Events

BESTY GREENE

Conversational Solfege Levels 1 &2 Certification Course 3 credits – Burlington, VT

8 am – 4 pm : Saturdays :  October 19; October 26; November 9  

 6-8 pm online: Tuesdays: October 22; October 29; November 12; November 19; December 3; December 10

Conversational Solfege Level 1 & 2  FAME Certification Course
Through carefully sequenced activities, Conversational Solfege™ addresses the National Standards, while enabling students to joyfully assimilate the skills and content necessary to become musically literate, including the acquisition of listening, rhythmic and melodic reading, dictation, composition, and improvisation in an intuitive manner. Applications of Conversational Solfege™ are ideally suited to: elementary general music curricula; choral organizations at all levels; Orff Schulwerk; Kodály; Dalcroze; Gordon Music Learning Theory; high school and college sight singing and ear training; class piano; Suzuki; as well as recorder, band, and orchestral instrumental instruction.

The Feierabend curriculum examines a pedagogical method that develops music literacy. Based on models used to teach conversational foreign languages, this course develops an understanding of music through the use of rhythm and tonal syllables at a “conversational” level that gradually evolves into reading, writing, improvisation, and composition skills. This is a literature-driven curriculum. The sequencing of musical elements grows out of those tonal and rhythmic elements that exist in folk song literature. Each rhythm or tonal element is explored in patterns, songs, and themes from classical literature. Applications of conversational solfege range from elementary general and choral music courses to collegiate level choral, sight-singing, and ear-training courses.

Participants who successfully complete this course will receive an official certificate of completion  for Conversational Solfege Level 1 & 2 from the Feierabend Association for Music Education (FAME).

Contact: Matt LaRocca  Matt@music-comp.org

RACHEL GRIMSBY

Folk Dancing Tricks from K to 6! 2/1

Folk dancing is an excellent classroom community builder. Participants will explore the connection between creative movement and beat keeping as the foundation of folk dancing. Participants will learn one folk dance, how to make that dance accessible to all grade levels and will learn how to choose alternative music to folk dance to. With immediate take-aways for Monday activities, will you come and dance with me?

MISSY STRONG

“Movement Instruction in the Elementary Music Classroom” (Friday, 1:00pm – West C/D)

Did you know that movement can and should be a part of every lesson you teach, especially with your young students? Learn some Laban-based movement principals that will help bolster student musicality. The take away will be engaging, developmentally-appropriate ideas to get your students moving right away!  

“Hosting a Family Folkdance Event” (Saturday, 9:00am – West C/D)

We want parents, colleagues, admin, and the broader community to know what is happening in our classrooms so that they will become invested and supportive of our program. Inviting them in to participate in the music making along with students is a powerful way to accomplish this. Gain practical ideas for planning for and hosting a family folkdance in your own music program now or in the future!

“Kindergarten Music Matters” (Saturday, 11:00am West C/D)

Does your district see the value of music in early childhood, or is there a large focus on performance in the later years? Learn to better understand and articulate the absolute necessity of music instruction starting in Pre-K and Kindergarten that is based on neuroscientific research and childhood development, and learn what you should be doing to help develop musicality in the early years.

CONTACT: Elizabeth Ford           EMAIL: cmea.gmc@gmail.com

RACHEL GRIMSBY

Session # 1 Folk Dancing Tricks from K-6  Friday January 24th  at 8:45 AM  in the Parthenon Room.Folk dancing is an excellent classroom community builder. Participants will explore the connection between creative movement and beat keeping as the foundation of folk dancing. Participants will learn one folk dance, how to make that dance accessible to all grade levels and will learn how to choose alternative music to folk dance to. With immediate take-aways for Monday activities, will you come and dance with me?

Session Title #2: Prepare, Practice, Present: A Sound Before Sight Approach to Recorder

Friday January 24th  at 11:15 AM in the Olympia  Room in the Classic Center

This session is geared for elementary music educators looking to refresh and grow their recorder program. Participants will be taken through the 12-step process of Conversational Solfege and how it applies to recorder instruction. While this recorder method is founded in Conversational Solfegeit is not necessary for participants to already use this curriculum in order to implement the strategies, rhymes, songs, and games shared in this session. I will demonstrate a variety of instructional strategies and games that will allow teachers to develop students’ skills aurally rather than starting recorder with the printed page. This session will be interactive as participants will engage with the content for the majority of the process. Video of my students will be shared to show participants that these instructional strategies are engaging and beneficial to students. Activities shared will be able to be immediate take-aways for their students on Monday.

LILLIE FEIERABEND –  

Intentional Movement in the Classroom – Thursday January 30, 2020

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. 

Bridges to the Community; Planting Seeds for a Lifetime of Musical Growth                       Friday January 31, 2020

Music Educators plant seeds for a lifetime of music making but teachable moments do not always happen in the classroom. This session shares a dozen ways to enrich the musical growth and development of your students, your school and community while providing opportunities to inspire a lifelong love of music.

RACHEL GRIMSBY

Universal Design for Learning in Music Education 1/30

 This session is geared toward elementary general music educators but the principles of UDL can be applied to any level. This session will be interactive and engaging but initially. I will give participants a brief overview of Universal Design for Learning and engage them in conversation regarding selected strategies and how they may or may not be “universal.” This section will take 10 to 15 minutes of the session leaving the rest of the time for participants to engage in an interactive lesson. Once participants have been introduced to UDL I will lead them through a primary elementary music lesson and an intermediate/upper elementary music lesson employing the principles of UDL. After each lesson we will discuss the activities that were presented and how instructional strategies that I employed meet the learning needs of all students within an elementary music classroom. Participants will then view video of my students in the music classroom to see what these strategies look like with students in the classroom. Material presented will allow for immediate take-aways for Monday.

 First Steps and Orff Schulwerk 1/30

This session is geared toward elementary music educators and the content of the presentation is focused on pre-kindergarten to second graders. I will take participants through each part of the 8-part workout in Feierabend’s First Steps in Music. Participants will actively engage with each part of the 8-part workout through activities that focus on vocal development, movement exploration, beat development, and expression. I will engage participants in the activities as I would teach them within my own classrooms. I will bring participants attention to how additional manipulatives such as books and props can enhance the 8-part work out and Orff processes. Video of my students will be presented to show what the process looks like with students. Material presented will allow for immediate take-aways for Monday.

Prepare, Practice, Present: A Sound Before Sight Approach to Recorder 1/31

This session is geared for elementary music educators looking to refresh and grow their recorder program. Participants will be taken through the 12-step process of Conversational Solfege and how it applies to recorder instruction. While this recorder method is founded in Conversational Solfegeit is not necessary for participants to already use this curriculum in order to implement the strategies, rhymes, songs, and games shared in this session. I will demonstrate a variety of instructional strategies and games that will allow teachers to develop students’ skills aurally rather than starting recorder with the printed page. This session will be interactive as participants will engage with the content for the majority of the process. Video of my students will be shared to show participants that these instructional strategies are engaging and beneficial to students. Activities shared will be able to be immediate take-aways for their students on Monday.

 Folk Dancing Tricks from K to 6! 2/1

Folk dancing is an excellent classroom community builder. Participants will explore the connection between creative movement and beat keeping as the foundation of folk dancing. Participants will learn one folk dance, how to make that dance accessible to all grade levels and will learn how to choose alternative music to folk dance to. With immediate take-aways for Monday activities, will you come and dance with me?

CONTACT: Mark Hensler  EMAIL: pd_director@omea-ohio.org

MISSY STRONG

“The Brain and Music: What it Means in Your Music Room” (Friday 12:30pm – CC250) 

With a basic understanding of neuroscience and music processing, teachers can fine tune instruction to better meet student needs and advocate for the place of music in the curriculum, since the research gives confidence that music education is not only important, but something necessary in the lives of our students.

“Developing Independent Musical Thinkers in Elementary School” (Saturday 8:00am – CC205)

Conversational Solfege develops notational literacy by helping children understand music through the use of rhythm and solfege syllables at a conversational level that gradually evolves into traditional notation. In this literature-driven approach, students become independent musical thinkers through a sequential process wherein they learn and joyfully perform music before progressing to the decoding, reading, and writing of musical thought. CS serves as only one part of every general music lesson, allowing teachers flexibility to incorporate other activities into their instruction. Learn why Conversational Solfege has become the gold standard in so many districts in the U.S. and even internationally. 

CONTACT: Mark Hensler      EMAIL: pd_director@omea-ohio.org

RACHEL GRIMSBY

Prepare, Practice, Present : A Sound Before Sight Approach to Recorder

This session is geared for elementary music educators looking to refresh and grow their recorder program. Participants will be taken through the 12-step process of Conversational Solfege and how it applies to recorder instruction. While this recorder method is founded in Conversational Solfegeit is not necessary for participants to already use this curriculum in order to implement the strategies, rhymes, songs, and games shared in this session. I will demonstrate a variety of instructional strategies and games that will allow teachers to develop students’ skills aurally rather than starting recorder with the printed page. This session will be interactive as participants will engage with the content for the majority of the process. Video of my students will be shared to show participants that these instructional strategies are engaging and beneficial to students. Activities shared will be able to be immediate take-aways for their students on Monday.

MISSY STRONG

March 7 – 8:30-3:30 – March 8 – 10:30-4:30                          April 4 – 8:30-3:30 – April 5 – 10:30-4:30

Through carefully sequenced activities, Conversational Solfege™ addresses the National Standards, while enabling students to joyfully assimilate the skills and content necessary to become musically literate, including the acquisition of listening, rhythmic and melodic reading, dictation, composition, and improvisation in an intuitive manner. Applications of Conversational Solfege™ are ideally suited to: elementary general music curricula; choral organizations at all levels; Orff Schulwerk; Kodály; Dalcroze; Gordon Music Learning Theory; high school and college sight singing and ear training; class piano; Suzuki; as well as recorder, band, and orchestral instrumental instruction.

The Feierabend curriculum examines a pedagogical method that develops music literacy. Based on models used to teach conversational foreign languages, this course develops an understanding of music through the use of rhythm and tonal syllables at a “conversational” level that gradually evolves into reading, writing, improvisation, and composition skills. This is a literature-driven curriculum. The sequencing of musical elements grows out of those tonal and rhythmic elements that exist in folk song literature. Each rhythm or tonal element is explored in patterns, songs, and themes from classical literature. Applications of conversational solfege range from elementary general and choral music courses to collegiate level choral, sight-singing, and ear-training courses.

Participants who successfully complete this course will receive an official certificate of completion  for Conversational Solfege Level 1 & 2 from the Feierabend Association for Music Education (FAME).

CONTACT: Lisa DeLorenzo  EMAIL delorenzol@montclair.edu 

JOHN FEIERABEND

Conversational Solfege Level 1 & 2  FAME Certification Course
Through carefully sequenced activities, Conversational Solfege™ addresses the National Standards, while enabling students to joyfully assimilate the skills and content necessary to become musically literate, including the acquisition of listening, rhythmic and melodic reading, dictation, composition, and improvisation in an intuitive manner. Applications of Conversational Solfege™ are ideally suited to: elementary general music curricula; choral organizations at all levels; Orff Schulwerk; Kodály; Dalcroze; Gordon Music Learning Theory; high school and college sight singing and ear training; class piano; Suzuki; as well as recorder, band, and orchestral instrumental instruction.

Dr Feierabend examines a pedagogical method that develops music literacy. Based on models used to teach conversational foreign languages, this course develops an understanding of music through the use of rhythm and tonal syllables at a “conversational” level that gradually evolves into reading, writing, improvisation, and composition skills. This is a literature-driven curriculum. The sequencing of musical elements grows out of those tonal and rhythmic elements that exist in folk song literature. Each rhythm or tonal element is explored in patterns, songs, and themes from classical literature. Applications of conversational solfege range from elementary general and choral music courses to collegiate level choral, sight-singing, and ear-training courses.

Participants who successfully complete this course will receive an official certificate of completion  for Conversational Solfege Level 1 & 2 from the Feierabend Association for Music Education (FAME)

Susan Ramsey:  Email:  susanramsay@bellsouth.net  Cell:  (615) 957-1287 

RACHEL GRIMSBY

FIRST STEPS IN MUSIC CERTIFICATION COURSE 

The First Steps in Music curriculum is designed to prepare children to become musical in by being Tuneful, Beatful, and Artful. First Steps in Music for Infants and Toddlers provides developmentally appropriate activities that are well suited for children under three years old with their caregivers. First Steps in Music for Preschool and Beyond provides activities for children as young as three but appropriate for any aged child that needs to further develop their tuneful, beatful, and artful abilities. Folk songs and rhymes as well as classical music are the primary source materials that are used to develop their musical minds and abilities. Created by Dr. John Feierabend, this pedagogical approach contains everything you need to lead a music class for preschool and early elementary students, including: Echo Songs, Call-and-Response Songs, Simple Songs, SongTales, Action Songs, Circle Games, Beat Motion Activities, and more. Ample time will be spent on exploring complete lesson plans for a three-year curriculum.

Participants who successfully complete this course will receive an official certificate of completion for First Steps in Music from the Feierabend Association for Music Education.

CONTACT LAURA HARTZLER : HARTZLERL@bathwildcats.org

JOHN FEIERABEND

Conversational Solfege Level 1 & 2  FAME Certification Course
Through carefully sequenced activities, Conversational Solfege™ addresses the National Standards, while enabling students to joyfully assimilate the skills and content necessary to become musically literate, including the acquisition of listening, rhythmic and melodic reading, dictation, composition, and improvisation in an intuitive manner. Applications of Conversational Solfege™ are ideally suited to: elementary general music curricula; choral organizations at all levels; Orff Schulwerk; Kodály; Dalcroze; Gordon Music Learning Theory; high school and college sight singing and ear training; class piano; Suzuki; as well as recorder, band, and orchestral instrumental instruction.

Dr Feierabend examines a pedagogical method that develops music literacy. Based on models used to teach conversational foreign languages, this course develops an understanding of music through the use of rhythm and tonal syllables at a “conversational” level that gradually evolves into reading, writing, improvisation, and composition skills. This is a literature-driven curriculum. The sequencing of musical elements grows out of those tonal and rhythmic elements that exist in folk song literature. Each rhythm or tonal element is explored in patterns, songs, and themes from classical literature. Applications of conversational solfege range from elementary general and choral music courses to collegiate level choral, sight-singing, and ear-training courses.

Participants who successfully complete this course will receive an official certificate of completion  for Conversational Solfege Level 1 & 2 from the Feierabend Association for Music Education (FAME)

CONTACT: Sarah Van Waardhuizen   CELL (641) 628 5295  EMAIL: vanwaardhuizens@central.edu   

WEBSITE: https://www.central.edu/camps/register/conversational-solfege-certification-levels-i-and-ii/

RACHEL GRIMSBY

FIRST STEPS IN MUSIC CERTIFICATION COURSE 

The First Steps in Music curriculum is designed to prepare children to become musical in by being Tuneful, Beatful, and Artful. First Steps in Music for Infants and Toddlers provides developmentally appropriate activities that are well suited for children under three years old with their caregivers. First Steps in Music for Preschool and Beyond provides activities for children as young as three but appropriate for any aged child that needs to further develop their tuneful, beatful, and artful abilities. Folk songs and rhymes as well as classical music are the primary source materials that are used to develop their musical minds and abilities. Created by Dr. John Feierabend, this pedagogical approach contains everything you need to lead a music class for preschool and early elementary students, including: Echo Songs, Call-and-Response Songs, Simple Songs, SongTales, Action Songs, Circle Games, Beat Motion Activities, and more. Ample time will be spent on exploring complete lesson plans for a three-year curriculum.

Participants who successfully complete this course will receive an official certificate of completion for First Steps in Music from the Feierabend Association for Music Education

CONTACT: ALAN KASCHUB:  kaschub@maine.edu

RACHEL GRIMSBY

CONVERSATIONAL SOLFEGE LEVEL 1 & 2 CERTIFICATION COURSE

Through carefully sequenced activities, Conversational Solfege™ addresses the National Core Standards, while enabling students to joyfully assimilate the skills and content necessary to become musically literate, including the acquisition of listening, rhythmic and melodic reading, dictation, composition, and improvisation in an intuitive manner. Applications of Conversational Solfege™ are ideally suited to: elementary general music curricula; choral organizations at all levels; Orff Schulwerk; Kodály; Dalcroze; Gordon Music Learning Theory; high school and college sight singing and ear training; class piano; Suzuki; as well as recorder, band, and orchestral instrumental instruction.

Dr Feierabend’s pedagogical method develops a music literacy that is based on models used to teach conversational foreign languages, this course develops an understanding of music through the use of rhythm and tonal syllables at a “conversational” level that gradually evolves into reading, writing, improvisation, and composition skills. This is a literature-driven curriculum. The sequencing of musical elements grows out of those tonal and rhythmic elements that exist in folk song literature. Each rhythm or tonal element is explored in patterns, songs, and themes from classical literature. Applications of conversational solfege range from elementary general and choral music courses to collegiate level choral, sight-singing, and ear-training courses.

Participants who successfully complete this course will receive an official certificate of completion  for Conversational Solfege Level 1 & 2 from the Feierabend Association for Music Education (FAME).

CONTACT TIFFANY DZEMBO:  tdzembo@greenisland.org

CONNIE GREENWOOD

FIRST STEPS IN MUSIC CERTIFICATION COURSE 

The First Steps in Music curriculum is designed to prepare children to become musical in by being Tuneful, Beatful, and Artful. First Steps in Music for Infants and Toddlers provides developmentally appropriate activities that are well suited for children under three years old with their caregivers. First Steps in Music for Preschool and Beyond provides activities for children as young as three but appropriate for any aged child that needs to further develop their tuneful, beatful, and artful abilities. Folk songs and rhymes as well as classical music are the primary source materials that are used to develop their musical minds and abilities. Created by Dr. John Feierabend, this pedagogical approach contains everything you need to lead a music class for preschool and early elementary students, including: Echo Songs, Call-and-Response Songs, Simple Songs, SongTales, Action Songs, Circle Games, Beat Motion Activities, and more. Ample time will be spent on exploring complete lesson plans for a three-year curriculum.  Participants who successfully complete this course will receive an official certificate of completion for First Steps in Music from the Feierabend Association for Music Education

During this course, participants will be introduced to current research findings and the implications of that research on the development of an early childhood music and movement curriculum. Materials and activities will be presented for children from birth to age seven. Collecting materials, designing teaching strategies, lesson plans, and yearly curriculum, as well as developing and promoting an early childhood program, will be covered. Active participation in both music and movement activities will be the basis for most instruction. PLEASE NOTE: This course is cross-listed with Kodály Methodology Level I and meets at the same time and place.

CONTACT: DR. WARREN HASTON:  haston@hartford.edu

RACHEL GRIMSBY

FIRST STEPS IN MUSIC CERTIFICATION COURSE

The First Steps in Music curriculum is designed to prepare children to become musical in by being Tuneful, Beatful, and Artful. First Steps in Music for Infants and Toddlers provides developmentally appropriate activities that are well suited for children under three years old with their caregivers. First Steps in Music for Preschool and Beyond provides activities for children as young as three but appropriate for any aged child that needs to further develop their tuneful, beatful, and artful abilities. Folk songs and rhymes as well as classical music are the primary source materials that are used to develop their musical minds and abilities. Created by Dr. John Feierabend, this pedagogical approach contains everything you need to lead a music class for preschool and early elementary students, including: Echo Songs, Call-and-Response Songs, Simple Songs, SongTales, Action Songs, Circle Games, Beat Motion Activities, and more. Ample time will be spent on exploring complete lesson plans for a three-year curriculum.

Participants who successfully complete this course will receive an official certificate of completion for First Steps in Music from the Feierabend Association for Music Education

CONTACT:  MARY ANN FOLTZ  Mfoltz@covenantday.org