100 Columbus Boulevard - Hartford
Bridges to the Community – April 2nd, 3:20 – 4:20 PM
Music Educators plant seeds for a lifetime of music making but teachable moments do not always happen in the classroom. If we provide musical opportunities outside of the music classroom, we can also invite our faculty, school, and community. When the community is invited to participate, they become invested not only in their child’s development but the development of the music program, as well. This session will share a dozen ways to enrich the musical growth and development of your students, your school and your community while providing opportunities to inspire a lifelong love of music.
Partners in Education – April 2nd, 4:30 – 5: 30
Ever think of sharing your Music curriculum with your classroom colleagues? Many, if not most, of theelementaryLanguage Arts goals are consistently addressed in the Music classroom. For example, almost every song we sing and chant we speak has a Beginning/Middle/End, Main Character/Setting, and Problem/Solution.These important goals from the Language Arts curriculum also aid in music development. If students are to sing with confidence, and without losing musical momentum, they must understand what they are singing about. Knowledge of sequence is as important to singing as learning the steps of a folk dance. When the Music curriculum goes into the classroom, understanding these concepts becomes easier and more meaningful after students have learned, played and loved Frog in the Meadow, learned first as a Simple Song in the Music classroom. Ideas, strategies and examples of student work will be shared with participants to share with their classroom colleagues.
Intentional Movement in the Music Classroom – April 3rd, 11:30 – 12:30 PM
Movement is an integral part of being musical. Think of your favorite finger play, action song or play party. Chances are there is some type of movement involved. So much of our early childhood music repertoire contains a movement component. This is no surprise; children learn best when they are able to use their bodies. The movement component is worthy of the same explicit and intentional instruction that we devote to the tonal and rhythmic aspects of our curriculum. This is accomplished, not by compromising our musical goals and standards, but simply by manipulating the material that we are already teaching our students. We can make the movement in our finger plays, action songs, play parties and dances even more beneficial for each student. This lively session will share strategies and techniques that will enhance the movement component in a music classroom.
Contact: Michelle Martin: firstname.lastname@example.org