With the Conversational Solfege approach, music literacy starts with an “ear-before-eye” philosophy. Songs are broken down into their component parts and then reassembled so students grow in musical understanding. This session is a basic overview of the 12-step teaching method created by Dr. John M. Feierabend.

Hosting a Family Folk Dance is an inclusive, inviting, inexpensive and immediately gratifying experience that provides a wonderful opportunity to build a bridge from school to home and connect to your community in a meaningful and musical way. Learn how to structure and sequence a folk dance that will guarantee an enjoyable and successful experience for all members of your school community. Learn effective strategies that make learning each dance effortless and immediately satisfying. Participants will be introduced to dances from several countries and cultures around the world. A detailed handout will be provided. Wear your dancing shoes!

Tuneful singing requires tuneful thinking and physiological
awareness. To help young children explore the sensation of
singing, we must use developmentally appropriate techniques
and activities that are wonderfully child-like, imaginary and fun.
This lively session will share ideas that immediately engage,
encourage and support young children in their vocal
development

Transitioning from unison to part singing is challenging for upper
elementary/middle school students. Proven strategies first by
ear, then by eye are critical for the preparation of choral singing
in the later grades. This lively session will guide participants
through the sequential steps necessary to guarantee success in
part-singing competency.

Transitioning from unison to part singing, melody to harmony, and aural to visual, can be
challenging for upper elementary and middle school students. Proven strategies for
developing part-singing by ear and eye are critical for the preparation of choral singing in
the later grades. But where, and how to begin? This lively participatory session will address
the part-singing challenges that occur in the development of part-singing competency.
Participants will be guided through the sequential steps necessary to guarantee success.
This sequenced approach begins first with the ear, utilizing bass lines, partner songs, vocal
chording, rounds and canons to help strengthen aural recognition, and then, by eye,
through sight-reading, utilizing bass lines and two-part choral arrangements. Participants
will be actively engaged throughout the presentation, experiencing each component. A
handout and choral octavos will be provided. When we introduce students to an
appropriate sequence of learning, they can be on their way to not only sing with
understanding and joy during their school years, but will have the necessary skills to sing
independently, and with others, throughout their life.

This course bridges research to practice by demonstrating how a "natural" curriculum, rich in the repertoire of traditional children's songs, rhymes, games and dances, can develop young children's musical intelligence, singing and movement skills, and expressive sensitivities. A model of parents and children playing together in the years from birth to age three will be presented as well as a curriculum for 3- to 8-year-old children in classroom settings. Objectives for this course include introducing effective psychological principles, techniques, and materials to aid in the discovery and maximization of the innate music potential of children in preschool and the early elementary grades; developing teaching skills appropriate to the developmental abilities of children in grades N-2; and developing the ability to design curriculum appropriate for grades N-2.