s Taxonomy. This session will use movement, games and children’s literature as a jumping off point to get students to become creative and independent musicians. Several composition and creative projects will be shared that build confidence and independence in the creative process.

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Rachel Gibson
Living Traditions: Songs and Singing Games from Spain
Come sing, play, move, and experience joy with children’s music traditions from Spain. Participants will actively engage in repertoire that the presenter recently learned from teachers, families, and children while living in the Andalucía and Extremadura regions. The activities allow for musical play and movement, incorporate improvisation, and foster community. Field videos will be shared to demonstrate the songs in authentic contexts. ¡Ven a cantar y jugar! Come sing and play!

Anne Laskey, Gail Needleman
Building Bridges through Listening: Primary Sources in the Music Classroom
As Kodály-inspired teachers, we know that folk song can build bridges to connect our students to the breadth of human experience, across cultures and eras. In this session we will explore ways that cultural and musical literacy can intertwine through the use of primary sources in the music classroom. We will treat the singers of historical field recordings as culture bearers, and explore how cultural and historical values can be communicated through song, serving as a valuable antidote to the increasingly fast pace of change in our lives. We will share songs from different communities in the Eastern states, which we have discovered through our current grant from the Library of Congress: “Folk Songs of the Eastern United States: Providing Primary Sources for K-12 Educators.” We will also introduce the LOC’s Teaching with Primary Sources website, where teachers can explore Library of Congress primary sources and classroom materials, and can share resources they have created based on primary sources. And we will learn the singing game “This is the Way You Build a Bridge”-recorded in Florida in 1939!

Joan Litman
Candles on the Rooftop: A Celebration of Cultural Context
The days of teaching global music without any cultural context are over! The participants in this workshop will experience five songs while exploring lively ways to engage students in exciting and lasting cultural connection. Strategies will include rethinking maps, creating song museums, dramatic play, and a gentle introduction to potentially sensitive topics. Making personal connections with culture bearers will wrap up our time together.

Juanda Marshall
Make “My” Culture Matter
Some of the moments we treasure as teachers is when our students “light up” with interest and pride. Students want to know that they matter, that they are valued. This session will address effective strategies to present cultural activities in ways that engage students and that help to develop empathy. Some of the highlights will include: My perspective as a culture-bearer; aligning Kodály activities; and resources, materials, worksheets, and games for offline and online activities.

Jana Martin
The Music of My Hawaii: Songs, Ukulele, and Cultural Context
Being the third generation born and raised on the island of Kauai, my musical upbringing includes a mix of my Japanese heritage and Hawaiian culture. This session will explore the varied styles of Hawaiian musical traditions through songs, ukulele arrangements, cultural context, and by examining the idea of “What is traditional folk music?” Songs for all ages will be presented, along with pedagogical connections.

Gabriela Montoya-Stier
The Many Lives of Don Gato
Please join me as we explore the many variants of this wonderful folk song Don Gato. Our musical journey will include discussions on cultural appropriation, field recordings, ethnomusicologists, musical analysis, and geographical and historical background. We will end the session by singing some of the variants covered in this presentation.

Louise Pascale, Colleen Casey-Nelson
Afghan Children’s Songs: Restoring Culture
The Afghan Children’s Songbook Project under the direction of Louise Pascale is an ongoing effort to revive culture in a war-torn region. Louise Pascale first collected songs as a Peace Corps Volunteer in the 1960s. After decades of conflict and artistic suppression, these songs are now part of the Afghan Children’s Songbook Project, dedicated to reviving culture in the country. Recent contributions from Afghans have added songs and folktales to the original collection. Colleen Casey-Nelson has integrated this music into her classroom and joins Louise as they share traditional songs, stories and lessons. This workshop provides dual perspectives of this once lost music – how it is being revived in Afghanistan and how students in the United States are learning the music within a cultural context – bridging two worlds.

Kay Piña
Applying Dalcroze Eurhythmics to Global Music
Come explore Puerto Rican music using Dalcroze Eurhythmics activities and learn tips on selecting Global Music. In this session, we will learn about the importance of including Global Music in the general music classroom and how Dalcroze Eurhythmics can be implemented to increase understanding. We will also discuss what to look for when selecting music from cultures around the world and how culturally responsive teaching can be supported through this process. Resources will be provided for further exploration.

Jennifer Rozsa
Straighten Up and Fly Right: Jazz Movement in the K-8 Classroom
Jennifer will share the music and movement she uses to incorporate dancing into her K-8 Jazz music curriculum. Attendees will improvise movement using Laban movements, develop a “showstopper” performance for grades K-2 with a partner, and create an in-class performance of Lindy Hop dance moves for the 4-8th grade classroom using dance composition cards. They will then discuss how social dance in the African-American community continues to be a compelling force in American music and dance.

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Carol Forward
ETT: Let’s Talk About Levels Programs: Musicianship and Conducting
This session will give program directors and instructors an opportunity to discuss and share what is happening in their levels programs around the topics of Musicianship and Conducting in regards to materials (required texts, materials, etc.) and repertoire being utilized.

Becky Halliday
ETT: Creating a Space for Secondary Instructional Tracks
Attendees will review existing structures for programs that include secondary choral and/or instrumental tracks. Discussions will include upper level materials, scheduling, outreach, and logistics surrounding the implementation of these additional course offerings.

Georgia Newlin
ETT: Pedagogy and Folk Song
This session gives program directors and instructors an opportunity to share information on their levels programs around the topics of Pedagogy and Folk Song Analysis with an emphasis on Song Retrieval Systems and cultural relevance of materials.

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Colleen Casey-Nelson
IT DEMO: Taiko: A Gift from Japan to the World
Explore an ancient instrument performed in a contemporary context. Taiko drumming opens a door into Japanese culture and traditions yet still evolves as it becomes a global phenomenon. Based on a foundation of Respect, Nature, and Kumi Daiko, learn approaches to studying and performing Taiko. From lesson fundamentals to a performance piece, journey to Japan and back again. Implementing lesson and performance strategies from practicing Taiko Masters, learn how to bring the power of Taiko into the classroom. This highly motivating art form has propelled learners of all backgrounds and abilities to embrace music while discovering culture. Taiko acts as an ambassador to Japan – reaching across continents and embracing global traditions.

Anne Cohen
IT: Side Hustle! Kodály and Private Instrument Lessons
Whether you’re looking to make some extra cash as a private teacher or already have an established studio, Kodály pedagogy can strengthen any music teacher’s approach to private instruction. This workshop explores ways to adapt group teaching techniques to invididual students studying piano, strings, woodwinds, or brass privately.

Beth Duhon
IT: Self-Care for the Music Educator: Not Just a Buzzword
Tired of feeling more like a martyr than a musician? Is burnout a very real possibility? Is your family and frankly yourself always getting the short end of the stick? Duhon will help you write a MAP (My Action Plan) to help you get to the root cause of your stress and help you rediscover the joy of being a music educator. This is not the tired advice of bubble baths and lighting candles, not that there’s anything wrong with that! We’ll start with a self-assessment to realistically determine where you are thriving and where you are striving. Following that, we’ll formulate your map. From your commute to your meals to how you use your planning period, you will leave with practical steps that you can implement now to improve the quality of your music teacher life! The secret sauce for an excellent music classroom isn’t the facilities or the equipment. It is the teacher!

Aiko Mauldin
IT: My Tokyo Childhood Comes to the American Classroom
This interactive demonstration will include accessible Japanese songs, singing games, and a traditional dance suitable for both classroom use and performance. Videos and audio recordings will be presented to provide cultural context along with the handouts describing the origin and meaning of the songs. Kodály’s humanistic vision poses new questions for Kodály inspired teaching: How will we affirm the cultures within and beyond our music classes? The contemporary mandate to understand cultural context will be explored with short video and audio examples, and relevant handouts.

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Amy Abbott
Melodic Prep: It CAN be FUN!
Teaching melodic elements is so much more daunting than teaching rhythmic elements. Students must establish a solid foundation of listening skills to be successful when learning about melodic elements. In this session, participants will sing, move, play, and read their way through the preparation of a few melodic elements. How to establish a strong foundation to develop the students’ ears will be discussed. Most importantly, FUN teaching strategies will be demonstrated and experienced to ensure student success.

Megan Ankuda
The 333 Isn’t Dead and Gone
Regarded as a hallmark of summer musicianship classes in Kodály certification programs, the 333 Singing Exercises can bridge the gap between musicianship and pedagogy, becoming part of the tried-and-true canon of known song material that is elegant, straight-forward, and shared vertically within a general music or choral setting. When seeking to provide an inclusive environment that honors our differences and similarities, teachers face the difficult task of learning and discerning large amounts of traditional song repertoire in order to provide enough element-specific material. In this session, we will explore a variety of ways that “The 333” can enhance the practice of musical elements from early literacy through advanced pentatony, to foster cohesive singing cultures and strengthen pedagogical practice.

Daniel Arredondo
It’s Never Too Late!
Bridging the gap and creating fusion with music literacy, musicianship skills, and vocal pedagogy as we transition from the elementary music classroom to the choral rehearsal. Revealing and implementing best practices for the beginner, intermediate, and the advanced learner. This session will provide pedagogical material for the 6th grade beginner as well as the advanced senior chorister.

Lauren Bain
Do You Hear What I Hear? Aural Skills in Kindergarten
Pitch discrimination is a finely tuned skill essential to musicianship. It involves the ability to listen carefully, to perceive small changes in pitch, and to accurately reproduce what one hears. Young children can be guided through age-appropriate and intuitive activities that build a solid foundation of pitch discrimination. The presenter will share the pedagogical sequence she uses that incorporates singing, chanting, movement, and instruments designed to cultivate the developing ear with her youngest students. Come prepared to sing, move, and glean effective tools for fostering beautiful, in-tune singing!

Carrie Nicholas, Tanya LeJeune
Work Smarter, Not Harder: Bridging Musical Concepts through Song Literature
After a challenging year, many teachers may feel they are playing catch-up with their students. Double-duty songs are an efficient way to work smarter and not harder as students are able to prepare, present, and practice multiple concepts with the same song. In this session, participants will experience a wide variety of song literature and leave with a multitude of ideas for utilizing these songs to promote musical literacy and fluency. We’ll also discuss how songs, games, and activities can be modified through the use of technology and other non-contact strategies.

Phillip Tacka
What Does “Sound Thinking” Actually Mean?
I, along with my colleague Dr. Micheál Houlahan, have long worked to frame the teaching of music in an artistic scientific method. Students, with the help of the music teacher’s focused instruction and questions, conduct an inquiry-based scientific investigation exploring sound and pitch concepts. Music teachers create an environment to focus and support student inquiries; use individual, small-group, and whole-class strategies to support student learning; foster collaboration among students; and implement music, math, and science activities to incorporate schoolwide objectives. There are many ways that those of us dedicated to the learning perspectives of Zoltán Kodály approach music literacy. This session aims to focus on new interpretations of what “literacy” means and how our teaching adjusts to accommodate both curricular and student expectations.

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Lauren Bain
Student Musicianship Begins with You
“But to love music, one must know it. Therefore, one must make oneself into the best musician possible.” These words penned by Denise Bacon in Hold Fast to Dreams (pg. 88) provide inspiration and direction for us to grow as educators and musicians. Our personal musicianship influences our pedagogy, which directly affects our students. Therefore, as our students’ musicianship flows from our own, we should continually build and practice our skills. This musicianship refresher is for those who want to sharpen their personal musicianship in a supportive setting with a “sound to symbol” approach.

Eva Floyd
Strengthen Your Musicianship with Modal Music
Come explore the fantastic world of modal music. This session will help you not only understand, but even enjoy those modes that might have confused you in college theory. We will sing modal scales using natural and comparative solfege, then peek inside Bartok’s Mikrokosmos to discover examples in art music.

Sandy Lantz, Gretchen Wahlberg
Improve Your Musicianship with Improv
Come improvise with singing, playing, and moving using folk melodies and pre-recorded music. Explore how to move to help illustrate a children’s lit book and discover ways to improvise using your recorder, barred instruments and voice. Take the mystery out of teaching improvisation and enjoy the creativity and ease of introducing improv to your students, while improving both your students’ and your own musicianship.

Georgia Newlin
Beyond K333: The Kodály Choral Method
Between 1937 and 1975, Kodály created two dozen books of musical exercises known as The Kodály Choral Method that serve as an introduction to choral singing. These volumes lay the foundation for secure intonation, compare formal structures, introduce stylistic features, include basic harmonic patterns and modulations, and present challenging problems in pentatonic, diatonic, and modal music. To deepen your understanding of Kodály’s long-term view of choral singing acquisition beyond the 333 Elementary Exercises and Bicinia Hungaria, join in this participatory session focusing on Bicinia Hungarica, volumes II-IV and Tricinia.

Árpád Tóth
Musicianship Builder Featuring the Compositions of Alban Berg
Never had the opportunity to attend a summer session in Hungary? Then you won’t want to miss this session with our guest, Árpád Tóth. Árpád will strengthen and grow your musicianship using the music of Alban Berg, an unknown genius in the transition between romantic and dodecaphonic music. Let’s witness together one of the biggest transformations in musical style based on Alban Berg’s compositions.

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Susan Brumfield
SCT: Healing our Hearts: Songs for Singing, Listening and Learning
Despite the challenges of working through a pandemic, teachers have been brave and resilient, finding innovative ways to continue bringing music to their students in indescribably creative ways. But perhaps the most difficult personal obstacle we’ve faced is the limitation on singing. Singing has the power to heal, renew and inspire, and many of us desperately need to connect deeply with others by raising our voices together. In this session, we will explore songs with a focus on singing, new teaching activities and fresh ways to incorporate them into your curriculum. Let’s come together and sing for the joy and healing it brings!

Sandy Knudson
SCT: The Engaging Choral Classroom: Choral Lesson Planning
The clinician will outline successful choral lesson plans that engage young singers. Many conductors want help with how to teach a piece and how to plan a rehearsal. This session will give many ideas for the creative use of solfege, teaching strategies, pacing, kinesthetic involvement, and musicianship training based on repertoire. Participants will try some of these techniques! In addition, participants will learn how to build good choral habits with young singers, use spot practicing in rehearsal, and learn how to successfully ask for help. Finally, the clinician will address ways to help young singers “buy in” or take ownership of their learning.

Sarah Martinez
SCT: That’ll Teach ‘Em! Infusing Music Literacy Into Concert Preparation
There’s so much to teach and so little class time available. Which is more important – the process or the product? By using concert repertoire to teach music literacy skills, you can save precious class time and equip students with knowledge and skills that will transfer to future learning experiences.

Sandra Mathias, Kelsey Burkett, Dameon Jones, Kristina Waugh, Kyle Zeuch
SCT: Building a Courageous Choral Classroom
Whether facing a new teaching position or the residual impact of teaching in a pandemic, many of us find ourselves in need of building connections with our students. Authentic connection is the foundation of a courageous choral classroom and the bridge that connects our students to making beautiful music. This session will connect the Kodály Philosophy to the thoughts of researcher story-teller, professor, lecturer, and author, Brené Brown. Teachers of elementary, middle, high, and university choral classrooms will share and discuss the connection between Kodály and Brown, and ways for attendees to implement these ideas in their own classrooms.

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Beth Berridge
Every Step They Take: Digital Tools for 21st Century Assessment
“Assessment” is sometimes viewed as the “endgame” in teaching and learning. But in the Kodály-inspired “three-step process” of preparation, presentation and practice, children learn about music by making music. Each step in the process serves as assessment of readiness for the next. Finding time to track student progress through these steps can be a challenge, but it can be done! And it can occur through musical activities that happen in every lesson. In this session, we’ll explore flexible, efficient, and easy-to-use tools to help busy teachers keep up with instructional goals and student growth and achievement. We will look at rubrics designed to guide us through the assessment process as we work our way through the 3-step process. Links to sample rubrics in PDF form will be provided to session participants.

Jonathan Dillon
Digital Part-Work Strategies: Lessons from Pandemic Teaching
The COVID-19 Pandemic limited the ways in which general and choral music educators could teach part-work and part-singing. When faced with such limitations, music teachers developed new and creative ways to support their students in learning these foundational skills, many of which may be worth keeping as we envision a post-pandemic future for our profession. This session will focus on bringing technology and teacher creativity to bear on issues related to part-singing; as such, we will focus on a broad range of technology-supported ideas rather than narrowly training for specific apps. Join us to learn practical, tech-enhanced strategies for teaching part-work and part-singing!

Sarah Martinez, Lauren Bain
Teaching Your Administrator and Community About Your Kodály Program
How do you describe what is happening in your Kodály-inspired classroom in a way that your principal can understand and appreciate it? What do parents and your school community need to know? How can you advocate for funding for your classroom or your own Kodály training? Come explore how you can advocate for yourself and your Kodály program from a Kodály-teacher-turned-fine-arts-administrator and a Texas Elementary Teacher of the Year.

Kendall Newman
Bridging the Playground to the Classroom: Seesaw for All
Now more than ever, kids need to sing, play, and experience the joy of making music together at school. Developing, tracking, and reporting progress in literacy skills is important, too, and it seems there’s never enough time. With the student digital learning portfolio Seesaw, though, you can do it all! We’ll learn to prepare, present, and practice concepts through whole-class instruction, small group centers, and individual work. Let’s explore ways to seamlessly integrate technology into active music-making in a Kodály-inspired classroom. Bring a device and let’s play!

Rachel Tanenblatt
Slide into Lesson Design: Create Meaningful Lessons with Google Slides
Google Slides is a versatile web-based presentation app that can be used to enhance virtual, hybrid, and in-person music lessons. In this session, participants will first experience a lesson that uses Google Slides to prepare, present, and practice a rhythm concept. We will then “unpack” the slideshow and participants will learn how to use the many features of Google Slides to design their own lessons.

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