Author: paulkfox

Retired school music teacher and administrator; current community youth orchestra director, volunteer, writer, dog owner, communications/PR assistant for my former school district (Upper St. Clair), and Pennsylvania Music Educators Association Retired Member Coordinator.

‘Tis a New Year of Music Conferences!

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According to the Smithsonian, 2026 is “The Year of the Fire Horse.”

The Chinese Lunar New Year begins February 17, 2026, and starts the Spring Festival season that ends fifteen days later on the evening of the Lantern Festival. The Chinese zodiac rotates through a 12-year cycle of animals and the traditional five elements: wood, fire, earth, metal, and water… The horse ushers in the seventh year of the 12-year cycle, following the Year of the Snake. Different regions across Asia celebrate Lunar New Year in many ways and may follow a different zodiac.  
– Smithsonian

The Horse embodies enthusiasm, speed and fieriness, bringing a year focused on bold moves and exploration, according to Chengxin Li from Astrala. Those born in a Year of the Horse are often seen as confident, agreeable, and responsible, although they also tend to dislike being reined in by others. Celebrities born in a Year of the Horse include Nelson Mandela, Paul McCartney, Barbra Streisand, Calvin Klein, Jerry Seinfeld, Jackie Chan, John Travolta, Janet Jackson, Usher, Kobe Bryant and Jennifer Lawrence. “In their zodiac year, Horses experience highs and lows in love, work, and health. Breakthroughs are possible through persistence, while balanced self-care and steady finances ensure long-term success,” according to Sophie Song from Astrala.
– Lauren Kobley

Colligating these online sources, one might say that this could be the year we all embrace “enthusiasm,” “exploration,” “breakthroughs,” “boldness,” and “persistence.” In other words – “professional development!”

I heartily recommend you remain actively involved in your professional music/education association and attend at least one state or national conference or regional workshop every year. Yes, this suggestion is good for pre-service (collegiate or soon-to-be) educators and retirees, too! This often-repeated quote from a past issue of PMEA Retired Member Network eNEWS clearly states “the why” (“rationale” – the focal point of many keynoter Simon Sinek’s presentations) to participate in continuing professional development sessions:

For some of us, it’s a just chance to catch-up with our colleagues, see our friends, and socialize. Others are more focused and take advantage of the near-perfect opportunity to network with other professionals, perhaps seeking new working relationships, partnerships, or even employment. Many are on a look-out for newly published music, that perfect music lesson or teaching strategy, technology tools, fundraisers, advance educational venues, or much-needed equipment to purchase for our ensembles or classrooms. Most come to hear/see the “state of the art” in music education – concerts, demonstrations, keynote speeches, panel discussions, exhibits, research presentations, and workshops. PMEA’s PD Council would likely submit that the primary purpose of a conference is for professional self-improvement… What did Stephen Covey call it? His Habit #7 of “sharpening the saw” – to build a balanced program of self-renewal in the four areas of your life: physical, social/emotional, mental, and spiritual. Covey would insist we embrace “the process that empowers us to move on an upward spiral of growth and change, of continuous improvement.” So, in short, conferences help us “grow” – to revive, re-inspire, re-energize, rejuvenate, re-direct, and re-motivate all of us – pre-service, active in-service, and retired teachers towards making successful new connections, updating our knowledge and skills, and forming new goals. This is how we “keep up” with all the new standards, benchmarks, and cutting-edge advances, and meet the “movers-and-shakers,” visionaries, and leaders in the profession!

Where to go? What to see? What’s YOUR pleasure? Pick a location: Washington D.C., Baltimore, or The Poconos in Northeastern Pennsylvania! I’ll be attending all three!

DCMEA

The earliest conference workshop series on my docket for 2026 is coming up in three weeks: DCMEA Winter Conference. For out-of-town attendees, DCMEA offers a discounted hotel stay at the Line Hotel D.C.

I feel privileged to have been invited to present the following three sessions at DCMEA Winter Conference.

Self-Care Cookbook – Reflections, Recipes, and Resources

Time: 8:00 a.m.

Description: The purpose of this session is to empower teachers with skills and attitudes needed to make informed decisions to promote their own lifelong health and wellbeing, and to remediate stress and burnout. With the introduction of new resources for self-assessment and study, we will explore these essential questions:

  • What are suggestions, strategies, and samples for the development of a personal self-care plan?
  • Why is it essential to personal health to achieve balance in our lives, and how can we achieve it?
  • How does dedication to wellness impact the risk of illness, injury, and the quality of a person’s life?
  • What are the consequences of our choices in terms of time and stress management?
  • How do effective decision-making skills and goal setting influence healthier lifestyle choices?

This workshop will provide the takeaway of “two-for-one” follow-up slide decks: one to foster in the individual teachers themselves the acquisition of new techniques for self-assessment, self-care goal setting, and work/life balance, and the other recently presented at the PA Department of Education’s state conference SAS INSTITUTE for school leaders to cultivate in their staff better habits of health and wellness and to improve school climate and culture.

Social Media – Boon or Nemesis?

Time: 11 a.m.

Description: The presentation will touch-on various legal issues, the ethical framework necessary to guide teacher decision-making and the avoidance of unacceptable “appearances or actions,” and precautions for the use of digital communications and social networks. Sample success stories, “exemplars,” and resources for the safe use of tech tools and applications of social media/remote/alternative/distance learning will be shared.

All Aboard the E3-Train! ⏤ Essential Educator Ethics…

and introducing NASDTEC’s Model Code of Ethics for Educators

Time: 1:00 p.m.

Description: Teachers make thousands of decisions every day resolving conflicts in pedagogy, enforcement, resource allocation, relationships, and diversity. Many of these are “snap judgments” relying on gut feelings, intuition, past experiences, and a personal moral compass. And, although Johnny Cash may have sung “I walk the line…” in his love song, in education it is often a perilous “fine line” to maintain the standards and appearances of professionalism, integrity, and ethical codes both in and outside the school community.

This workshop will foster interactive facilitated discussions on risk assessment and resolution of ethical disputes and “conundrums” both in and outside the workplace. We will introduce the National Association of State Directors of Teacher Education and Certification Model Code of Ethics for Educators (MCEE) and empanel a mock jury of volunteer attendees to analyze and judge sample (real or hypothetical – “what would you do?”) scenarios for new perspectives in managing day-to-day decision-making in music education.

MMEA

Our next professional development journey takes us to the three-day MMEA Annual State Conference in Baltimore.

My session The Interview Clinic will be presented on Saturday, February 21 at 10:00 a.m. in Room 325. Geared to the coaching of college music majors, pre-service, unemployed, educators in transition, or those teachers seeking new positions, this workshop will provide hands-on interactive exercises to improve candidate performance at employment screenings.

Description: How do you get to Carnegie Hall? Practice, practice, practice! How do you succeed at job interviews? Practice, practice, practice! Are you looking for your first job over the next year or so? Or, are you trying to “move up” to a better position? This workshop will provide hands-on tips, tricks, techniques, and trial exercises for developing skills in professional marketing, branding, storytelling, and networking.

The valuable resource, The Ultimate Interview Primer for the Preservice Music Teacher, will be shared archiving an extensive library of supplemental self-help links to interview questions, good/bad habits at employment screenings, and additional strategies for landing the job you always wanted.

PMEA

It probably will not come as a surprise to readers of this blog that my favorite professional development venue is the Pennsylvania Music Educators Association Annual Conference… of which I have missed perhaps only three of these “celebrations” over nearly five decades of involvement in music education, all starting with my HS participation in PMEA All-State Band (tuba) and PMEA All-State Orchestra (viola). PMEA Annual Conference is the main event providing “state of the art” keynoters, clinicians, educators, expert innovators, performers, curriculum designers, and supportive vendors, and more than any other source, probably has had the greatest influence on sustaining my growth as a music educator. Like many other “diversified colleagues,” throughout my career I had to go through transitions of teaching new grade levels and content specialties (although orchestra and strings were my “thing,” new job assignments required retooling and fostering renewed skills in music theory, technology, choral, musicals, and even elementary band)… and PMEA’s professional development offerings were always my “go to!”

If you live in or near the Commonwealth, you should drop everything today and register for the PMEA Annual Conference at the Kalahari Resort in the Poconos.

I am happy to announce that I will present/facilitate several sessions at PMEA’s Scaling Heights 2026:

  • April 23: Self-Care Cookbook – Reflections, Recipes, and Resources
  • April 24: Retirement 101 – Retiree Stories and Strategies
  • April 25: It Takes a Village – Music Booster Parent and Director Sharing Session

More details about these session will be coming in future blog posts.

These conferences are only the tip of the iceberg! If you need to consider other MEA sites or more convenient locations to where you live, peruse the NAfME website here, where there is a quick count of more than 52 (state) music education associations, most with one or more conferences per year!

So, now are you interested in galloping or just trotting through The Year of the Fire Horse? Make a New Year’s Resolution to attend one MEA event in 2026. Apathy is not an option! Excuses will NOT be accepted!

PKF

© 2026 Paul K. Fox

The “New” Model for Modern Music Education

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by Katherine Langford

We welcome this month’s guest blogger, Katherine Langford, who describes herself as “a digital marketing consultant, writer, freelancer, WordPress enthusiast, and coffee lover.” Thank you, Katherine! PKF

Music education has transformed dramatically in recent years. Traditional classrooms and rigid lessons are giving way to creative, flexible learning models that blend technology, collaboration, and real-world experience. The new model for modern music education isn’t just about mastering an instrument anymore—it’s about nurturing creativity, adaptability, and digital fluency.

Whether you’re a teacher, a student, or a parent trying to understand this shift, this guide will walk you through everything you need to know about the new model for modern music education and how it’s reshaping the way we learn, teach, and perform music.

What Defines the “New” Model for Modern Music Education?

The new model for modern music education is built on accessibility, inclusivity, and innovation. In the past, learning music often required private lessons, expensive instruments, and long practice hours under strict instruction. Now, technology has made learning more interactive, affordable, and engaging.

This model integrates online platforms, digital tools, and peer learning to create a dynamic environment. Students can watch video tutorials, join virtual ensembles, or even receive online class help from experienced musicians. It allows learners to progress at their own pace while receiving instant feedback and guidance.

Another major shift is the focus on creativity over perfection. Instead of emphasizing technical mastery alone, educators now encourage improvisation, digital composition, and personal expression. This approach builds confidence and helps students connect emotionally with their craft.

The Rise of Online Learning in Music Education

Online learning has become a cornerstone of modern music education. With platforms like YouTube, MasterClass, and specialized e-learning sites, anyone can access lessons from world-class musicians. Students can now learn piano, guitar, singing, or music production without leaving home.

These online classes are highly interactive, offering personalized feedback and practice tools. Some programs include live sessions, enabling real-time interaction with instructors and classmates. The flexibility to study from anywhere attracts learners of all ages and skill levels.

Online music education also supports busy professionals and students balancing multiple commitments. Many ask, Can I take my online class for music while working full-time? The answer is yes. With self-paced modules, recorded lessons, and flexible scheduling, anyone can continue learning without disrupting daily life.

Key Features of Modern Music Education

The new model for music learning focuses on a few core features that make it different from traditional instruction.

1. Technology Integration
 Modern classrooms use music software, apps, and digital instruments. Tools like GarageBand, Ableton Live, and Sibelius help students compose, record, and edit their music. This hands-on digital experience prepares them for real-world music careers.

2. Collaboration and Global Access
 Students can collaborate with others worldwide through online jam sessions or group projects. This exposure broadens cultural understanding and inspires new creative styles.

3. Personalized Learning Paths
 AI-driven platforms now assess student progress and customize lesson plans. Learners receive targeted exercises that focus on areas needing improvement. This keeps motivation high and ensures steady progress.

4. Performance and Portfolio Building
 Instead of graded recitals, students can build online portfolios, showcasing their songs or performances. This practical experience helps them prepare for music schools or careers in the industry.

Why Modern Music Education Matters Today

Music education today goes beyond traditional training. It prepares students for an evolving creative economy where adaptability and digital literacy matter.

The new model equips students with real-world skills such as sound design, audio editing, and digital marketing for music. These are essential for anyone pursuing a career in the modern music industry.

Additionally, it nurtures emotional intelligence. Creating and performing music helps students manage stress, improve focus, and build resilience. These soft skills translate into better academic and personal outcomes.

Another reason this new approach matters is its inclusivity. Learners who once couldn’t access quality lessons due to location or cost can now participate through online classes. Music education is no longer limited to elite institutions—it’s open to everyone.

The Role of Teachers in Modern Music Education

Teachers remain at the heart of music education, but their role has evolved. Instead of being strict evaluators, they now act as mentors, facilitators, and collaborators.

Educators guide students through self-directed learning, helping them explore interests while mastering key concepts. They encourage experimentation and critical thinking rather than rote memorization.

Teachers also integrate multimedia tools into lessons, using interactive notation software, metronome apps, and virtual instruments. This keeps learning engaging and relevant.

Modern instructors understand that today’s learners consume music differently. They balance traditional techniques with contemporary styles, helping students connect classical foundations to genres like pop, jazz, or digital soundscapes.

The Impact of Technology on Music Learning

Technology has completely reshaped how music is created and taught. From recording studios to smartphone apps, innovation drives engagement and creativity.

Students can record, mix, and share their music instantly. They can join online communities, collaborate virtually, or receive detailed feedback through smart analysis tools.

Some schools use virtual reality to simulate live performance environments. This helps students overcome stage anxiety and refine their skills before performing in real-life situations.

Moreover, digital sheet music platforms make learning more interactive. Instead of flipping pages, learners can annotate, loop sections, and practice efficiently.

Technology also enables inclusive learning. Students with disabilities can use adaptive devices or apps that make instruments more accessible. This reinforces the principle that music truly belongs to everyone.

How Online Class Help Supports Music Learners

Many students struggle with consistency or technical challenges while learning online. That’s where online class help becomes valuable. Expert tutors assist learners in managing lessons, assignments, and projects.

They provide feedback, correct mistakes, and ensure students stay on track. This type of support bridges the gap between traditional mentoring and independent study.

For example, if a student is learning music theory but struggles with notation, they can seek online class help for one-on-one guidance. This approach ensures understanding without the stress of falling behind.

It’s especially useful for those pursuing formal music degrees remotely. Expert assistance ensures academic integrity while keeping the learning experience enriching.

Common Question: Is Online Music Education as Effective as In-Person Lessons?

Many learners wonder if virtual learning can match the impact of face-to-face instruction. The short answer is yes, it can be just as effective—sometimes even more.

Online music education offers flexibility and access to diverse expertise that local lessons may lack. You can study jazz composition with a teacher from New York or classical violin from a maestro in Vienna.

Additionally, digital lessons allow unlimited practice and playback. Students can review recorded sessions anytime, reinforcing understanding and mastery.

However, success depends on commitment and quality instruction. Active participation, consistent practice, and seeking feedback are key to thriving in online music education.

Challenges Facing the New Model for Modern Music Education

While modern approaches have many benefits, challenges still exist. Internet connectivity, lack of physical interaction, and screen fatigue can affect engagement.

Students may also struggle with motivation when learning alone. This is where teacher support and community involvement become crucial. Encouraging virtual collaborations and online performances helps maintain enthusiasm.

Another concern is access to instruments. Not every learner can afford quality equipment or digital tools. Schools and institutions need to bridge this gap by providing resources or scholarships for talented students.

Despite these obstacles, the benefits of digital and hybrid learning far outweigh the drawbacks. With ongoing innovation, these challenges are gradually being addressed.

The Future of Modern Music Education

The future of music education looks bright and interconnected. We’ll see more hybrid classrooms combining online and offline experiences. Students might attend physical rehearsals while collaborating digitally with international peers.

Artificial intelligence will continue shaping learning paths, analyzing performances, and suggesting improvements. Virtual and augmented reality will simulate live concerts and recording studios for immersive training.

Most importantly, inclusivity and creativity will remain the foundation of this evolving system. Every learner, regardless of background, will have the opportunity to express themselves musically.

The new model is creating musicians who not only play instruments but also understand technology, production, and storytelling. They’ll be ready to thrive in an industry that values both art and innovation.

How Students Can Get the Most Out of Modern Music Education

If you’re a student exploring the new world of music learning, here are some helpful tips:

  1. Set clear goals. Decide what you want to achieve before starting lessons.
  2. Stay consistent. Practice regularly, even if only for short sessions.
  3. Use technology wisely. Try apps, online lessons, and recording tools to track progress.
  4. Engage with others. Join online groups, perform live sessions, and exchange feedback.
  5. Seek guidance. Don’t hesitate to reach out for online class help when needed.

These small steps ensure that your learning remains enjoyable and productive.

The Cultural Shift in How We Value Music Education

In the past, music education was often viewed as a luxury. Today, it’s recognized as a vital part of cognitive and emotional development. Studies show that learning music improves memory, discipline, and communication skills.

The modern model has made music more inclusive, integrating it into mainstream education and digital life. Whether through school programs, online platforms, or personal study, students now see music as both an art and a skill for life.

Cultural acceptance has grown too. Parents now appreciate the value of creative subjects, realizing they develop critical thinking and empathy. This shift has expanded the reach of music education across age groups and professions.

Conclusion: Embracing the New Model for Modern Music Education

The new model for modern music education is more than just a trend, it’s a necessary evolution. It reflects how we live, learn, and connect in the digital age.

By combining technology, collaboration, and creativity, this approach empowers learners to explore their potential fully. Whether you’re learning to produce music, master an instrument, or compose original songs, the tools and opportunities are at your fingertips.

PKF

© 2025 Katherine Langford and Paul K. Fox

Leaders Flush!

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Leadership lessons for the classroom or staff development

This blog is a follow-up resource for my Empowering Educator and Student Leadership presentation at the PA Department of Education SAS INSTITUTE state conference on December 9, 2025 and provides a “fill-in-the-gap” narrative about many of the concepts we have already presented at this blog site:

Growing Student Leaders
Leadership Lessons

If you would like to review my PDF slide summary from the SAS INSTITUTE, click here.

Did the main title (above) get your attention? What on earth could “leaders flush” have to do with this topic? In teaching (and modeling) leadership skills to my students, we discuss what it means to Faire sans Dire or “do without saying,” the English translation to this crest:

Heraldry coat of arms emblem: Earl of Ilchester

In other words, if you see something that needs to be done (flush the toilet?), don’t assume it’s someone else’s job. A true leader embraces the philosophy Carpe Diem (“seize the day”), identifies the problem and its solution, rolls up his/her sleeve, and “gets it done!”

Why teach leadership in the curriculum & extracurricular activities?

“Leadership is an essential skill that extends beyond the classroom, shaping how students engage with the world around them. Whether leading a group project, organizing an event, or voicing their opinions in discussions, leadership skills empower students to take initiative and make meaningful contributions. These abilities are not only beneficial during school years but also serve as the foundation for lifelong personal and professional success.”
— Bloomster

In the past, I have used a multitude of opportunities and settings to teach these life skills in summer leadership camps, section leader and student conductor seminars, drum major and marching band captain auditions, student director, producer, and musical crew head staff meetings, and for 25+ years, preparing student counselors for a comprehensive, six-day, grades 8-12 Township String Camp program.

To sum it up, teaching leadership in Grades K-12 and college settings will:

  • Develop communication skills
  • Build confidence & self-awareness
  • Enhance problem-solving abilities
  • Encourage teamwork & collaboration
  • Shape future success

Why teach leadership to educators?

My December session at SAS Institute was geared to school/system leaders, department heads, and other administrators, but actually the focus on leadership as a skill set necessary for school/staff/individual professional improvement is essential for all educators and school support staff.

From district administrators and school principals to instructional coaches and curriculum coordinators, leaders in education have a direct impact on the learning outcomes of all students. According to UNESCO, educational leadership is considered one of the most influential factors on student outcomes, falling just behind engaging teaching. As a result, leadership training for educators has become an essential part of the professional development experience for teachers at all levels of education.
— “Building Leadership Skills – From Classroom Teacher to Educational Leader”

School improvement rarely occurs without effective leadership, and school leadership is only second to classroom teaching in its influence on student achievement. A new evidence review report from Global School Leaders paints a complex and ever-changing picture of school leaders, with their roles, responsibilities, and impact varying around the world.
— 3 Reasons Why School Leadership Is Vital to Teacher Success”

The literature suggests that empowering educators with leadership training will:

  • Improve student achievement
  • Empower and retain teachers
  • Support new staff members
  • Drive innovation and adaptability
  • Bridge the gap between instruction and administration
  • Build/model a positive attitude
  • Enhance strategic thinking and decision-making
  • Promote a positive and collaborative school climate
  • Develop soft skills such as communication, conflict resolution, and building trust… both in and outside the classroom

Leadership assessments

“A leadership skills assessment is a formal evaluation used to identify and measure a person’s leadership potential and competencies, such as communication, decision-making, and emotional intelligence. These assessments can be used by organizations to evaluate current leaders, identify high-potential candidates for promotions, and inform hiring decisions. Common methods include personality tests, scenario-based assessments, and 360-degree feedback, with tools like CliftonStrengths, Hogan Assessments, and DISC being popular examples.” 
— “Leadership Assessment Test – A Complete Guide 2025”

There is a large body of information out there, especially commercial resources, for evaluating the leadership quotient and achievement of corporate managers, CEOs, CFOs, etc. I was impressed with the scope and depth of the research, including these sample firms advertising the availability of third-party consultants and advisors.

One night I randomly scanned through a handful of YouTube reels of company fraud and mismanagement (e.g., “Revenge of the Coffee Pot,” “Revenge with Karen,” and “Silent Revenge”), painting (fictitious) stories of bosses stealing intellectual property or assuming credit for the innovations/achievements of their subordinates, patent infringement, nepotism or incompetent hirings… all with arrogance, lack of professionalism, the total disregard of employee morale, and blatant patterns of poor executive decision-making, communication, emotional intelligence, strategic thinking, and the ability to influence and guide a team. “Emotional intelligence” (as defined above by Daniel Goleman in What Makes a Leader? also attributed to the United Nations Staff College) should include the “best practices” of self-awareness, self regulation, motivation, empathy, and social skills. Added to these YouTube (fake) scripted deficiencies are the mitigating effects of corporate politics, inconsistent application of compliance or HR policies, unclear contract language, and problems in the chain of command… with the eventual result of the boss receiving a fall from grace, termination, and other legal consequences. Most of these episodes imply only the Board of Directors evaluates the top executives (like school superintendents?), and even with the inclusion of employee satisfaction surveys, staff retention data, third-party auditors, and whistle-blower protections in some instances, the catastrophic actions of these leaders nearly destroy the businesses. For these videos, it seems that leadership assessments and goals are never ongoing, the benchmarks are seldom reviewed, and nothing is PROACTIVE… and therefore not preventive. Therefore, for the school district and corporate worlds alike, we need to intentionally provide formative assessments of our leaders (and ourselves). Exactly what do we need to know and do to improve?

In my blog Growing Student Leaders and the SAS Institute 2025 presentation, I offered the above image as an informal personal checklist to evaluate leadership traits. Coincidentally, while I was writing this article, a scholarship committee of the Community Foundation of Upper St. Clair (for which I serve as Communications Director and Arts Chair) was developing an assessment rubric for ranking applications of a new student leadership scholarship. Although still under development, here are a few of the categories being considered:

  • Communication: Includes listening skills, clarity in speaking, and the ability to make others feel heard.
  • Integrity: Acting ethically, being trustworthy, and aligning actions with words.
  • Accountability: Taking ownership of actions and commitments.
  • Collaboration: Working effectively with others, valuing different perspectives, and resolving conflicts.
  • Self-awareness: Understanding one’s own strengths, weaknesses, and biases.
  • Drive/Initiative: A bias for action and the ability to move projects forward.
  • Courage: The bravery to speak truthfully, admit shortcomings, and make difficult decisions.
  • Humility: Recognizing the contributions of others and remaining a lifelong learner.

The University of Massachusetts Lowell developed the above rubric for their River Hawk Experience Distinction Leadership Program, defining specific criteria with a clear description of what each trait should look like at different performance levels, in order to provide a standardized way of measuring and assessing leadership skills

In addition, the National Education Association has created the above NEA Leadership Competency Guide worth downloading.

My favorite inspirational speaker Simon Sinek has also weighed in on this topic of “What Makes a Great Leader?” refining/simplifying it to just three traits:

  • Courage
  • Integrity
  • Communication

Additional resources

If you are an educator looking for supplemental material on developing leadership skills in your students, besides these SAS INSTITUTE 2025 slides (of which the original PowerPoint file is available to download for free in order to adapt for your classroom – please email me), I recommend perusing the full-blown “Building Leaders for Life” (second edition) curriculum (94 lessons in five subject areas, 355 pages of lesson materials, 137 student handouts) created by the Association of Washington Student Leaders (a division of the Washington School Principals’ Education Foundation). Click here to view their website. They also have a middle school and elementary series!

If you attend my SAS INSTITUTE workshop on December 9, 2025 (starting at 9:40 a.m. in Magnolia C, Hershey Lodge & Convention Center), ask me to see sample materials from their high school course of study.

Finally, here is the “homework for future leaders” I provided at the SAS INSTITUTE and during a 2024 summer camp at Upper St. Clair High School, providing additional links to many inspiring minds. Enjoy!

Leadership is not about being in charge. It is about taking care of those in your charge. — Simon Sinek

A leader is one who knows the way, goes the way, and shows the way. — John C. Maxwell

Do not follow where the path may lead. Go instead where there is no path and leave a trail.
— Ralph Waldo Emerson

The greatest leader is not necessarily the one who does the greatest things. He is the one who gets people to do the greatest things. — Ronald Reagan

What you do has far greater impact than what you say. — Stephen Covey

PKF

© 2025 Paul K. Fox

Creative Ways Musicians Can Earn Extra Income

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Making Digital Music, Money and Merchandising!

We welcome back guest blogger Ed Carter and his article on a subject I know next-to-nothing about… except that I, too, am a consumer of online media. We thank him for his research and insight! (Featured image by Freepik). PKF

TL;DR

Musicians today are diversifying income streams far beyond traditional gigs and streaming
royalties. From sync licensing and sample packs to branded teaching content and micro-
niche merch, the modern artist’s toolkit is packed with opportunity. Below, we explore 10
ways to earn more — creatively, sustainably, and independently.

Host Micro-Events and “Living Room” Concerts

Forget stadium tours. Many fans crave intimacy. Many online platforms let artists perform
in unconventional venues — apartments, cafes, or backyards. You can set your own prices,
meet new fans directly, and keep the lion’s share of the door revenue.

Checklist for a Successful Small Show:

  • Pick a host with good acoustics and space for 20–40 people
  • Bring a small merch table (vinyl, zines, handmade items)
  • Capture the set for future promo content
  • Ask for tips digitally (Venmo or QR code)

Start a Music-Related Side Business

If you’re ready to formalize your music venture — whether selling courses, beats, or
branded merch — start it as a small business entity.

Launching a business might sound intimidating, but it doesn’t have to be. With an all-in-one
platform like ZenBusiness, you can form an LLC, manage compliance, create your website,
and even track finances in one place. A structured setup means tax deductions, legal
protection, and scalable growth.

License Your Music for Sync (Film, TV & Games)

Sync licensing has exploded. Sites like Epidemic Sound connect independent artists with
producers, ad agencies, and filmmakers. A single placement can earn $500–$5,000.
Pro Tip: Tag your tracks with clear mood and genre descriptors (e.g., uplifting cinematic
pop) so curators find you faster.

Offer Fan Subscriptions

Platforms like Bandzoogle let musicians monetize loyalty, not just streams. Offer behind-
the-scenes videos, early demos, or private songwriting sessions.

Create & Sell Sample Packs

If you produce, you can sell your drum kits, synth presets, and loops. Marketplaces like
Noiiz let you upload your sounds and get royalties whenever producers use them.

How-To (Mini Guide):

  1. Curate your 50–100 best loops or hits.
  2. Label by BPM, key, and genre.
  3. Include a “demo track” showing them in action.
  4. Submit to platforms or sell directly on your site.

Teach (Without Leaving Your Studio)

Music education is booming online. Start by offering short video lessons on YouTube. Build
a following, then convert viewers into paying students.

Bullet List: Why Teaching Works

  • Generates recurring income
  • Builds your authority as a musician
  • Introduces new fans to your music

License Your Merch to Other Creators

Many artists overlook merch licensing. Your designs, logos, or slogans can appear on third-
party apparel via dropship sites like Redbubble.

Offer limited-run designs — scarcity sells.

Join Micro-Sync & Creator Libraries

YouTube creators and podcasters constantly need affordable background music. Sites like
AudioJungle pay per download or license. Even better: some offer recurring revenue if your
track gets consistent usage.

Sell Exclusive Content NFTs or Digital Collectibles

Though the NFT buzz has cooled, niche fan communities still buy one-of-a-kind assets —
unreleased demos, lyric art, or collectible stems. Marketplaces like Zora make it musician-
friendly again.

Offer Mixing, Mastering, or Session Work

You don’t have to be touring to make great money. Offer your technical expertise on
SoundBetter. Even basic editing jobs can supplement your main income stream — and help
you network globally.

FAQ: Quick Answers for Indie Artists

Do I need a large following to make real money?
No. Many creators with <1,000 dedicated fans make sustainable income by diversifying — think 10 income streams, not 10,000 followers.
What’s the best income path for producers?
Sync licensing and sample packs. They scale globally without physical touring.
Should I register my brand name as a business?
Yes, especially if you sell products or hire collaborators. Forming an LLC can protect your
personal finances and simplify taxes.

Glossary

  • Fan Subscriptions: Ongoing payments from fans for exclusive content.
  • LLC: A “Limited Liability Company” — a legal structure separating your business
    and personal assets.
  • Micro-Sync: Low-cost music licensing for YouTubers, podcasts, and small ads.
  • NFT (Non-Fungible Token): A unique digital identifier recorded on a blockchain that serves as a public certificate of ownership and authenticity for a specific digital or physical asset. Artists and creators can use NFTs to distribute their work, engage with fans, and potentially earn royalties from secondary sales, providing a new revenue stream.
  • Sample Pack: A bundle of sounds and loops producers can buy and reuse.
  • Sync Licensing: Letting TV, film, or brands use your music for a fee.

Conclusion

The modern musician’s mantra? Don’t wait for discovery — build income like an
entrepreneur. With smart licensing, direct-to-fan models, and structured business tools, you
can turn your creativity into stability — one micro stream at a time.

Check out other articles by Guest Author Ed Carter at this blog site:

© 2025 by Paul K. Fox and Ed Carter

Admins Helping Teachers

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This is an introductory blog-post perusing my early research and resources on supporting educator health/wellness in advance to my presentation Self-Care Cookbook 2.0 – Recipes and Resources for School Leaders for the PA Department of Education’s SAS Institute 2025 state conference scheduled for December 8-10, 2025 in Hershey, PA. Here is the summary description for the workshop:

“Do you find the harried pace of our profession overwhelming and at times crushing when buried beneath decades of keeping our noses to the grindstone and putting everyone else’s needs above our own? Do some of your staff members say they are stressed out, constantly tired, plagued by one ailment after another, or wondering how they’re going to “keep up?” If health is interfering with your colleagues’ abilities to do their jobs and find success, balance, and meaning in their lives, then it is time for change. The purpose of this session is to empower school leaders and teachers with skills and attitudes needed to make informed decisions to promote self-improvements in their lifelong health and wellbeing, to LEARN tools for better time management and to help remediate fatigue, stress and burnout, CONNECT and collaborate with your staff to inspire unique strategies for better personal self-care, and ACTIVATE creative new approaches to foster an improved workplace environment.”

Actually, previous articles at this site have dived into this subject of educator stress, burnout, and the development of a health and wellness self-care plan to build resilience, work/life balance, and reignite our motivation and passion for teaching. For a complete overview, I recommend you revisit these:

Always start with “THE WHY”

(Inspired by keynote speaker/author Simon Sinek): Why is this discussion so important now?

When I mentioned my research to my colleague (and former student) Dr. Timothy Wagner, Principal, Upper St. Clair High School (my former placement for full-time employment), he mentioned that this topic was timely and highly relevant, and suggested that perhaps there might be more statistics and resources “out there” on the stress of health-care workers and first-responders, which I found to be true. However, early looks have shown numerous parallels to the information in my 2023 Self-Care session.

My PDE SAS Institute session will become a “two-for-one” presentation, including the opportunity for school/system leaders, building administrators, and directors of school district professional development to also download my original “Self-Care Cookbook” (1.0) slides, recently updated for the DCMEA Annual State Conference (January 20, 2026). This self-help workshop is geared for educators to “on-their-own” explore strategies, implement use of individualized tools/remedies, and formulate new goals to improve health and wellness. Both sessions hope to cover these key questions:

  • Why is it essential to personal health to achieve balance in our lives, and how can we achieve it?
  • How does dedication to wellness lower the risk of illness, injury, and the quality of a person’s life?
  • What are the consequences of our choices in terms of time and stress management?
  • How do effective decision-making skills and goal setting influence healthier lifestyle choices?
  • What are suggestions, strategies, and samples for the development of a personal self-care plan?

Using a facsimile of a prescription pad in Self-Care 1.0, I posed these personal reflections:

  1. How do I usually feel daily throughout the school year?
  2. What are the emotional and physical tolls of my job?
  3. What specific self-care activities do I need to incorporate to recharge and prevent burnout? 
  4. What boundaries do I need to set around my work to honor personal time?
  5. What support systems can I build and/or professional help should I seek to create a sustainable practice?

Good ideas…

How can school admins support their staff in dealing with the climbing incidences of health problems, teacher exhaustion, call-offs, evidence of burnout, and high turnover rate? Sorting through a compendium of online research, these recommendations for school leaders occur repeatedly:

  1. Probably should go without saying: Show high visibility (“be seen by all”), recognition, and know everybody’s name. This goes a long way in building a sense of belonging of the staff and students.
  2. Provide more time for breaks and planning. Engage teachers in problem solving teams to identify and implement substantive ways to give them more time. Examples: cutting back on testing and data analysis; holding fewer and shorter meetings; putting a hold on new academic initiatives while increasing mental health initiatives conducted by school-based mental health professionals; hiring individuals who can assist with administrative tasks; compensating teachers for extra work; protecting classroom time by minimizing interruptions; reducing teaching hours to allow for more prep time and follow-up time.
  3. Foster a supportive community through mentorship programs.
  4. Distill high-impact strategies into a handful of manageable priorities. Once the goals are set, give teachers specific time within the school day or week to focus solely on them.
  5. Communicate directly, clearly, and frequently. “Supportive administrators know that a teacher’s time is valuable and that administrative meetings compete with individualized education programs, data teams, professional learning committees, cross-curricular planning meetings, and much more. So if a meeting is only for sharing straightforward information, it can be an email instead. It’s not necessary to have a meeting simply because the schedule says that faculty meetings are in the cafeteria on Mondays.” – Edutopia: “4 Practical Ways Administrators Support Teachers”
  6. Treat teachers with respect like the professionals they are, increasing mutual trust by decreasing micromanagement or reducing unnecessary accountability documentation.
  7. Shadow multiple teachers to experience first-hand the reality of their typical day.
  8. Allow educators the option to attend meetings and professional development activities virtually.
  9. Involve teachers in the creation of targeted professional development activities that are the most meaningful for them.
  10. Ask teachers about what specific help they need to improve classroom management.
  11. Develop a plan (with the Board of Education?) to increase teacher compensation over time, taking into account that many administrative and clerical tasks that are now required of teachers might ultimately be delegated to less highly compensated individuals.
  12. Address staff performance issues on an individual basis rather than issuing global reprimands that don’t apply to most teachers.
  13. Implement policies that encourage work-life balance. For example, recognize measurable indications of quality teaching rather than behaviors that signal a “more is better” approach (always coming in early and staying late, volunteering for everything, talking about working all weekend to catch up, etc.).
  14. Support educators by acknowledging stress, providing professional development on self-care, and creating a culture where asking for help is normalized.
  15. Ask teachers what mental health or other supports they need to cope with their own distress. Research has demonstrated the effectiveness of introducing trauma-informed strategies, including an emphasis on compassion fatigue and secondary trauma, as well as mindfulness strategies that are part of institutionalized wellness routines.
  16. Provide “safe spaces” (SEL) where educators can express themselves without fear of being judged, and practice “Mindful Leadership” to connect with and listen to them. “Getting to know your teachers on a more personal level makes it easier to identify the best thing you can do to support them, even if teachers aren’t sure what they need. The goal should be making sure everyone made it to work okay and that they’re in good spirits and ready to tackle the day.” – 7 MINDSETS: “5 Ways Administrators Can Support SEL for Teachers”
  17. Counteract “toxic positivity” by acknowledging that teachers are hurting and need space to grieve the continued losses associated with the pandemic.

Bad ideas…

These strategies cited by Effective School Solutions will NOT help teachers in the long-term:

  1. While “wear your jeans to work” days and offering coffee and donuts occasionally are nice employee appreciation efforts, they do nothing to address the underlying issues.
  2. Offering one-shot seminars or newsletters with suggestions about individual self-care activities (breathing exercises, physical exercise, time for self, etc.) can inadvertently place further burdens on teachers, conveying the impression that they are responsible for both creating and addressing the stress that is structural in nature.
  3. Don’t conduct teacher surveys or focus groups about how to reduce teacher stress and then proceed to ignore their suggestions about what would make things better.
  4. Don’t assume that short bursts of extra time (e.g., ending a meeting early to give teachers more time) is useful. Small, unexpected pieces of free time do not help teachers catch up with work that requires concentration and focus.
  5. Don’t avoid difficult conversations to address the performance problems of individual teachers by making blanket statements/warnings to all teachers, most of whom are not engaging in the problem behavior.

“Be careful not to adopt a stance of “Toxic Positivity,” that is, a stance that accentuates the positive (“we are all in this together,” “we are strong,” “it could be worse,” “look on the bright side”) while invalidating the very real pain that everyone is experiencing. Denying or ignoring unpleasant emotions tends to make them worse, not better.
– Effective School Solutions

Free Downloads

I am putting on the final touches to the SAS INSTITUTE 2025 Self-Care Cookbook 2.0 session, but have already assembled a huge bibliography of resources for your review (see below). For a “sneak preview” of my slide summary, click here. Future updates will be posted here: https://paulfox.blog/care/.

Better yet, register for the SAS Institute 2025 to see everything in person.

Sample Books

  • 180 Days of Self-Care for Busy Educators by Tina H. Boogren, Solution Tree Press (2020)
  • Awakened – Change Your Mindset to Transform Your Teaching by Angela Watson, Due Season Press & Educational Services (2023)
  • The Balanced Band Director – Productivity and Wellness Tips to Amplify Your Impact, Not Your Workload by Lesley Moffat, Morgan James Publishing (2025)
  • Demoralized – Why Teachers Leave the Profession They Love and How They Can Stay by Doris Santoro, Harvard Education Press (2018)
  • Exhausted – Why Teachers Are So Tired and What They Can Do About It by Paul Murphy, CreateSpace Independent Publishing Platform (2017)
  • Fewer Things, Better by Angela Watson (2019)
  • The Happy Teacher Habits by Michael Linsin, JME Publishing (2016)
  • Love the Job, Lose the Stress: Successful Social and Emotional Learning in the Modern Music Classroom by Lesley Moffat (2022)
  • Positive Mindset Habits for Teachers by Grace Stevens, Red Lotus 2018
  • Rekindle Your Professional Fire – Powerful Habits for Becoming a More Well-Balanced Teacher by Mike Anderson, ASCD (2024)
  • The Teacher’s Guide to Self-Care – Build Resilience, Avoid Burnout, and Bring a Happier and Healthier You to the Classroom by Sarah Forst, The Designer Teacher (2020)
  • The Teacher’s Guide to Self-Care – The Ultimate Cheat Sheet for Thriving Through the School Year by Melanie J. Pellowski, Skyhorse Publishing (2020)
  • Upbeat – Mindset, Mindfulness, and Leadership in Music Education and Beyond by Matthew Arau (GIA Publications (2022)
  • The Weekend Effect: The Life-Changing Benefits of Taking Time Off and Challenging the Cult of Overwork by Katrina Onstad, HarperOne (2024)

Sample Websites

PKF

© 2025 Paul K. Fox

Engaging Retiring/Retired Educators

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Ask not what NAfME or your state MEA can do for you, but what YOU, a retiree, can do for your professional association and music education.
– An adaptation of the famous excerpt from the 35th U.S. President John F. Kennedy’s inaugural address of January 20, 1961.

Surfing the ‘Net, I found an appropriate acronym for R.E.T.I.R.E. by Tangled Tulip Designs in pinterest – Relax, Entertain, Travel, Indulge, Read and Enjoy! Most retirees would probably agree! The cessation of full-time employment may offer a great release from the day-to-day stress and drudgery of the job and the freedom to venture out, self-reinvent, make future goals, nurture relationships, and explore new personal growth opportunities.

Many attribute embracing a career in music education as “a calling” as opposed to just a form of employment or livelihood. From my experience, I have witnessed that most music educators are passionate for the cause of fostering creative self-expression in their students, more of a 24/7 mission, bringing intense focus and dedication to their lifework.

More to the point: Do we ever truly retire from making music ourselves and fostering this love in others?

THE “WHY!” Retirees matter and are critically needed!

One of my favorite inspirational speakers (Simon Sinek) would say, “start with the WHY!” WHY is this discussion on professional engagement of retired educators so important today?

  1. Their need: An informal poll of my former local educators and administrators revealed that half of them “hate retirement!” According to Dr. Robert P. Delamontagne in his book Retiring Mind (Fairview Imprints), “50% of retirees will suffer some form of acute emotional distress. This is potentially a very large problem given the fact that 10,000 people are becoming eligible for Social Security every day for the next 20 years in the US alone.” Remember this statistic the next time a senior citizen cuts you off on the road or bangs a shopping cart into your leg at the checkout!
  2. Our need: We are facing shortages of qualified teaching candidates across the country with unfilled openings in public school music positions and the critical need of training/mentoring the new hires.
  3. Society’s need: All of our voices should be combined to support the advocacy of music education, actively promoting access to school music by sharing its academic and social benefits with decision-makers, building relationships with administrators and policymakers, and utilizing resources from organizations like NAfME and the NAMM Foundation.

Despite its proven benefits, music education is often the first program to face budget cuts in schools. This is especially concerning in underserved communities, where access to music programs can be life-changing. Now more than ever, we must advocate for music education to ensure that every child has the opportunity to experience its benefits. Investing in music education is an investment in the future of our communities — helping to cultivate the next generation of creative, resilient, and innovative leaders. 
– “Why Music Education Matters More Now Than Ever” by Music Will, February 2025

For eleven years (and counting), I serve as the Pennsylvania Music Educators Association (PMEA) Retired Member State Coordinator, as well as the Past State Chair (current member) of the PMEA Council for Teacher Training, Recruitment and Retention. I believe my responsibility to the state association is two-fold:

  • Assist soon-to-retire professionals in achieving a smooth transition to a happy and satisfying retirement; to help them cope with the commonly-experienced emotional ups-and-downs of this life passage, wrestling with the question “what do you want to be or do when you grow up?” and making new life lesson plans and personal goals.
  • Reach out to and build meaningful connections with retirees in order to fully engage them towards becoming active in their professional association; to recount, represent, and revitalize the activities of our post full-time employed music educators.

This article proposes a roadmap of crucial pathways to help music teachers approach “retirement bliss” while tapping into their hard-earned knowledge, strengths, and experiences by cultivating the benefits of their renewed participation in our professional associations.

What can NAfME and State MEAs offer retirees?

You have devoted your entire life to inspiring the development of personal artistry and “ah-ha” musical moments in others. Now it is your turn to reap the benefits (and privileges) of this commitment to the profession. NAfME and your MEAs can provide the resources and motivation of “sharing and caring,” directing retirees “places to go, people to meet, and things to do” for fulfilling that “next chapter” or (perhaps better terms) the “refirement” or “rewirement” of senior living.

Do you feel “needed” and know you “make a difference?” Research has shown that the one of the most important motivators for involvement in a professional association is that its members recognize that they are essential to its success. This quote is from Revitalizing Retirement: Reshaping Your Identity, Relationships, and Purpose by Nancy Schlossberg, attributed to Rosenberg/McCullough:

 “It has been suggested that one problem of retirement is that one no longer matters; others no longer depend on us… The reward of retirement, involving a surcease from labor, can be the punishment of not mattering. Existence loses its point and savor when one no longer makes a difference.”

Most people who are one to five years away from “pulling their pin” and putting in their walking papers “do not know what they do not know.” Experts agree: “Retirement preparation is not only about the money!” Our silver-haired colleagues who have already Crossed the Rubicon and are now “living the dream” in retirement can share their trials, tribulations, and (more importantly) numerous success stories about coping with this transition!

NAfME, PMEA and this paulfox.blog/for-retirees site have archived an exhaustive number of self-help articles. Check out this omnibus NAfME blog “Retirement Prep Top-Ten Treasures.”

The benefits of retired MEA membership are numerous. Besides providing helpful transitioning advice, these advantages also come to mind:

  1. Answers to questions like “What have you always wanted to sing, compose, play, record, conduct, write, publish or present?” and “Where can I share my hard-won expertise and help others in the field?”
  2. Networks and contacts to help you develop “encore careers” in other musical or educational arenas (e.g., higher education, music industry, festival organization, travel/tour planning, composition, guest conducting, private studio teaching, church music, etc.)
  3. Opportunities to “rekindle your expressiveness” by participation in adult community or full/part time performance groups (playing “gigs”)
  4. Places to go/things to see/hear: NAfME/MEA conferences, workshops, and concerts
  5. Exclusive discounts and other benefits (reduced dues and registration fees)

What can retirees offer NAfME and their state MEA?

The relationship of active and retired membership in our MEAs is symbiotic. We know from the history of our associations, “giving back to the profession” remains a high priority with most retirees. This may come in many forms and settings:

  • Leadership or membership in local, state, or national MEA/NAfME office, staff, advisor, or council/committee position
  • Advocates for the promotion of music education to local and state government officials
  • Service as presiding chair or member of the conference or workshop planning committee
  • Service as evaluator of performance groups, conference sessions, or articles for publication
  • Judges of local/state MEA adjudication or commercial festival
  • Accompanists, coaches, arrangers, or guest conductors for festivals or school/community groups
  • Services to the local music teacher in private teaching, piano playing, marching band charting, sectional coaching, choreography, music technology, instrumental repair, stage tech, etc.
  • Writers for state MEA and NAfME publications and blog sites
  • Contributors to online music education forums or the NAfME Connections
  • Donors to and/or fund-raisers of music education charitable projects, scholarship initiatives, etc.

The PMEA Model of Retired Member Participation

PMEA values the vast wealth of experience and contributions of our retired members. We’re proud of the many programs we offer to retirees and invite you to visit our website to peruse additional information and sample digital newsletters and articles.

Retired members in Pennsylvania are involved in:

  • PMEA elected and appointed offices, staff, committee chairs, and membership on councils
  • PMEA Strategic Plan and Bylaws, Conference Planning, and other state/regional committees
  • Retired Resource Registry* (informal mentoring for new teachers and transfers)
  • How-to-Retire Webinar, Prepping for Retirement, and the Ultimate Retiree Resource Guide
  • Retired Member Breakfast at PMEA Annual Conference
  • Retirement 101 (The Who, What, When, Where, Why, and How) session at PMEA Annual Conference (training for all members retiring or soon-to-retire)
  • Maintenance of PA Community Band, Chorus, Orchestra, and Theater group catalogs
  • Maintenance of PMEA member compositions library
  • Mock Job Interview Committee for music education majors
  • Coffee & Conversations informal “ask an expert” lounge at PMEA Annual Conference
  • Volunteering as presiding chairs for sessions and registration aides at conferences/workshops
  • Pool of conference clinicians, guest lecturers, and members on discussion panels
  • Participation in “Sponsor a Collegiate to Attend the Conference” campaigns
  • All-State Program Patron, or contributor to the annual Irene Christman Scholarship or Margaret Bauer Grant programs.

As of October 1, 2025, there are 61 advisors in the PMEA Retired Resource Registry.

*During their annual membership registration, PMEA Retired Members may choose to sign-up for the R3 Retired Member Registry (above volunteer categories) to become available to informally offer advice to college music education majors, new hires, transfers, and newcomers to any music specialty. R3 members may handle inquiries like “What warm-up would you recommend for my middle school choir?” OR “Do you have an idea for an elementary string ensemble concert opener?” OR “How do you teach improvisation… steady beat… breath support?”

The other option with more time commitment is that Retired Members can be officially “trained” as a PMEA Mentor and be assigned to specific individuals who request assistance in their early career assignments.

Coda

How can we help?

What is the future of retired music educator professional engagement? In a word: connections!

Last month, I reached out to Elizabeth Welsh Lasko, NAfME Assistant Executive Director for Membership, Organizational Development, and Marketing Communications and “volunteered” OUR assistance. I suggested that, in keeping with the NAfME 2022 Vision Statement – “…an association where all people are heard, seen, and feel they belong throughout their lifelong experiences in music” – we should all intentionally recruit more hands-on involvement of our retirees. I pointed out that in the late 1980s, we had a Music Educators National Conference (MENC) Committee for Retired Members led by a National Chairman who served on the NAfME National Assembly. (An excellent booklet, TIPS: Retirement for Music Educators, Copyright © 1989 MENC, was compiled by A. Verne Wilson, then the Past National Chairman of the MENC Committee for Retired Music Educators.)

Ms. Lasko encouraged me to “reach out to retirees” beginning with this article. At the next NAfME Eastern Division Conference, I plan to hold a meeting of retired members, and also connect with all state MEA retired member coordinators (those states who have them). We’re available and on the move! Let’s collaborate and share our resources!

Finally, just for fun, I recently posted the blog “For Book Lovers – Retired or Not” on NAfME Connections (formerly called Amplify). There are already 1,810 members in the NAfME “Retired Members Community.” Please JOIN US! Using this forum, get in touch with me, and respond with YOUR OWN retirement stories, strategies, perspectives on this “life passage,” and more ideas to grow the professional engagement of our music teacher retirees.

Happy trails!

© 2025 Paul K. Fox

Did You Take the Summer Off?

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Rebuilding instrumental technique after a long break

Director’s Note: This is the week to get ready for the return of the South Hills Junior Orchestra after all our vacations! If you live in the Southwestern PA area, we hope you will consider this a personal invitation to “TRY SHJO” and participate in several free and open rehearsals of our community orchestra – a totally “judgment-free” place for creative self-expression of all ages and ability levels. Practices are held in the Upper St. Clair High School Band (1825 McLaughlin Run Road, Pittsburgh, PA 15241) on Saturdays from 10:30 a.m. to 12:30 p.m.

A Google search on my computer fetched the following “AI Overview,” a nearly perfect summary for wind players to recover their “chops” and bring back good tone, intonation, breath support, flexibility of the embouchure, key literacy, and practice habits. For players of all orchestral instrumental sections, I recommend revisiting other articles in the Fox’s Fireside Library to develop a “practice plan” and adopt new musical goals. PKF

To rebuild your brass and woodwind instrumental technique after a long break, focus on the following gradual, three-stage process: first, restore your tone and response, then regain flexibility and dexterity, and finally, rebuild range and endurance. Prioritize short, consistent practice sessions, and avoid pushing too hard too early to prevent injury and bad habits.

Stage 1: Restore tone and response

Your primary goal is to reacquaint your body with the fundamentals of playing by focusing on soft dynamics and your lowest register.

  • Breathing exercises: Start without your instrument. Practice deep, diaphragmatic breathing to re-engage your respiratory system and expand your lung capacity. You can use simple routines like inhaling for four counts and exhaling for eight, or try the “pinwheel” exercise to visualize steady airflow.
  • Buzzing: Brass players should spend time buzzing with just their mouthpiece to get their lips vibrating efficiently again.
  • Long tones: On your instrument, play sustained, steady notes at a soft volume in your lower-to-middle range. Focus on producing a clear, characteristic tone. Use a tuner to monitor your pitch stability.
  • Short practice sessions: Limit your initial sessions to 5–20 minutes, with plenty of rest in between. This prevents over-straining your facial muscles and embouchure.

Stage 2: Regain flexibility and dexterity

Once your tone and response feel stable, you can begin to expand your comfortable playing range and improve finger speed.

  • Scales and arpeggios: Practice basic scales and arpeggios at a slow, controlled tempo. This helps rebuild muscle memory for your fingers while keeping the focus on even, beautiful tone.
  • Slurred partials (brass) and lip slurs (woodwind): Practice smoothly transitioning between notes without using your tongue. This strengthens your embouchure and improves air control.
  • Simple music: Play easy, melodic pieces you know well. This helps you focus on phrasing and musicality without the pressure of a difficult score.
  • Increase session length gradually: Slowly add time to your practice sessions, perhaps moving to 15–30 minutes at a time. Continue to take frequent breaks.

Stage 3: Rebuild range and endurance

After re-establishing your fundamentals, you can begin to increase the intensity and duration of your playing to return to your previous level.

  • Expand your range: Gently start working your way into your upper and lower registers, but maintain a soft dynamic level. Only increase volume once you can play a note softly with a good tone.
  • Louder dynamics: Once your full range is accessible, begin practicing with louder dynamics. This is physically demanding, so continue to take frequent rests.
  • Articulation: Incorporate tonguing exercises. Start with basic single tonguing before adding more complex techniques like double and triple tonguing.
  • Listen to your body: Your body will be the ultimate guide. If you feel any pain or unusual fatigue, ease up and incorporate more rest into your routine.
  • Mental preparation and practical tips
  • Listen to music: Remind yourself of what inspires you and listen to your favorite players to reconnect with the joy of playing.
  • Record yourself: Objectively evaluate your progress by listening back to recordings. This helps you identify areas that need work and celebrate your improvements.
  • Revisit old notebooks: Look back at any old lesson journals for useful reminders and insight into your past tendencies.
  • Service your instrument: A leaky pad or sticky valve can make returning to your instrument unnecessarily difficult. Have a technician give your instrument a “clean, oil, and adjust” to ensure it’s in prime playing condition.
  • Be patient: You are not expected to be at your former playing level immediately. Trust that your muscle memory will return with consistent, smart practice.

Click here to download a printer-friendly copy of this article.

 Here are additional resources shared in the SHJO eUPDATE newsletter (August 30, 2025):

PKF

© 2025 Paul K. Fox

Social Media – Revisited

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Before you begin reading this article, please take a moment and peruse these past blog posts:

Although several of the cited research links may have expired (for example, PA Department of Education modified most of their website’s URLs), these provided the foundations of background information and references for the presentation I prepared for the DCMEA Virtual Conference in 2020 (during COVID) and serve as the starting point for the workshop I will share in-person at the DCMEA Winter Conference in January 2026. This blog provides updates and additional perspectives. Taken in combination with the above sources, you will be able to identify the benefits, positive models, precautions, and dangers of social media, social networks, professional learning networks, and sample emerging technologies as they apply to teachers’ professional development and education of students.

“THE WHY”

Before every clinic or publication I develop, I always try to spotlight the theme of “THE WHY” as preached by one of my favorite authors and motivational speakers – Simon Sinek! According to him, for organizations and individuals alike, “THE WHY” (rationale and priority) is more important than “THE WHAT” and “THE HOW.” (See this video.)

WHY is a collaborative discussion on social media essential? Why now?

 ”There’s a growing body of evidence suggesting that educators are facing increasing scrutiny regarding their social media use. Concerns include unprofessional conduct, inappropriate interactions with students, and the potential for cyberbullying and other negative impacts on student well-being.”

“Educators are increasingly concerned about how social media influences students’ social-emotional development and their interactions with others.” 
— NEA Member Polling on Social Media…
— NEA Impact on Social Media and Personal Devices on Mental Health
— HHS Youth Mental Health and Social Media

Frankly, there is still a lot of confusion about the dangers of social media, social networking, and other technology integrations into education. In Social Media – Boon or Nemesis, we mentioned that teachers should “debunk the free speech myth.” We demonstrated how the improper application of social media could get educators in trouble. Check out these sites for more info and corroborative stats:
— Teacher Student Misconduct and the Critical Role of Social Media Screening
— NCBA Social Media for School Employees
— Social Media Hazards and Tips for Teachers

As always, our goal is to promote ethical practices in maintaining professionalism in the digital world.

“THE WHAT” — Review of Definitions

“Social Media”

Social media are “websites and applications that enable users to create and share content or to participate in social networking.”
— Oxford Lexico.com online dictionary

“Social Network”

A social network is, 1. a network of social interactions and personal relationships.; 2. a dedicated website or other application which enables users to communicate with each other by posting information, comments, messages, images, etc.
— Oxford Lexico.com online dictionary

“Professional Learning Community” (PLC)

A PLC is “a group of educators who meet regularly…” (usually in-person) “…to strategically enhance their teaching skills and improve student outcomes.”

versus “Professional Learning Network” (PLN)

A PLN is “a group of educators who gather more informally…” (usually in online communications) “…to problem-solve and generate ideas to enhance classroom practices. A PLN… often takes the form of an open forum, where participants can ask and answer questions based on their experiences.”
— https://edtechmagazine.com/k12/article/2024/08/pln-vs-plc-perfcon

“THE HOW” — Ethos of Care

Teachers use social media to…

  • Get inspired with new teaching ideas
  • Find resources for the classroom
  • Connect with other educators
  • Stay on top of trends and news
  • participate in an online community
  • Find teacher discounts and deals
  • Follow education companies and organizations

— How Teachers Use Social Media
— Teachers Social Media Use

— Social Networks for Teachers

We acknowledge that the benefits of social networking for educators are numerous by promoting professional collaboration and connections, including:

  1. Acquiring information to enhance understanding
  2. Keeping informed about latest developments in education
  3. Enhancing communications with students, parents, and the school community
  4. Fostering connections with colleagues in the field to expand an educator’s professional network.

— Benefits of Social Media as an Educator

However, educators must exercise “sound judgment” and proper professional boundaries when using social media/networks with students. While the introduction of new technology provides many opportunities for teaching and learning, it is important to establish clear rules for appropriate student-teacher communication. In order to promote safety and appropriate boundaries while transitioning to a virtual teaching and learning environment, the Pennsylvania Professional Standards and Practices Commission offers suggestions to help educators protect themselves and their students.

  1. All technological resources and applications should be school entity-approved and only used in the manner prescribed. Ensure that you are familiar with the tools you are using in order to use them properly. 
  2. Communication with students should occur at designated times, consistent with traditional school day hours. Maintain transparency and protect yourself by keeping a record of all communications with students. 
  3. Clearly communicate when and how students should contact you and provide a timeframe for when students should expect responses to questions. 
  4. Avoid one-to-one interactions with students in chatrooms, FaceTime, Skype, or any other online space. School psychologists, school counselors and others providing one-to-one services to students should consult with school administration about the best mode of communication. 
  5. Use approved forms of communication by your school entity to connect with students and parents (i.e. Remind), use only your school email to communicate, and copy administration when communicating with parents or students. 
  6. When creating content or interacting in an online space with students, conduct yourself as you would if you were in school. If appearing on camera, dress professionally and be mindful of your surroundings and the camera’s view. 
  7. Do not “friend” or follow students on social media and do not allow students to “friend” or follow you on your personal social media. Remember, you do not have a “social” relationship with your students. 
  8. Keep your personal and professional lives separate. Do not share overly personal information about yourself with students.

— PSPC Digital Tips for Educators

While exercising responsibility to maintain a respectful, safe, online environment, there are many benefits for the application of social media for students in the classroom:

  • Real-time communications can increase student engagement, collaboration, communication and overall participation
  • Many students may find it easier to participate in online discussions that in the classroom
  • Students can easily ask each other or their teacher questions about assignments outside of class
  • Students & teachers can quickly share resources at any time.
  • Teachers can easily share class announcements.
  • Social media can provide a contingency plan for last minute remote learning scenarios.
  • Students can organize school events with each other or with the help of a teacher.
  • Teachers can augment an online-only class by establishing a social media page or account simply for building community.
  • Students can practice using social platforms responsibly, including maintaining a respectful online discourse.
  • Teachers can communicate directly with parents as needed, and parents can stay informed of school news via a convenient, easily accessible platform.

However, please watch out for these potential drawbacks:

  • Social media can be a major distraction, especially if students are accessing their personal accounts independently.
  • If students primarily use social platforms to participate in class discussions, they can miss out on practicing face-to-face conversations and respectful in-person discourse.
  • Some students may see social media assignments as an opportunity to cyberbully their classmates, and there is always a risk of someone posting inappropriate content or language.

— Social Media in Education

“THE WHAT” — Several Success Stories

Balancing the positives and negatives and taking into account all of these precautions in order to maintaining professional boundaries, the integration of new technology into the classroom may offer excellent enrichment and increase student motivation for advanced learning. This may take many forms. Here are a few interesting models.

Prior to preparing for the DCMEA online session in 2020, I stumbled upon a truly inspiring post from Derek Muller, a gifted teacher, physicist, filmmaker, and founder of the YouTube channel Vertiasium which has captured millions of subscribers. He offers one of the BEST models of using social media to enrich the understanding of learning math and science (applicable to all fields of study), while at the same time, provides warnings against unbridled use of so-called “innovation for innovation’s sake.”

“I feel like people over the years are invariably drawn to use these words:  revolutionize and education. And there’s this sort of amnesia that we’ve had a hundred years’ worth of these predictions, worth of really groundbreaking technologies that have transformed other areas in our lives but have failed to fundamentally change the way we do education. So, I stand here today as a voice of caution, to think that the future of education is not one of revolutions…”

You need to watch this: How is Social Media Transforming the Future of Education? (2016)
— Derek Muller

Say what you want about how COVID significantly disrupted our educational programs, evidence of learning loss, problems in socio-emotional development, decline of student engagement and self-motivation, rise in mental health struggles, decreased instructional time, and the effects of a new digital divide of under-served students (Annie E. Casey Foundation), happily there were surprisingly a few positive advancements — the results of exploring new tools and methodologies we had to employ to tread water and cope with the catastrophe. (“When life hands you lemons, make lemonade!”)

As one example, in the middle of preparing music for my community orchestra, we were shut down in 2020. No in-person rehearsals at the school. I then pivoted to creating my own online platform called SHJOOLA (South Hills Junior Orchestra Online Academy) in 2021 using MusicFirst. For a nominal yearly subscription fee, I was able to continue my Saturday morning classes (synchronous) as well as asynchronous (on-their-own time) learning using excellent applications in a virtual environment: MusicFirst Classroom, Focus on Sound, PracticeFirst, Sight-Reading Factory, Musition, Auralia, a web-based music notation program, and a huge library of method books and ensemble music. Several past blogs showed how we rolled out SHJOOLA:

The latter link above also provided a comprehensive list of supplementary resources (at the time) for online music education. Please peruse these even though some of them may have now gone inactive. We will provide supplemental links at the bottom of this article.

Another direction accented by the onslaught of the pandemic was digital streaming performances, incorporating technology in both the solo and ensemble settings. The following are two of my favorite examples of these to be viewed on YouTube:

Circle of Life from Disney’s Lion King (2015-18) by Sam Robson, arranger, innovator and performer using multitrack recording of a single performer mixing as many as 50 voices at one time.

Cloudburst, a Virtual & Live Choir and TEDTALK (2013) by Eric Whitacre

Well… sorry this blog has grown to be so large! If you admit to understanding the potential hazards of and precautions for integrating social media, social networks and other technologies into education, we’ll close with the following bibliography of additional resources for further study. If that is not enough to whet your curiosity, stop back in several months to download a copy of my slide summary for the session I will present at the DCMEA Winter Conference on January 30, 2026.

Be careful — stay safe and professional — but ENJOY!

Sample Blogs

Several Major Platforms

Examples of Music Applications/Websites

PKF

© 2025 Paul K. Fox

Bigger Dreams, Bigger Home

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How Retirees Can Upsize for Homesteading and Hosting

Featured image via Pexels

[Editor’s Note: My favorite and most prolific “guest blogger” Ed Carter has returned with a piece on upsizing NOT downsizing in retirement. Please enjoy (below) “Bigger Dreams, Bigger Home.” Thanks, Ed!

In addition, for attendees to my “Retirement 101 – It’s Not All About the Money” session at the Upper St. Clair Township Library on July 10, 2025 (and any other interested retired or soon-to-retire individuals), please click on the following links to printer-friendly copies of my slide handouts and the updated “Ultimate Retiree Resource Guide.”]

Article by Ed Carter

Retirement doesn’t always mean downsizing. For many retirees, it’s the perfect time to invest in a larger home—one with room to explore new hobbies, welcome visiting family, and enjoy the lifestyle they’ve spent years working toward. If you’re dreaming about homesteading or want to transform your home into a hub of activity and connection, buying a bigger property may be more practical than it sounds. With the right planning, you can find a home that fits your vision and your budget.

Know What You Really Want

Before you start searching, take the time to clarify what matters most to you in this “next chapter.” Are you dreaming of cultivating your own garden, raising chickens, or simply having more space to host grandkids and holiday gatherings? Think about square footage, land size, and features that support your lifestyle, like a home office, workshop, or playroom. Visualizing your daily routines in your new home can help you prioritize what’s essential versus what’s just nice to have.

Focus on Land and Layout

Homesteading takes space—and not just any kind of space. You’ll want to look for properties with usable land that’s suitable for gardening, small livestock, or even fruit trees. Check for sun exposure, drainage, fencing, and access to water. A good layout indoors is just as important; think open kitchens for canning or entertaining, extra rooms for hobbies or guests, and easy access from the house to outdoor areas. A few extra acres can go a long way when your goal is to live more sustainably and independently.

Transform Your Homesteading Hobby Into Income

Many retirees find that homesteading isn’t just fulfilling—it’s also a gateway to a small business. Whether you’re selling fresh eggs, handmade soaps, canned goods, or seasonal vegetables, turning your passion into profit can be deeply rewarding. Going back to school for a business degree can sharpen your skills in marketing, operations, and financial planning—key tools for running your homestead as a business. Online degrees make it easier to balance learning with daily responsibilities, and there are many inspiring online business degree success stories that prove it’s never too late to invest in yourself.

Set a Budget That Reflects Your Goals

Buying a bigger home doesn’t mean blowing through your retirement savings. Start with a clear picture of what you can comfortably spend, keeping in mind property taxes, insurance, maintenance, and any future upgrades. Talk to a financial advisor about how to structure your budget based on your income sources, and consider using proceeds from the sale of a current home if you’re upsizing. You may even find that relocating to a rural or semi-rural area gives you more for your money than staying in a high-cost urban zone.

Explore All the Financing Options

Just because you’re retired doesn’t mean you’re out of options when it comes to financing. Many retirees use a mix of cash, retirement funds, or home equity to buy a new property. Others explore mortgage options like a reverse mortgage (with careful consideration) or traditional loans with manageable terms. It’s essential to speak with a lender who understands your unique income structure post-retirement. The right financing plan ensures you get the home you want without financial stress down the line.

Use a Realtor Who Understands Your Vision

A real estate agent who knows the homesteading lifestyle can help you find properties that truly fit. They’ll understand the value of extra land, zoning laws for small-scale farming, and the features that can make your homestead thrive. Share your vision early in the process—whether it’s selling homegrown produce, raising bees, or hosting family reunions—so they can narrow your options to homes that support both functionality and comfort.

Turn Space Into Opportunity

Once you find your home, think about all the ways to make the most of it. Spare bedrooms can become artist studios or guest rooms for visiting grandchildren. Garages can be converted into workshops or woodworking spaces. Basements can turn into cozy family rooms or even a small business headquarters. Outdoor space can serve multiple purposes: vegetable gardens, orchards, outdoor kitchens, or shaded play areas. With a little imagination, your home becomes a full-time lifestyle—one that supports both your hobbies and your relationships.

Buying a bigger home as a retiree isn’t about having more—it’s about doing more. It’s about designing a life that reflects your passions, supports your independence, and brings your family closer. Whether you want to dig into the soil, start a new business, or simply have space to live fully and comfortably, this move can be the start of something deeply fulfilling. With the right property, the right plan, and the right support, your next chapter can be your most exciting yet.

Peruse more insightful articles and resources here at paulfox.blog, where every post is a step towards a more fulfilling and informed life journey!

PKF

© 2025 Paul K. Fox and Ed Carter

Sharing is Caring!

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Join the “Fox Network”

“There is no joy in possession without sharing.”
— Erasmus

“Share your knowledge. It is a way to achieve immortality.”
— His Holiness the Dalai Lama

“There is no delight in owning anything unshared.”
— Seneca

“The miracle is this: The more we share the more we have.”
— Leonard Nimoy

This is a quick blog-post to announce my upcoming professional development initiatives, and an invitation to share your own pet peeves or “thoughts, theories, and teachings.” Of course, I will give you full credit for any contributions, “tips and techniques,” background research, or “quotables” provided!

It has been a challenge motivating any reactions to these articles. Although they would be most welcomed, we typically receive very few online remarks. (If you would like to voice your opinion or add anything to the conversation, PLEASE click on the “comment” button next to the title at the top of the page.)

I feel privileged to have been asked to present three sessions at the DCMEA Winter Conference at the Columbia Heights Education Campus (3101 16th St NW, Washington, DC 20010) on January 30, 2026. These are for music educators undergoing pre- and in-service training and include the following:

  • SOCIAL MEDIA – Boon or Nemesis?
  • ALL ABOARD THE E3 TRAIN – Essential Ethics for Educators
  • SELF-CARE COOKBOOK – Reflections, RECIPES, and Resources for Music Teachers

I would especially appreciate learning about any of YOUR “success stories” or resources on…

  • Favorite examples of “safe and meaningful” social media for teaching music students.
  • Anecdotes of ethical “conundrums” or issues in the daily decision-making of music educators.
  • Sample “stress-reducers,” time management tips, and other self-care strategies to avoid music teacher burnout.

In addition, I am in the process of updating my INTERVIEW 101 and EMPOWERING EDUCATOR & STUDENT LEADERSHIP clinics for future blog posts and clinics. Any thoughts?

Finally, I would also love to hear from you if you have any feedback on a proposed future sharing session for the parents of music students called ADVICE TO MUSIC BOOSTERS. If you have ever sponsored a music parents advocacy group for your school music program, what suggestions would you give to your colleagues and booster officers?

Feel free to reach out to me via email here. Thank you for your willingness to help our profession!

Editor’s Note (things to look forward to): In mid-July, our next blog for this series geared to “the life cycle of a music educator” will be from guest author Ed Carter entitled “Bigger Dreams, Bigger Home: How Retirees Can Upsize for Homesteading and Hosting.” In addition, I plan to share links to materials of the “Retirement 101 – It’s Not All About the Money,” a free workshop I am presenting to residents at the Upper St. Clair Township Library on July 10, 2025.

PKF

© 2025 Paul K. Fox