Events

LILLIE FEIERABEND

Sunday 5th January 4pm – 7pm Special Topic 1: Intentional Movement in the Music Classroom 

Movement is an integral part of being musical and plays an essential role in music development. Most early years repertoire contains a movement component; this is no surprise as children learn best when they are able to use their bodies. The movement component is worthy of the same explicit, intentional and focused instruction that we devote to the tonal and rhythmic aspects of our curriculum. This lively session will focus on Developmental, Kinesthetic and Proprioceptive skills and share strategies and techniques to help students move competently, effectively and efficiently for a lifetime of musical movement. When we give the same attention to the sequence of movement, we are better able to nurture the whole child in our quest to help them become musical.

Tuesday 7th January 4pm – 7pm Special Topic 2 :Around the World in Song and Dance 

Humour, love, kindness, and exuberance are universal. Community music making builds a bridge where we are offered a glimpse into another culture and delighted to find ourselves looking back. The dances of a country or a people are imbued with their history, values, characteristics, spirit and heart. This knowledge can lead to greater awareness and global understanding. This lively workshop will share cultures around the world through their folk dance, play parties, and singing games. Join us as we meet wonderful people through the gift of their music. The world just might become a kinder, more tolerant place if we all held hands and danced.

Friday 10th January  4pm – 7pm Topic 3: Everybody Claps! Clapping Games Around the World 

All cultures, all ages, all abilities! Clapping Games are immediately engaging; language is not even required and yet laughter abounds. You are never too young or too old for a Clapping Game; they are simply too much fun. But, if you look closely, through the lens of Multiple Intelligence, you will find that Clapping Games deepen and enrich all the intelligences and are of significant benefit to the development of our minds, bodies and spirit. While we are joyfully engaged in trying to figure out which hand to use when and where, our minds and bodies are working at a profound level helping us coordinate movements, visually track movements, orient our bodies, maintain beat and rhythm, plan and sequence motor movements and develop social skills by cooperating with others, accommodating others and paying close attention to others; all in order for us to have a successful experience. This lively and spirited session will share Clapping Games Around the World, guaranteed to engage your mind, body and spirit.

Sunday 12th January 4pm – 7pm Special Topic 4: Bridges: Twelve Ways to Musically Engage Students and Parents Outside the Music Classroom

Teachable moments do not always happen in the music classroom. The school year provides the music educator with many opportunities to engage students outside of the classroom setting. By doing so, we also make these opportunities available to our faculty, school and community. When we invite parents to participate in the music program, they become more invested in the child’s development and the growth of the music program as well. It is our job to create opportunities for all members of our community to become involved with music on a continuous and consistent basis throughout the day, the month and the year.

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 that just may capture the soul of the young child.

Contact: DEAKIN University – 51 CARR STREET, SOUTH GEELONG

Email: info@bluebirdfoundationinc.org.au  

http://www.bluebirdfoundationinc.org.au/feierabend-summer-school

REGISTRATION DEADLINE:  FRIDAY 13TH DECEMBER 2019

JOHN FEIERABEND – First Steps in Music Certification Course  

Sunday 5th January – Wednesday 8th January 2020  Times:   8am – 3pm 

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 from the Feierabend Association for Music Education.

Contact: DEAKIN University – 51 CARR STREET, SOUTH GEELONG

Bron Lawson – bronlawson@bluebirdfoundationinc.org.au 

http://www.bluebirdfoundationinc.org.au/feierabend-summer-school

REGISTRATION DEADLINE:  FRIDAY 13TH DECEMBER 2019

JOHN FEIERABEND – Conversational Solfege Level 1 & 2 Certification Course

Friday 10th January – Monday 13th January 2020 – Times 8am – 3pm

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: DEAKIN University – 51 CARR STREET, SOUTH GEELONG

Bron Lawson – bronlawson@bluebirdfoundationinc.org.au 

http://www.bluebirdfoundationinc.org.au/feierabend-summer-school

REGISTRATION DEADLINE:  FRIDAY 13TH DECEMBER 2019

CHIRS POWERS

The Joy of Musicing

Ever get into a “rut” by only focusing on the literacy portion of your Conversational Solfege lessons? In this session, we will share various “doing” activities that not only focus on the joy of “musicing” but will also give you bang for your buck by also targeting your future literacy objectives. We will share tried and true activities that have been successful in our classes that also prepare your students for later units in Conversational Solfege. Bring your voices, recording devices and dancing shoes – this will be a participatory session.

Folk Dance – January 16th  – – – 06:30 PM 08:20 PM Hilton Hamilton

EMILY MAUREK

Creative Movement in the Elementary General Music Classroom

Friday January 16th  – – -12:00 PM 12:50 PM Calhoun A

JOHN FEIERABEND

FIRST STEPS IN MUSIC: VOCAL DEVELOPMENT IN THE EARLY YEARS      

 During the early learning years, children can acquire musical sensitivities, which will provide them with a lifetime of expressive and accurate singing intuitions.  This lively session will present insights and activities that can foster those intuitions in children from three to age nine, through the use of folk songs and games.

 FIRST STEPS IN MUSIC: MOVEMENT DEVELOPMENT IN THE EARLY YEARS

During the early learning years, children can acquire musical sensitivities, which will provide them with a lifetime of expressive and accurate movement intuitions.  This energetic session will present insights and activities that can foster those intuitions in children from birth to age nine, through the use of folk songs and rhymes as well as through movement experiences with classical recordings.

12 STEPS TO MUSIC LITERACY USING CONVERSATIONAL SOLFEGE: Part One: Rhythmic Development 

Through carefully sequenced activities this fun workshop will address the National Standards while demonstrating how to enable students to joyfully assimilate the content and skills necessary to become musically literate including the acquisition of listening, rhythmic and melodic reading, dictation, composition, and improvisation in an intuitive manner. Participants will experience a curriculum that grows out of tonal and rhythmic elements that exist in the folk song literature of this country.  Each rhythm or tonal element will be explored in patterns, songs and themes from classical literature.

12 STEPS TO MUSIC LITERACY USING CONVERSATIONAL SOLFEGE: Part Two Melodic Development 

Literature using advanced Solfege patterns with a parallel development of rhythm patterns in 2/4 and 6/8 meter will be presented. Opportunities for early experience in part singing are demonstrated with, rhythmic and melodic sight-reading, dictation, composition, and improvisation.  Participants will experience a curriculum that grows out of tonal and rhythmic elements found in folk song to classical literature.

Contact: Cory Mays executive@mmeamichigan.org

RACHEL GRIMSBY

Universal Design for Learning in Music Education 

 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.

LILLIE FEIERABEND

Bridges to the Community; Planting Seeds for a Lifetime of Musical Growth                      

Contact:  Cory Mays    executive@mmeamichigan.org

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

“Does Kindergarten Music Matter?” (TBA)

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.

“How to Host a Family Folkdance Event” (TBA)

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!

JOHN FEIERABEND

ENDANGERED MUSICAL MINDS

Children are born with potential to succeed in music. With inappropriate music experiences in the early years, children lose their intuitiveness for making accurate and sensitive musical responses. The future success of vocal and instrumental performers as well as musical participation in daily life is dependent on appropriate early intervention.

FIRST STEPS IN MUSIC: VOCAL DEVELOPMENT IN THE EARLY YEARS      

 During the early learning years, children can acquire musical sensitivities, which will provide them with a lifetime of expressive and accurate singing intuitions.  This lively session will present insights and activities that can foster those intuitions in children from three to age nine, through the use of folk songs and games.

 FIRST STEPS IN MUSIC: MOVEMENT DEVELOPMENT IN THE EARLY YEARS

During the early learning years, children can acquire musical sensitivities, which will provide them with a lifetime of expressive and accurate movement intuitions.  This energetic session will present insights and activities that can foster those intuitions in children from birth to age nine, through the use of folk songs and rhymes as well as through movement experiences with classical recordings.

12 STEPS TO MUSIC LITERACY USING CONVERSATIONAL SOLFEGE: Part One: Rhythmic Development 

Through carefully sequenced activities this fun workshop will address the National Standards while demonstrating how to enable students to joyfully assimilate the content and skills necessary to become musically literate including the acquisition of listening, rhythmic and melodic reading, dictation, composition, and improvisation in an intuitive manner. Participants will experience a curriculum that grows out of tonal and rhythmic elements that exist in the folk song literature of this country.  Each rhythm or tonal element will be explored in patterns, songs and themes from classical literature.

12 STEPS TO MUSIC LITERACY USING CONVERSATIONAL SOLFEGE: Part Two Melodic Development 

Literature using advanced Solfege patterns with a parallel development of rhythm patterns in 2/4 and 6/8 meter will be presented. Opportunities for early experience in part singing are demonstrated with, rhythmic and melodic sight-reading, dictation, composition, and improvisation.  Participants will experience a curriculum that grows out of tonal and rhythmic elements found in folk song to classical literature.

RACHEL GRIMSBY

CRAIG KNAPP

Music Literacy in the Elementary Chorus Rehearsal

One of the challenges that elementary choral directors often face is building in quality time for music literacy during rehearsals. Rehearsal time is limited and we often find ourselves focusing on the preparation and demands of upcoming performances and concerts. This workshop will guide participants through a sequential series of activities, warm-ups, techniques, visuals and strategies, all implementing various rhythm and melodic units of Conversational Solfege.

Friday March 6th at 4:00 PM – Hilton Garden Inn and Saturday March 7th at 9:00 AM – Hilton Garden Inn

Contact:  Michael Schmidt; michael.s.schmidt29@gmail.com        https://acdaeast.orghttps://acdaeast.org