Professional Development

Through a pedagogical and scientific lens, we will explore the use of consonants and semi-consonants in vocalizes, warm-ups, and repertoire.  More specifically, the clinic will regard the nature of consonants, their classifications and actions, and how they can be utilized to create freedom and function in the singing voice.

Learning Outcomes:

By the end of this session, attendees will be able to:

• Describe and categorize consonants by their type and anatomy;
• Understand the design of a vocalize, and the core effects of different consonants; and
• Practice singing consonants in vocalizes, warm-ups, and repertoire excerpts, also envisioning applications for one’s students.

With the increasing prevalence of trauma rhetoric in society overall, it can be difficult to know how to navigate and adjust our approaches in music learning spaces. Additionally, when trauma-informed approaches do not center equity, implementation can cause further harm to students who have already experienced marginalization. In this session, participants will learn to see music teaching and learning through a trauma lens. This framework challenges educators to move beyond stigmatizing notions of parsing out “the traumatized” to applying universal, justice-oriented approaches for all. Participants will gain an understanding of trauma, trauma response, and the presentation of trauma in the music classroom. Through understanding the roots of maladaptive behavior, participants will be challenged to examine their classroom management and relational strategies. Participants will be invited to evaluate biases regarding trauma, their own student-teacher interactions, and will be tasked with self-reflection in their teaching
context.

Learning Outcomes:

By the end of this session, attendees will be able to:

• Describe and identify trauma responses at various developmental stages;
• Describe and identify the intersections of trauma and inequity; and
• Compare and contrast strategies for implementing a trauma lens in their music learning spaces.

Are you and your students getting sick of Hot Cross Buns the same old recorder songs? Need new ideas and strategies to engage your musicians? Join Student Composer, Fletcher Tilton and K-5 Music Teacher, Niki Rose for a workshop on new materials and strategies for differentiation.

Learn about the hot, new, engaging music, backing tracks, and materials that Fletcher composed for recorder or other melodic instruments in the elementary music classroom. These original EDM tracks will help expose your students to new genres, while also helping teach melody, rhythm, form, and composition.

Participants will also learn differentiation techniques through these materials that can be applied first thing on Monday!

Learning Outcomes:

By the end of this session, attendees will be able to:

• Use this newly composed recorder book to expose their students to new genres, melodies, and rhythms.
• Recall and implement differentiation strategies to help ALL students succeed in the elementary music classroom.
• Initiate collaboration to compose or commission music for their general music students.