Dr. John Feierabend Calendar on GIAmusic.com
Click here to see Dr. Feierabend’s lecture and teaching circuit.
Below are FAME events planned for the coming year. You may select specific categories to see the different types of courses offered.
FAME Calendar
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.
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
JOHN CREVER – Arizona MEA Convention
In the curriculum First Steps in Music©, Dr. John Feierabend lays out what skills are essential for a child to master before music reading can be meaningful. Based on an extensive survey of research on beat development in infants through adolescents, Feierabend offers pathways to beatfulness and musical expressivity for every learner in the classroom with regular use of movement exploration warm-ups, movement for form and expression and keeping the beat activities. This will be an informative and experiential overview of the Feierabend way to teach early elementary movement in the classroom for children ages three to nine, and beyond.
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
A Universal Approach To Music Education
Universal Design for Learning is an approach to education that considers how the curriculum and classroom environment may be disabling to a student rather than focusing on a student’s disability. Participants will learn about the principles of UDL, and applications to music education through activities and group discussion.
Prepare, Practice, Present: A Sound Before Sight Approach To Recorder
This session seeks to empower the participant a with renewed passion for teaching the recorder. Participants will learn rhymes, songs and instructional strategies to initiate joyful and successful experiences with recorder. A exible instructional sequence, founded on Conversational Solfege, will be presented as participants experience the process of prepare, practice, present.
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
CRAIG KNAPP
FIRST STEPS IN MUSIC WITH ORFF SCHULWERK: SING, SAY, DANCE, PLAY
Come experience joyful activities that follow the 8-part workout from First Steps in Music while integrating the Orff approach. During this course participants will develop a better understanding of how to blend these two approaches. Ample time will be spent on participating in various activities and creating engaging lessons your students will enjoy. Sing, say, dance, and play your way to learning how to develop tuneful, beatful, and artful students. Participants will gain an understanding of both First Steps in Music (FSM) and Orff Schulwerk (OS). Participants will gain an understanding of how the eight-part work out is designed to develop singing, beat keeping, and movement skills and how to use OS extensions within the workout. This session is applicable to both the experienced teacher and the dabbling novice in First Steps and/or Orff.
NYSSMA – Summer Convention – Sunday August 16th
Contact Craig Knapp at mrknapp1@aol.com