“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.
Wow! I can’t believe it’s been three whole months since I posted a blog here! Where’s the time gone? Excuses? Well, what first leaps to my mind are several quotes from this Southern Living website about being an extremely busy retiree:
“The trouble with retirement is that you never get a day off.” — Abe Lemons
“I need to retire from retirement.” — Sandra Day O’Connor
“The harder you work, the harder it is to surrender.” — Vince Lombardi
“I wanted to have more time to play and reflect, but I find retirement more stressful than having a nice, steady job because I have to make decisions about where I want to be.” — Walter Cronkite
“I see retirement as just another of these reinventions, another chance to do new things and be a new version of myself.” — Walt Mossberg
“Living each day as if it were your last doesn’t mean your last day of retirement on a remote island. It means to live fully, authentically and spontaneously with nothing being held back.” — Jack Canfield
“Do not grow old, no matter how long you live. Never cease to stand like curious children before the great mystery into which we were born.” —Albert Einstein
To my friends and colleagues in the profession, yes I am “living the dream” and having fun in retirement! Health remains good, and the days of my wife and I are filled with personal enrichment, unique new and renewed adventures, and meaningful service to the causes that matter to us both! Our only complaint? There are only 24 hours in a day… But, that means, as we head to bed each night, we have lots on our ever-expanding to-do lists motivating us to get up even earlier the next day to accomplish!
So, the following will be a quick (?) update, ramblings in the format of “streams of consciousness” of what’s happening in our lives, geared to my more faithful friends and followers, and perhaps modeling the activities of two happily retired music teachers. I promise that future blogs will re-engage with our series on “Bookends…” (life cycle of a music educator), ethics training of educators, and interviewing skills of newcomers to the profession (the season of job screenings will soon be upon us!), not to mention more tips towards a smooth transition to retirement for those who are planning to “pull their pin” and leave their full-time employment in the near future. Thanks for hanging in there with us!
PMEA Conference
Both my wife Donna, her cousin Judy, our two dogs Gracie and Brewster, and I just returned from Erie, PA participating in the PMEA Annual In-Service Conference. This was unique in that, for the first time since we retired in 2013, Donna could attend “the big event” with me. Judy served as our dog babysitter (we don’t believe in “jailing” our pups!), and the Bayfront Sheraton, Courtyard Marriott, and Erie Convention Center were pet-friendly. We reserved adjoining rooms, and the dogs were content to walking all around the Bayfront Area/Lake Erie and returning at night to sleep with us.
To my PMEA colleagues and other PA educators, in case you missed it, here is the link to more than 1,000 photos I took at the conference (sessions, meetings, exhibits, and performances). Attendees, I challenge you: CAN YOU FIND YOURSELF & YOUR STUDENTS?
As usual, Executive Director Abi Young, PD Council Chair Martha Heise and her conference planning committee, PMEA state EXCOM and staffers planned another outstanding event. If you have never gone to a PMEA conference, mark next year’s dates April 9-12, 2025 on your calendar, which will be held in the luxurious Kalahari Resort in the Poconos. Besides, the “world’s largest indoor water park” is a fun place to bring your (grand)children! In addition, several other professional development and career enhancement venues are on the horizon available to members of NAfME and PMEA:
PMEA Summer Summit (Leadership Conference), Reading, PA July 15-17, 2024
NAfME Biennial Music Research and Teacher Education Conference, Atlanta, GA September 25-28, 2024
NAfME Eastern Division Conference and Honors Ensembles Festival, Hartford, CT April 24-26, 2025
At the Erie conference, I hosted my last PMEA Council for Teacher Training, Recruitment, and Retention and TTRR SHOWCASE. At our annual meeting, I stepped down as the state chair, but will continue as State Retired Member Coordinator on the Council TTRR. We’re in excellent hands, with TRI-M Chair Tina Bennett being elected to the state TTRR Council Chair position. Joining her is the visionary leadership of State SMTE Chair Dr. Kathleen Melago, Mentor Co-Chairs Lisa Endler and Eric Plum, PCMEA Student President Ellie Vito, Future Music Teachers Honors Symposium Chairs Aaron and Stephanie Magaro, PDE Fine Arts Education Consultant David Deitz, and Higher Education Representatives Paul Doerksen, Jessica Vaughan-Marra, Sarah Watts, Debbie Wolf, among others.
Below is a copy of the “Everything You Always Wanted to Know About Council TTRR” SHOWCASE slides which were presented to a whopping 60 PCMEA members during our breakfast meeting at the conference. (Perhaps the food motivated more collegiates to get up extra-early for that first session?)
One of the concerns repeatedly expressed at Council TTRR meetings was the funding issues of college students. Besides an anonymous donor funding the PCMEA breakfast at the SHOWCASE on April 18, PMEA instituted a “send a collegiate to the conference” campaign (complimentary registrations) and in 2023, also announced two major scholarship (college expense reimbursement) opportunities endowed by our Stark-Fox Family Fund in memory of our parents:
PMEA Council TTRR Award for Music Education Majors
PMEA Music for Lifelong Learning for STEM Students in College Music
In the spring of 2023, three $5K PMEA Council TTRR Scholarships were awarded to:
Elizabeth Corbett (Duquesne University)
Adam Hanna (Susquehanna University)
Mitchell Hourt (Moravian University
Unfortunately, last year no applications were submitted for the PMEA Music for Lifelong Learning Award. A concerted effort has been made to “reachout” to this population of students who are pursuing a science-related field and participating in their PA college band, chorus, jazz, or orchestra program. Please spread the word! Deadline to register is May 29, 2024. More information is posted here.
Upcoming Workshops
I was pleased to learn that two of my sessions were accepted for the Kappan 2024 Educators Rising National Conference scheduled for June 28-July 1, 2024, in Washington, D.C. at the Marriott Marquis:
Embarking the E3-Train – Essentials for Future Educators – What It Takes to Become a Teacher: Ethos, Ethics, and Engagement
Interviewing and Branding 101 – The Art and Science of Marketing Yourself for Employment Screening
In addition, I remain active in supporting my colleague Thomas Bailey in providing PDE-approved Act 45 and Act 48 ethics training courses for PA educators. Currently, we’re teaching our fifth series of classes (25 PIL hours) for school system leaders and have presented more than 14 additional professional development workshops, webinars, or conference sessions of in depth interactive discussions of ethics and daily educator decision-making. Our next focus area is to help PA administrators to incorporate the newly mandated PA Chapter 49 ethics competencies into their school induction programs.
To learn more about course offerings or read court case blogs on ethics in education, visit Tom Bailey’s website here. This blog-site also provides a comprehensive library of past articles on educator ethics.
Who Really Reads These Blogs?
That’s a good question! Although I have always provided a “comment” link at the top of each posting and seek feedback and even “guest authors” to feature in future blogs, very few people respond to these articles. I have always hoped that “my meanderings” could help music teachers at all stages of their careers, from pre-college and music/music education majors to veteran educators to retirees. At least, this WordPress site allows me to permanently archive my writings with the hope this exhaustive but always-accessible supply of resources, links and viewpoints could be used in the future. Share on!
So recently, I was pleasantly surprised when Becca Robinson, a tutor of homeschooled children, reached out to me and said Jeremy, one of her students, did extra-credit research after reading one of my blogs on retirement resources. We are adding his recommendation for this link to the Transportation Resource Guide for Seniors & Individuals with Disabilities in the “Retiree” menu section at the top of the page. This comprehensive article by Cole Neder documenting the following is a valuable read for senior citizens and anyone who is experiencing personal mobility challenges:
Public Transit
Paratransit Services
Demand Responsive Services
Non-Emergency Transportation
Ride-Sharing and Taxis Services
Service Resources by State
On a Personal Note…
Yes, last week was my 69th birthday! I never imagined getting that old… er, I mean, mature! Neither my mother nor my father made it to their seventh decade! I attribute my positive attitude and active lifestyle (even though at times I could unintentionally forget your name at the drop of a hat) to embracing what Ernie Zelinski, author of How to Retire Happy, Wild and Free, says is absolutely essential to maintain in retirement: “finding purpose, structure, and community.” It is a paramount of importance to feel we matter and are needed every day, exercise both sides of our brain (the analytical and the creative), keep physically fit, jump out of our bed with purpose, maintain busy schedules and accept a lot on our plate, and stay connected to the people surrounding us. To that end, my wife and I continue to teach the pursuit “creative self-expression,” directing a community ensemble (the South Hills Junior Orchestra), teaching, walking our dogs, and pushing wheelchairs at our local hospital. At times, this latter activity allows us to catch up with our former music students, their parents, school staff, and neighbors. What FUN it is to meet someone who I taught many years ago in middle school, now grown up and busy raising their own “band” of musicians! God willing, I hope to continue with good health, a sharp mind, and motivation to live to Moses age (150 years old?), or at least have a ball along the way!
I leave you this month with a copy of the one-of-the-kind birthday card one of my adult students (who claims me as her “adopted father?”) created using Photoshop. Three generations of her family play in our Saturday orchestra. Caption: Left is our Gracie, a bichon frise, and right is Brewster, a yorkie-poo. I’m depicted in the middle with my SHJO bow-tie, of course!)
Happy trails, retirees and active educators alike! Keep in touch!
The Life Cycle of a Successful & Happy Music Educator
“There are no secrets to success. It is the result of preparation, hard work, and learning from failure.”
Colin Powell
I feel blessed to have spent five decades in the field of music education. No other career has offered so much personal satisfaction, discoveries and growth of hidden potentials and skills I never knew I had, sharing my love of creative self-expression, and facilitating others to seek their own connections to music. I am trying to follow my own “retirement” advice, remaining active in the profession in ways that matter, helping others find their own success, and embracing author Ernie Zelinski’s mantra to “find purpose, structure, and community” throughout my years as a retiree.
Parallel to the mission of the Pennsylvania Music Educators Association Council for Teacher Training, Recruitment, and Retention, serving “the life cycle of a music educator,” this blog site is my “gift” to future and current music educators and those contemplating retirement. Recently, I presented a workshop on this topic for student teachers in music education at Seton Hill University (Westmoreland County, Greensburg, PA), summarizing a framework for “professional development for life” in order to foster these goals and nurture meaningful successes of pre-service music educators. No “road map” (or to retain the analogy in my title, “library” of resources) is applicable to everyone nor will the journeys/readings be the same… but since my collections of past blogs over ten years are now vast, I offer this simplified checklist for any “newbie” interested to seek their own pathway. Happy travels!
However, here’s a shamelessly offered advertisement. It would make more sense to see this “in-person” or online with my moderation. I would be happy to present this session (giving me at least an hour to allow for more interactive discussion) to collegiate members, a music education methods class, a regional workshop, or festival meeting via Zoom or in-person (in PA). If interested or to inquire, please send me an email here.
Now… the checklists. Depending on your current status and interests, peruse the following resources. It is possible a few of the links contained within these blogs have gone inactive, but I believe enough is there for you to gain the insight, tools and motivation to achieve “professional development for life.”
Stage 1 – Preservice/Training Years
The focus during our early years in any profession is learning the “shtick” and getting ready for the job search and interviewing. Probably before anything, we revisit our inspiration and what Simon Sinek directs us to “the why” of any organization… in this case, “the why” of becoming a music educator – our philosophy, mission, vision, and understanding of the purpose/role of music education n the schools.
[ ] 1. The Meaning of Pro:Are you a professional? Do you have the skills, habits, and attitudes of a professional in the field of education?
[ ] 2. Marketing Yourself and Your Pre-K to 12 Music Certification: What is your professional “brand?” Do you plan to “sell” yourself as a specialist, e.g., “band director” or “elementary general music teacher, etc.? To those potential job candidate screeners, promote the image of being proficient – “a total music educator” – and don’t emphasize your major/emphasis or perceived skill or experience limitations. The only thing that really matters is whether you are the “right fit” for a particular opening, and of course, deciding whether or not to accept the offer. Your license (certification) implies that you do indeed have the necessary training to teach all K-12 music classes. Don’t sell yourself short!
[ ] 3. Criteria for Selection of the “Ideal” Teacher Candidate: The best way to prepare for a job interview is to become aware of how you will be judged in comparison with your peers. What are the standards (or behaviors or criteria) of outstanding teachers? For what are administrators looking to fill the vacancies and build/maintain a quality staff?
[ ] 4. “S” is for Successful Storytelling: The number one method to land a job is “SHOW, don’t TELL!” Stories are up to 22 times more effective than facts alone. Identify the key impressions you want to convey. Pick interview stories that will “sell” the right message. Learn how to share unique personal examples of your interactions with children, colleagues, and music programs. These additional resources can be shared about “strategic storytelling” and how to prepare (a.k. practice) telling your anecdotes:
[ ] 5. The Ultimate Interview Primer for Pre-Service Music Teachers: This super-packet has a collection of more tips on marketing yourself and mastering the “science” of finding a job, interview strategies and sample questions, evaluative rubrics, follow-ups, “bad habits” to avoid, etc. Take the time to download and explore these excellent tools!
Homework for Stage 1 – Developing a Marketing Plan
Standards: Define your personal mission, goals, and philosophy for teaching music, modeling the highest ideals of professionalism, and becoming the “total music educator.”
Marketing: Design and distribute a “state-of-the-art” résumé, e-portfolio, website, and business card.
Skills: Compile a list of anecdotes and true stories of you overcoming challenges, solving problems, and demonstrating “best practices” of professionalism and self-improvement.
Assessment: Practice, record, and evaluate yourself answering job interview questions.
Stage 2 – Rookie/Practicing Years
[ ] 6. Ethics for Music Educators – Part I, Part II, and Part III: You may think that the primary focus for our early years as a novice teacher would be the reinforcement of what we learned about education – curriculum, content, methods, classroom management, and assessment, but something else trumps all! Before we ever step foot in a classroom, rehearsal room, or stage, it is essential we first review those ethical standards in education, terminology, philosophy, and “the codes” that bind us. We should be able to show in depth understanding of these concepts:
Fiduciary
Moral Standard
Ethical Standard
Ethical Equilibrium
Moral Professionalism
Differences Between a Code of Conduct and a Code of Ethics
Student-Teacher Boundaries and the Slippery Slope of Ambiguous Relationships
Function/Relevance of “The Codes” to Daily Teacher Decision-Making
For nearly every presentation I do on “ethics for pre-service music educators,” I hold up a fifty dollar bill and ask, “Who wants this? Can you name the exact title of your state’s code of conduct for educators and the government agency that enforces it?” So far, no one has made me $50 poorer. Indeed, few active teachers “in the trenches” have read their “codes,” and frankly, that is surprising. Violation of any major provision in our code of conduct will result in a serious reprimand, being fired, losing one’s certificate to teach anywhere, and/or criminal/civil prosecutions. Wouldn’t you think all of us would be intimately familiar with the “rules” of our professional?
For my Pennsylvania colleagues, please download and READ these:
[ ] 7. Ethical Scenarios (and More): The study of morality in professional decision-making is essential to pre- and in-service training of music teachers. Our goal should be to reinforce recommendations for the avoidance of inappropriate behavior (or even the appearance of impropriety), and defining and modeling the “best practices” of a serving as a “fiduciary” by promoting trust, fostering a safe environment for learning, acting in the best interests of our students, and upholding the overall integrity of the profession.
What possible issues/concerns might this scenario raise?
How could this situation become a violation of the law, the “Code” or other school/district policies?
In this situation, what are some potential negative consequences for the teacher, students, parents, and/or school staff?
How would this episode affect a teacher’s efficacy in his/her classroom, demean the employing school entity, or damage her position as a moral exemplar in the community?
Please visit link #7 (above) for sources of ethical scenarios to study, including my “conundrum series.”
Homework for Stage 2 – Are you an Ethical Educator?
Self-assess your own habits of professionalism, and identify goals for at least two “personal improvement projects.”
Read “cover-to-cover” any documents relating to your own state’s code of conduct and the NASDTEC Model Code of Ethics for Educators.
Discuss the ramifications of “choices” and teacher decision-making in context by reading a few of the fictitious scenarios highlighting ethical precautions, disputes, and “conundrums.”
This message goes out to all of my Pennsylvania music education colleagues and especially any currently enrolled Freshman through Graduate college students in the Commonwealth.
My wife and I are proud to announce the launch of two new scholarships for the 2023-24 school year, financed by the Stark-Fox Family Fund, and managed by the Pennsylvania Music Educators Association (PMEA). Official applications will be available soon (spring semester 2023) on the PMEA website here. All materials are due on or before June 1, 2023.
Do you know someone who is currently attending a PA university, college, or conservatory? Is he or she majoring in music education AND is a member of Pennsylvania Collegiate Music Educators Association (PCMEA) OR majoring in a science-technology-engineering-mathematics (or related) field of study AND participating in their collegiate music ensemble for credit?
Then… SPREAD THE WORD!
Here is a general summary of the eligibility requirements and expectations for application approval, subject to change by the PMEA EXCOM and staff. A performance video (or submission of an original composition) is required for either scholarship, and interested candidates could begin now (during the semester break) to prepare their piece(s), update their resume, assemble a digital portfolio, and write the essay.
PMEA Council TTRR Continuing Music Education Award
Amount and number of scholarships may vary from year-to-year
Full-time enrollment of at least one year (two complete semesters) as an undergraduate or graduate music education major in an accredited PA institution
Nonrenewable (selection of a different candidate each year)
Paid directly to candidate as reimbursement for college tuition, dorm/apartment rent, meals on campus, textbook purchases, and/or the purchase of a new instrument (must provide receipts)
Blind judging by PMEA members with at least one member from the PMEA Council of Teacher Training, Recruitment, and Retention, PMEA EXCOM, and/or PMEA staff
Criteria for selection
A minimum of at least one year as PCMEA member in good standing with letter of affirmation from the PCMEA sponsor
Submission of college transcript reflecting 3.5 GPA or higher
Demonstration of solo performance skills (recorded video) or submission of composition(s)
Presentation of a music education portfolio with sample lesson plans, philosophy, and development of creative instructional activities with a focus on the arts at the center of STEAM
Participation in at least one PMEA-sponsored professional development program e.g., the Annual Conference, Summer Conference, Webinar, or Regional Workshop
Completion of essay in response to the question “Why have you chosen a career in music education?” and portrayal of leadership and well-defined goals and aspirations towards a career in music education.
Letter of recommendation from at least one music education professor
Full-time enrollment of at least one year (two complete semesters) as an undergraduate or graduate science-technology-engineering-mathematics major in an accredited PA institution
Enrollment for at least one semester in a music performance course e.g., band, chamber music, chorus, jazz, or orchestra earning the letter grade of an “A” or equivalent with submission of letter of recommendation (and transcript) from ensemble director
Nonrenewable (selection of a different candidate each year)
Paid directly to candidate as reimbursement for college tuition, dorm/apartment rent, meals on campus, textbook purchases, and/or the purchase of a new instrument (must provide receipts)
Blind judging by PMEA members with at least one member from the PMEA Council of Teacher Training, Recruitment, and Retention, PMEA EXCOM, and/or PMEA staff
Criteria for selection
3.5 GPA or higher on college transcripts
Demonstration of solo performance skills (recorded video)
Presentation of a music portfolio with high school and college history of participation in music ensembles and pursuits in creative self-expression, concert programs, and/or evidence of the development of creative activities or projects with a focus on the arts at the center of STEAM
Completion of essay that reflects musical leadership, community service, and/or the ccandidate’s rationale and aspirations for the continuation of “music study as a life-skill”
Response to the question, “How does the study of music enhance your knowledge, skills, and depth of understanding for a career in science-technology-engineering-mathematics?”
We are hopeful that these will become annual awards of substantial amounts (with a goal of at least $5K to $15K per person based on market conditions), provided as reimbursement of the scholarship recipient’s higher education expenses. If you are a potentially eligible candidate, get to work on the selection process and documentation NOW and… good luck!
Resources for Teaching Music Online During the COVID-19 Pandemic
The dreaded messages came to almost every educator:
EMERGENCY ALERT:
Out of an abundance of caution relating to the prevention of spreading the coronavirus, beginning on _____, all after-school, extra-curricular, and outside group meetings and rehearsals are postponed until further notice.
* * *
Dear Students, Parents, and Staff:
All ______ school programs such as sports, band and jazz concert, spring musical, choir festival, dance and voice recitals, booster meetings and fund-raisers, and the music department adjudication trip, are cancelled.
* * *
Important announcement:
The spring concert scheduled for March 28 at the Performance Hall will not take place. A decision about whether to cancel this performance or postpone it to another date will be made as the community health situation continues to evolve.
And then, the Governor closed the schools for two to eight weeks (or more?).
Pennsylvania Governor Tom Wolf
Dear Families,
Thanks for your patience as we work through the events that have been occurring and planning for what lies ahead. We hope you and your family are staying well, and we know that many of you are looking forward to a Virtual Learning experience for your child.
We want to share some important information with all of you as we prepare this transition. While we do not know how long our buildings will be closed, we want to be prepared for ______ Virtual Learning for as long as it is necessary.
The immediate effect? Suddenly, our kids were sent home for an extra-early spring break, hopefully remembering to bring their instruments and music! Trying to “embrace” this world emergency (from a safe distance, of course), no one had a “crystal ball” to predict or even imagine the far-reaching effects, many of which we are still awaiting answers!
When will we be able to go back to school?
How can we collaborate, grow, and share our music learning, personal progress, repertoire and skills learned over the past year?
What will happen to everything all of us were forced to leave unscheduled, unfinished, or “in production?”
Will commencement be cancelled, too?
Worst yet, will our seniors fail to graduate, receive their diplomas, and start college on time next fall?
Every music teacher I know cried out, “How can I reach-out to my students to help them find alternative avenues to making music? The challenge is now thrust upon us to find ways to inspire our students to continue building on their “musical momentum” in daily practice, as well as stimulate other sources of artistic enrichment and the self-motivation to create new music goals.
My first act as a community youth director was to “fire up” my orchestra’s website and Facebook page. We regularly send out Fox’s Firesides of articles on practice tips, music problem-solving techniques, goal-setting, keeping a journal, developing teamwork, learning to conduct, acquiring college references, showing concert etiquette, etc. and other notices to the members and parents using a free-version of Mailchimp.
In addition, we launched something called SHJO.clips, low-tech but hopefully effective in “exciting” future music enrichment and exploration: online music games, worksheets, sample recordings and videos, practice excerpts, music theory exercises, sight-reading and ear training assignments, and much more… a treasure chest of FUN things-to-do or c.l.i.p.s. to do ON THEIR OWN: Create, Listen, Inspire, Practice, Share.
Archives of both Fox’s Firesides and SHJO.clips are available by clicking the menu at the top or visiting http://www.shjo.org/ (look under “resources”).
Are we permitted access to our students and classes online during the official closures? Does your school use Canvas or other virtual educational environments to hold digital classes, post learning activities, make assignments, provide feedback, and/or assess your students’ achievement? (Are you even allowed to do so? I cannot answer this essential question because I do not know school law and I retired from the public schools in 2013.)
Are you one of the “lucky ones” who had previously set-up either the Smartmusic or MusicFirst online platforms (and the students know how to use the it) and can continue encouraging your band instrumentalists, string players, or vocalists to sight-read, practice, explore new literature, perform, record, and assess themselves?
Do you and your students need cheering up with a “pep-talk” by Dr. Tim Lautzenheiser, the famous “music educator’s guru,” guest speaker and expert motivator often presented as the kick-off keynote session at music conferences. “Dr. Tim” challenges us all to focus on what’s important and how we can put our time to good use:
“Life is about 10% what happens to me and 90% how I react to it.”
The pessimist sees the challenge in every opportunity, but the optimist sees the opportunity in every challenge.”
Set aside 17 minutes to recharge with this video. Then, share it with your students!
I am proud to admit that, in a single act, our profession has so far risen to the occasion. In an effort to help our “stranded” programs and motivate music educators and their students, so many tech experts jumped into the fray to post their recommendations and resources. At the end of this blog-post is a (very long) list of links from them, at least active as of today, for distance learning strategies and virtual music education.
We have taken the time to compile many of these suggestions and warehouse them on the Pennsylvania Music Educators Association State Council for Teacher Training, Recruitment, and Retention website here. Look under the heading “Virtual Music Learning – Engaging Students During the Break.” This is the impetus for this article. The samples provided below (probably only the “tip of the iceberg” and already out-of-date) are by no means all-comprising and fully comprehensive. With every minute of the day dragging on during this crisis and we are still “shut in” our homes away from our music students, new solutions are being posted to Facebook groups like Music Educators Creating Online Learning.
Click here if you would like a printable PDF file of this revision of resources.
Take the time to research what might work for you. At the very least, pass on the music games and puzzles offered at sites like Music Tech Teacher or Cornerstone Confessions. Venture into learning new apps like Zoom.com for webinar/meeting management.
Music does make a difference in all of our lives… and we need to keep our musicians and singers “at it” even during this catastrophe!
Best wishes to you and yours. Stay safe and healthy! Thank you for your dedication and contributions to music education!
(Editor’s Note: We have continued adding many more updates to the list below at the website of the PMEA Council for Teacher Training, Recruitment, and Retention accessible from this link.)
“App”lying Music Skills: Rethinking Technology for Assessment and Creativity – and other previously recorded PMEA webinars https://www.pmea.net/webinars/
“App”lying Music Skills: Rethinking Technology for Assessment and Creativity in the Classroom” PMEA WEBINAR on March 24, 2020 by Kristy Piper https://www.pmea.net/webinars/
paulfox.blog 