high school – Russ Johnson Music http://russjohnsonmusic.com/ Fri, 01 Apr 2022 11:11:50 +0000 en-US hourly 1 https://wordpress.org/?v=5.9.3 https://russjohnsonmusic.com/wp-content/uploads/2021/10/icon-7.png high school – Russ Johnson Music http://russjohnsonmusic.com/ 32 32 Beginnings of music education in the Philippines https://russjohnsonmusic.com/beginnings-of-music-education-in-the-philippines/ Wed, 16 Mar 2022 16:10:18 +0000 https://russjohnsonmusic.com/beginnings-of-music-education-in-the-philippines/ TWO years ago, we suddenly found ourselves in a new normal. Since then, we have had much reduced social ties. Without assurance that this situation will end, the adverse consequences of lockdowns and mobility restrictions continue in many parts of our country. Although a little less strict in some areas, this situation has caused us […]]]>

TWO years ago, we suddenly found ourselves in a new normal. Since then, we have had much reduced social ties. Without assurance that this situation will end, the adverse consequences of lockdowns and mobility restrictions continue in many parts of our country. Although a little less strict in some areas, this situation has caused us a lot of loneliness, mental health threats, anxiety, stress and depression. Faced with this experience and faithful to faith in the goodness of our Heavenly Father, we turn to music to find the comfort we need. Given this, we are finding better ways to teach music education online.

History of ancient musical education. Three different contexts provide the context for music education in the Philippines. Music education can be provided to a community within the framework of a people’s culture. Another framework is a country’s basic youth education and a third is a college program that could lead to a professional career in music education or music performance. (Borromeo nd). Reminiscent of its beginnings, formal music education in the Philippines dates back to the 1500s when Spanish colonizers introduced Western music to the islands. “Solfege, vocalization and composition” were part of the actual musical training taught in schools “established by Church missionaries and music teachers” (Del Valle nd). As in any tradition, music education in the Philippines has seen relative changes with respect to curriculum content and structure. (https://ir.lib.hiroshima-u.ac.jp › files › public › Mr.)

Mid-years. The Music Education Act of Republic Act (RA) 4723 passed in 1966 provided for the teaching of music and art as a separate subject at the elementary level and the teaching of music once a week for one hour at the secondary level (Yamzon, 1972). The second RA 5523 enacted in 1968 benefited music education by creating various school division positions providing for ten (10) music supervisory positions in ten school divisions of the former Public Schools Office. With the publication of the revised primary school curriculum of 1970, music and the arts were treated as separate subjects allocating 3 days a week to music and 2 days to the arts. The initial implementation of the aforementioned laws firmly entrenched music in the curriculum of public and private schools across the country (https://ncca.gov.ph ›… › Music)

21st century. Major changes in the K-12 reforms introduced music as a regular subject from grades 1-10 and the introduction in high school of the arts and design stream which serves as a preparation stream for future careers in higher music education. (https://www.semanticscholar.org › article › Music-Education…). Music education pedagogy aimed at teaching learners the basic concepts and processes in music, to appreciate, analyze and perform for the personal development of the learner, to understand the main characteristics of Philippine music and art and of the world. This pedagogy sought to inculcate the celebration of Filipino cultural identity and diversity and the expansion of the learner’s worldview. (https://www.academia.edu › K_to_.12_Curriculum_Gui..) A bachelor’s degree in education, usually majoring in MAPEH and graduating with a master’s degree in music education, must pass the teacher’s license exam to be officially a teacher of music.

Music conservatories. Students wishing to study music performance instead enroll in a performance and composition section of a music department more formally labeled as a music conservatory. In addition to honing students in musical composition, a conservatory teaches students to perform, such as playing musical instruments and singing. The Britannica informs that the term “conservatory” is derived from the “Italian conservatorio”. In the Middle Ages “choral schools were attached to churches”. “Music in medieval universities was a theoretical subject comparable to mathematics) as in the Ospedale della Pietà, founded in 1346 in Venice. Then came the Renaissance during which the Conservatorio made its debut. This term Conservatorio “designated a type of orphanage often attached to a hospital.” “The foundlings (conservati) received musical instruction at state expense. Naples was the center for the boys and Venice for the girls. Thus, we can consider that “the conservatori were the first secular institutions equipped for training in practical music. “The Conservatorio dei Poveri di Gesù Cristo (founded 1589, Naples) trained or had as faculty members most of the leading Italian opera composers of the seventeenth and eighteenth centuries.” From the Britannica we learn that the first secular school of music for students founded in Paris in 1784 “was reorganized and renamed Conservatoire National de Musique et d’Art Dramatique in 1795 by the National Convention (the Revolutionary regime of 1792-1795). Throughout the 19th century, the French model was copied, with modifications, in Europe and the United States.” Of these conservatories, the Juilliard School seems to be popular among our musical virtuosos. (https://www. .britannica.com/art/conservatory-musical-institution) Among Philippine universities, besides colleges, the University of the Philippines, University of Santo Tomas, Silliman University, University of Filipino Women, University St. Paul, Adventist University (Silang Cavite), University of San Agustin, and Liceo de Cagayan University maintain music conservatories.

Pedagogy of music education. In a broad sense, the pedagogy of music education refers to “all practical, application-oriented, as well as scholarly endeavors aimed at teaching and instruction.” That being so, music teachers focus their music education classes on making learners know, understand, and perform all of the musical areas covered in the respective K-12 music education curricula. (Google, August 1, 2019) Although engagement in music education may not be a route to a professional career in music, music education in the Philippines aims to develop in students an “appreciation, participation, enthusiasm and a sustained curiosity for music, to benefit from their musical experiences through active involvement as creators, performers and listeners of music from a wide range of styles, traditions and cultures.” (https://www.education.vic.gov.au/school/teachers/teaching resources/discipline/arts/Pages/QMEF.aspx)

Teresita Tanhueco-Tumapon, PhD, one of the Philippines’ most accomplished educators and experts in the management of higher education institutions, studied at top universities in the Philippines and in Germany, Britain and Japan. She has held senior academic positions at Xavier University, Ateneo de Cagayan; was appointed by the president after EDSA 1986 to standardize campus operations at state institutions and served 17 years later as president of SUC. She is the director of the internationalization office and a lecturer at the Liceo University of Cagayan. Awards include the CHEd Lifetime Professional Achievement Award, the British Council Valuable Services Recognition Award, the Order of Merit of the Federal Republic of Germany, and the Ministry of Education Award for his initiatives as a pioneer member of the Philippine Teacher Education Council.

E-mail: [email protected]


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The music education program empowers students to have a positive influence on future musicians https://russjohnsonmusic.com/the-music-education-program-empowers-students-to-have-a-positive-influence-on-future-musicians/ Thu, 03 Mar 2022 13:59:16 +0000 https://russjohnsonmusic.com/the-music-education-program-empowers-students-to-have-a-positive-influence-on-future-musicians/ Music education is a profession that many seem to overlook. However, Olla native Daniel Wesson knew early on that his path would involve sharing the love of music with students. “I grew up in a family of musicians. My grandfather was a band manager, and during high school that seemed like the way to go,” […]]]>

Music education is a profession that many seem to overlook. However, Olla native Daniel Wesson knew early on that his path would involve sharing the love of music with students.

“I grew up in a family of musicians. My grandfather was a band manager, and during high school that seemed like the way to go,” Wesson said. “I also appreciated the way the director of my high school orchestra, Mr. Herb Bassett, treated his students. I realized that I wanted to be that kind of influence for someone else, not only teaching them the love of music, but also being a mentor and guiding them.

Throughout his life, Wesson was constantly supported by his family but especially by his grandfather, James Lee Carroll.

“He always included me in every musical thing he did. I was 6 years old and it was a Christmas parade in Olla,” Wesson said. “I asked him if I could walk with the band , and I can’t believe he said yes, but he took one of those little toy drums and his belt and made me a little scarf. He put me there next to the drummers, and I can honestly say that’s probably what started me on the path I’m on now.

The COVID-19 pandemic has complicated things for music education majors. Many schools weren’t allowed to have a band at all, and so many rules had to be changed for music majors and those involved in music.

“Indoor rehearsals have pretty much become non-existent,” Wesson said. “Making a band virtually is next to impossible, so the music world definitely took a hit when the lockdown happened. It put a damper on not being able to rehearse like we wanted to and then space out the phase effects, like being able to be on time with someone who is in the set.

However, Wesson said the music world has learned to adapt to the changes of the pandemic and made a lot of good innovations with special masks and cowbells for musicians.

“The hardest thing is not being able to play with people. I have a lot of methods lessons where I have to learn all the instruments, but with COVID these had to be very spread out and individualized rather than in group,” Wesson said.

Wesson has no regrets about deciding to major in music. For him, the best thing about being a music education student is the friends he made at Louisiana Tech.

“As a freshman I was very antisocial, but going into sophomore year I forced myself to make connections and friendships not only with other music majors, but also with other music majors. other musicians. To have these people in my life who are not just my friends but also my colleagues has been really special,” Wesson said.

After graduating, Wesson plans to teach high school harmony and mentor the next generation of musicians.

“I like rookie groups and more power for people who can do it, but that’s not for me,” Wesson said. “I want to be in a high school band, preferably a school size 3A or 4A. Once there, I just want to get the ball rolling. Not necessarily going in and changing the way things are done, but at least being able to build on what’s already there and hopefully improve the group they have.

Wesson hopes to put his own personality on as a band manager the same way his grandfather and band manager did in high school — and positively impact the next generation of musicians.

This story was written by communications major Leslee Bennett.

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Bienen School of Music Music Education Program https://russjohnsonmusic.com/bienen-school-of-music-music-education-program/ Wed, 23 Feb 2022 06:36:28 +0000 https://russjohnsonmusic.com/bienen-school-of-music-music-education-program/ Podcast (nu-declassified): Listen in a new window | To download Subscribe: Spotify | Whether a student is in primary or secondary school, music teachers can transform children’s lives. This episode of NU Declassified takes a look at what the Bienen School of Music’s music education major is and the opportunities it presents for future music […]]]>

Whether a student is in primary or secondary school, music teachers can transform children’s lives. This episode of NU Declassified takes a look at what the Bienen School of Music’s music education major is and the opportunities it presents for future music teachers.

[music, Violin Concerto Vo. 2 in d minor by Henryk Wieniawski, performed by by Felix Garkisch on violin]

FELIX GARKISCH: People have this stereotype of a music major. It’s like, “Oh, they don’t have to do much. All they have to do is practice their instrument or they don’t have to do any real work,” which I think is right — totally, completely wrong.

ERICA SCHMITT: It was Felix Garkisch, a freshman in the music education program at the Bienen School of Music. Félix’s main instrument is the violin.

[music, Violin Concerto Vo. 2 in d minor by Henryk Wieniawski, performed by by Felix Garkisch on violin]

ERICA SCHMITT: While some Bienen students plan to play their instrument professionally, others, like Felix, strive to become teachers themselves.

ERICA SCHMITT: From the Daily Northwestern, I’m Erica Schmitt. This is NU Declassified, a look at how the Wildcats thrive and survive in Northwestern. I don’t know much about Bienen, but I always thought music was a really cool field to study at university. So, in this episode, I spoke to students and faculty in the music education program about the unique opportunities and challenges of the major. Felix said the music education major is slightly different from other Bienen majors.

FELIX GARKISCH: We have a lot of courses that we have to take by the time we graduate not only for our teaching students but also to get our teaching license. So it’s like all the other music majors. I would say that our courses are more academic, in general. There are certainly other practical or performance-based courses, like the various methods courses that I have to take.

ERICA SCHMITT: Risha Hussain is a freshman pursuing a dual degree in Music Education and Chemistry. One of the first classes she took in the music education program was Music Education 260-0, or Introduction to Music Education.

RISHA HUSSAIN: We will visit many middle schools, high schools and elementary schools in Chicago, and observe the teachers and their different styles. Teachers who are more active, teachers who let the children take the lead more, and we write a lot of observational reports and we discuss in class.

ERICA SCHMITT: Risha said she learned a lot about different teaching styles in her class.

RISHA HUSSAIN: In terms of teaching, we talk a lot about the types of teachers there are, so we’ll be playing with teachers who let the students do whatever they want. We call it a musical playground. So you don’t leave anything forbidden, like you sit on the floor with your children, if they are sitting on a carpet instead of standing on top of them. As body language is something we talked about a lot.

ERICA SCHMITT: Felix said he liked the small classes in the music education program.

FELIX GARKISCH: Most of my teachers are really, really, really approachable. And that also means that even during class, they can see what your progress looks like, so even if you’re late or something, they can really, really, really easily help you out.

ERICA SCHMITT: For Risha, the program’s small size creates a sense of community and cohesiveness.

RISHA HUSSAIN: I feel like my teachers actually know me, which I guess feels a bit more like high school, at least for the standard high school experience where you have these consistent teachers. Like, if I take theory for two years, and it’s like I have this little tight-knit group of people because you usually take the same amount of time. And it’s as if you were part of the same group. And so you get to make a friend, and you feel comfortable around everyone. And then you don’t feel weird asking questions and stuff like that. It’s really nice to sit in there.

ERICA SCHMITT: In these classes, students must learn many different instruments as well as vocal and musical composition in order to prepare for the teaching environment. But on top of that, students also specialize in a specific instrument – ​​or voice.

RISHA HUSSAIN: So we have to take classes like percussion and strings and woodwinds to get used to the music that might be taught in an elementary school. And then you come into your concentration later.

ERICA SCHMITT: The music education program also offers three different paths for students to choose from: General Music Education, Instrumental Music Education, and Choral Music Education. Felix said the general track prepares students to –

FELIX GARKISCH: Entering an elementary or middle school class (and) teaching a music class.

ERICA SCHMITT: Félix pursues the instrumental music track.

FELIX GARKISH: This usually involves a band or orchestra, but it can extend to other things as well. Like, I know, some music teachers who run guitar lessons or also like music production lessons. So it’s not like the traditional stuff. There are so many things, it’s so open. And it’s really like, I can shape it however I want, which I think is really cool.

ERICA SCHMITT: Risha is on the choir track.

RISHA HUSSAIN: The person who had the most impact on me was my choirmaster. And just kind of watching her watch all these kids grow up and teach and use music as a vehicle to not only talk about you know, music is pretty, but it can be a vehicle to inform a wider audience about things like social justice, and it can bring awareness to many things.

ERICA SCHMITT: Like Risha, Felix said he –

FELIX GARKISCH: Really, really admired my high school music teacher. And the experience I had in that class made me think, “Okay, I want to be able to give this to my own students one day.” So music education seems like the right choice for me.

[music]

ERICA SCHMITT: All music education majors must participate in a student teaching program, where they often work with certified Northwestern teachers. Each student works with two mentors during their teaching. To find out more about this, I spoke with Professor Stevi Marks, the student-teacher and assessment coordinator at Bienen.

STEVI BRANDS: So, to get a license in the state of Illinois, you must have completed all levels of prerequisite training. So that means let’s say, Erica, you came to me and said, “Man, I’m really interested, I want a high school experience.” But I love elementary kids, I’d like to be, you know, run an elementary program where I first introduce the kids to the instruments and then maybe rehearse them in middle school and then have an experience in high school. So I would be looking for something like that.

ERICA SCHMITT: Teacher mentors guide education majors through the teaching process in a hands-on environment. Marks said she matches students with mentors based on a variety of factors, asking questions like –

STEVI BRANDS: Who can we match you with that will work well for you? And do you have a car or do you rely on public transport? What kind of experiences do you want? Do you want a marching band? Do you want a mariachi? Do you want to work with a show choir or do you want to help direct the musical? We try to match our students with a position that will benefit them and really, really take them to another level as a teacher.

ERICA SCHMITT: Felix said he had a student teacher for his high school music program.

FELIX GARKISCH: I remember she was a music education student in the North West and she was a phenomenal teacher.

ERICA SCHMITT: Although the music education program is full of opportunities, it can be a heavy workload. For some dual degree students, the program can last five years.

RISHA HUSSAIN: I think mine is a bit heavier, because I have a four-year plan instead of a five-year plan but I’m, I was at 5.8 units right now. And the rest of my plan is around 6.3 to 6.8 units per quarter. And most of it is Bienen.

ERICA SCHMITT: Marks said the program has made some changes to its curriculum over the past few years to ease the workload for students.

STEVI BRANDS: We know that music education students have to take more credits than I think almost anyone across the University. So we were looking for ways to consolidate some of these courses. And so I incorporated some of the technical things about singing into my choral methods course, which all students have to take.

ERICA SCHMITT: I asked Félix about his experience with the workload in music education classes.

FELIX GARKISCH: I mean, I love them. But they are designed to be difficult. And I appreciate that. It’s not like you can browse them all, you have to put in the effort to get a quality product out of it.

ERICA SCHMITT: Marks said that ultimately her goal is to motivate students to remain passionate about teaching students as she always has been.

STEVI BRANDS: Music education offers every child the opportunity to express themselves in a way that they will not find in any other discipline. And so that’s the most valid pursuit. And we need great music teachers and I’m proud to serve in that capacity. It scares me, Erica, it’s a big responsibility. These fabulous young adults are going to come out and they’re going to have their own classroom. And God willing, they’re going to make a difference like someone did in their life, a positive difference. And that’s what I think about every time I go to class.

[music]

ERICA SCHMITT: From the Daily Northwestern, I’m Erica Schmitt. Thanks for listening to another episode of NU: Declassified. This episode was reported and produced by me. The Daily Northwestern’s Audio Editor is Will Clark, Digital Editor is Jordan Mangi, and Managing Editor is Isabelle Sarraf. Be sure to subscribe to The Daily Northwestern podcast on Spotify, Apple Podcasts or SoundCloud to hear more episodes like this.

[music]

E-mail: [email protected]
Twitter: @eschmitt318

Related stories:
– Captured: Bienen’s fall concert series marks the return to in-person performances
— In Focus: Diversifying classical music through education
— NU Declassified: A Day at the Opera

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Encore: SWFL Music Education Center Unveils Career Pathway Program for Neurodivergent Student Musicians https://russjohnsonmusic.com/encore-swfl-music-education-center-unveils-career-pathway-program-for-neurodivergent-student-musicians/ Tue, 22 Feb 2022 08:00:00 +0000 https://russjohnsonmusic.com/encore-swfl-music-education-center-unveils-career-pathway-program-for-neurodivergent-student-musicians/ This episode originally aired on January 31, 2022. The Southwest Florida Music and Education Center in Naples will soon be offering neurodivergent young adults a truly unique and comprehensive music education program to help them pursue careers in the music industry. Its curriculum, which was developed by the Berklee Institute for Arts Education and Special […]]]>

This episode originally aired on January 31, 2022.

The Southwest Florida Music and Education Center in Naples will soon be offering neurodivergent young adults a truly unique and comprehensive music education program to help them pursue careers in the music industry.

Its curriculum, which was developed by the Berklee Institute for Arts Education and Special Needs, provides hands-on, career-focused music training for pre-college and college musicians who learn differently than their typical peers.

Southwest Florida Music Education Center

/

Amaya Moher, inspired by the great Andrea Bocelli. When Rob Moher’s daughter graduated from high school, he struggled to find a path for her to become a professional musician, as she struggled with typical learning styles. So he worked with the Berklee Institute for Arts Education and Special Needs in Boston to come up with something completely new.

The program is designed for young adults with diagnoses such as autism spectrum disorders, learning disabilities, pragmatic social communication disorders, and anxiety-related neurodiversity disorders.

The idea for the program was inspired by the founder and chair of the board of directors of the Southwest Florida Music Education Center’s daughter, who had graduated from high school but was struggling to find a path to her dream of become a professional musician.

After laying a solid foundation, the music program reinforces concepts over time to improve retention and accommodate a wide range of learning styles.

Additionally, other highly personalized programs include special education and mental health support, as well as peer and professional mentorship to help students develop life skills for self-care, advocacy and independence. This includes managing anxiety, maintaining a healthy lifestyle, building meaningful relationships, time management, executive functioning, personal safety, job skills and more.

At the time of registration, students must be between the ages of 16 and 30 with low to moderate support needs and must demonstrate primarily independent self-care skills. Students should also possess intermediate or higher level musical skills on one or more instruments, including voice, percussion, strings, guitar, and piano/keyboard.

Students take advantage of technology.jpg

Southwest Florida Music Education Center

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Amaya Moher uses technology to develop her talents.

For more information or to offer your support for this project, contact Jennifer Clark at JenC@SWFLmusic.org, call 239-205-8258, or visit SWFLmusic.org.

GUESTS

  • Rob Moher, Founder and Chairman of the Board of Southwest Florida Music Education Center
  • Dr. Rhoda Bernard, Founding Executive Director of the Berklee Institute for Arts Education and Special Needs
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Santa Maria-Bonita Receives $3.6 Million Gift for Music Education in the Form of Apple Stock | Education https://russjohnsonmusic.com/santa-maria-bonita-receives-3-6-million-gift-for-music-education-in-the-form-of-apple-stock-education/ Wed, 16 Feb 2022 03:30:00 +0000 https://russjohnsonmusic.com/santa-maria-bonita-receives-3-6-million-gift-for-music-education-in-the-form-of-apple-stock-education/ The Santa Maria-Bonita School District will be able to increase local K-8 students’ access to musical instruments with an unprecedented donation of nearly $3.6 million given in memory of the local music lover Elizabeth Anne Brooks. The funds were provided by the Brooks Family Trust in the form of 20,818 shares of Apple – each […]]]>

The Santa Maria-Bonita School District will be able to increase local K-8 students’ access to musical instruments with an unprecedented donation of nearly $3.6 million given in memory of the local music lover Elizabeth Anne Brooks.

The funds were provided by the Brooks Family Trust in the form of 20,818 shares of Apple – each valued at $172.79 as of Tuesday – and formally accepted by the district board of directors at their meeting on 9 February.

The Brooks family has requested that the funds be used exclusively for the purpose of encouraging children to learn to play a musical instrument and continue long enough to become proficient, by making instruments available for rental to any student from Santa Maria enrolled in a public school music class. .

Acting Superintendent Matthew Beecher said the district will cash in the shares as soon as they have access to deposit them into the new Elizabeth A. Brooks Music Fund.

“We’re very excited about this and what it means in the long term for our children and their access to instrumental music,” Beecher told the district council.

Brooks, who died in 2012 at the age of 44, was known for her love of the flute as well as other instruments like the piano. She performed in the Junior National Symphony Orchestra in Washington, DC, and studied flute at Stony Brook State University in New York and the Suzuki Institute of Music in Japan.

Upon arriving in Santa Maria in 2004, she became a member of the Allan Hancock College Concert Band and the Christ United Methodist Church Choir, and was also known to have attended the Battle of the Bands competition at Ethel Auditorium. Pope of Santa Maria High School.

“It was his enjoyment of these performances that led his parents, Martha and Norman Brooks, to honor his memory by directing these resources to support the instrumental music program in the Santa Maria-Bonita School District,” Beecher said.

Board members marveled at the size of the donation for a public school district like theirs.

“This is probably the most gracious and grandest gift I’ve seen of this nature in a public setting like ours – we’re not a university, we don’t have deep-pocketed alumni or anything like that, so the generosity is just amazing,” said board member John Hollinshead.

Upon access to the shares, the district will immediately open an investment account with Fidelity Investments to execute the sale. Proceeds from the sale will then be placed in the Elizabeth A. Brooks Music Fund under the direction of the Santa Barbara County Treasurer.

Funds can also be used to provide access to musical instruments for students around Santa Maria, such as Orcutt.

Board member Ricardo Valencia noted that improving access to musical instruments for elementary students will also greatly benefit the Santa Maria Joint Union School District, where there is already a strong music program. with talented students.

“Now imagine what the possibilities will be for our young people when they get these resources at an even earlier stage in their lives. I get chills just thinking about it” Valencia said.

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Music Education and Innovation in Tarrytowns Public Schools https://russjohnsonmusic.com/music-education-and-innovation-in-tarrytowns-public-schools/ Sat, 05 Feb 2022 14:25:08 +0000 https://russjohnsonmusic.com/music-education-and-innovation-in-tarrytowns-public-schools/ WL Morse and John Paulding music teacher Jeffrey Mizen, who has a background in musical theater and recently joined the district, challenges students to not only become better musicians, but also better learners. At Morse, Mr. Mizen implemented the music and the brain Program, a product of the nonprofit Building for the Arts to complete […]]]>

WL Morse and John Paulding music teacher Jeffrey Mizen, who has a background in musical theater and recently joined the district, challenges students to not only become better musicians, but also better learners. At Morse, Mr. Mizen implemented the music and the brain Program, a product of the nonprofit Building for the Arts to complete their course.

The goals of the program are to have students read and analyze musical notation, think more critically, and play music with confidence and joy. The program includes piano lessons for all students, which Mr. Mizen guides with great enthusiasm as they use the 20 keyboards in the room. Students also enjoy the ability to move to the beat of the music and sometimes even use their bodies to tap various notes. Mr. Mizen says the insertion movement keeps students active and focused. Additionally, he has his students learn songs in different languages ​​to provide mini-introductions to new cultures. Recently, Mr. Mizen created his own video to introduce students to a Japanese song, then based a cultural lesson around it, focusing on the different sounds and instruments used.

Regardless of the lesson plan for the day, the most important thing for Jeffrey as a teacher is that all students are involved and feel able to participate, including those with special educational needs.

“I believe it’s extremely important to bring music to all of our students,” Jeffrey said. “Some who may learn differently in the classroom come here and participate like everyone else – and I often see how much they appreciate the music and the movement.”

At the secondary level, students have the opportunity to perform in various bands, orchestras and choirs. Students also have a wide range of musical electives to choose from, including guitar, ukulele, and music production. Each year, students are invited to participate in the All-County and All-State sets. For several years, SHHS has partnered with two highly reputable local organizations to offer a residency program.

music friends” is a voluntary non-profit organization made up of extremely talented artists. They support music education by programming young professional ensembles to work with Westchester Public School students. This spring, their one-day residency program will provide even more opportunities for our students to participate in classes and performances throughout the day.

the Hudson Valley Symphony Wind Ensemble, an adult community ensemble, has been in residence at Sleepy Hollow High School since 2009. This group of talented musicians aims to instill pride in our nation and our heritage and nurture a love of music by providing an experience exceptional music to people of all ages. Each year, as part of the residency, students from the Sleepy Hollow High School group have the opportunity to perform in this professional ensemble.

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Santa Barbara Education Foundation, 99.9 KTYD Instrumental in Local Music Education | School zone https://russjohnsonmusic.com/santa-barbara-education-foundation-99-9-ktyd-instrumental-in-local-music-education-school-zone/ Tue, 01 Feb 2022 18:05:00 +0000 https://russjohnsonmusic.com/santa-barbara-education-foundation-99-9-ktyd-instrumental-in-local-music-education-school-zone/ Posted on February 1, 2022 | 10:05 a.m. Since 2003, the Santa Barbara Education Foundation (SBEF) has kept school music programs going by raising funds to pay for instruction and collecting instruments. The efforts allowed every elementary student in Santa Barbara Unified to learn to play an instrument as part of their school curriculum, a […]]]>

Posted on February 1, 2022
| 10:05 a.m.

Since 2003, the Santa Barbara Education Foundation (SBEF) has kept school music programs going by raising funds to pay for instruction and collecting instruments.

The efforts allowed every elementary student in Santa Barbara Unified to learn to play an instrument as part of their school curriculum, a rarity for California school districts.

In recent years, SBEF staff and local music education advocates have taken to the airwaves on 99.9 KTYD to ask for community support.

During last year’s Keep the Beat Instrument Drive, SBEF provided $30,000 in funding and 60 donated instruments, including Indian string instruments, accordions, cellos and a piccolo that will go straight into the hands students in SB Unified music programs.

With so much hanging around the annual event, SBEF will once again join 99.9 KTYD for the entire month of February for the Keep the Beat Instrument Drive. The on-air event will serve as an outreach and celebration for SB Unified student musicians.

“We are always amazed at how our community comes together to support students with the gift of music,” said SBEF Executive Director Margie Yahyavi. “This is a huge victory for our students.

“In addition to the problem-solving and cooperative learning skills gained from playing music, having a creative outlet can be a huge benefit for a child, especially during this difficult time,”

The month-long radio event will feature SB Unified music teachers and local professional musicians taking to the airwaves to rally community support for music education at local public schools.

This year’s guests include George Pendergast of Dishwalla, Dylan Aguilera, music and band director of Santa Barbara High School, and Rick Boller of the Santa Barbara Bowl Foundation.

SBEF will also host a contactless instrument donation site from 9 a.m. to 2 p.m. every Friday in February at its offices, 1330 State St. Instrument donations are also accepted at Nick Rail Music at 2801 De La Vina Street.

Do you have an instrument that collects dust? Donate your used instruments to put them directly into the hands of a student through a local school music program.

For more information about Keep the Beat Instrument Drive, visit keepthebeatsb.org or call 805-284-9125.

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Long-time Fairfield resident to lead new music education program at the University of the Sacred Heart https://russjohnsonmusic.com/long-time-fairfield-resident-to-lead-new-music-education-program-at-the-university-of-the-sacred-heart/ Tue, 11 Jan 2022 23:22:46 +0000 https://russjohnsonmusic.com/long-time-fairfield-resident-to-lead-new-music-education-program-at-the-university-of-the-sacred-heart/ FAIRFIELD – The new music education program at the University of the Sacred Heart aims to create a vibrant community of forward-thinking teachers, its director said. Frank Martignetti was recently appointed assistant professor and director of SHU’s new music education program, according to the university. The 42-credit graduate program will begin this summer and the […]]]>

FAIRFIELD – The new music education program at the University of the Sacred Heart aims to create a vibrant community of forward-thinking teachers, its director said.

Frank Martignetti was recently appointed assistant professor and director of SHU’s new music education program, according to the university. The 42-credit graduate program will begin this summer and the undergraduate program will begin in the fall.

Martignetti said the folks at Sacred Heart have wanted to create a major in music for years – both students and faculty. The university has finally succeeded and is investing resources in it. He said he was given a big brushstroke to create a dream program and then hired to lead it.


“I’m really proud of what we’re building here,” he said. “I hope it will host a dynamic cohort of very high quality students, both at the masters and undergraduate level. I hope he has successful teaching students across the North East and that he has a reputation for being truly forward thinking and progressive.

He said he was now working on recruiting, facilities, equipment and personnel for it.

Martignetti, a Fairfield resident from New Rochelle, NY, said he spent 28 years teaching and playing music. He sang in church and school choral groups throughout his life and began working professionally as a church organist and choir director, as well as a music director for community theater productions.

During his career, Martignetti continued in music education – teaching high school students in New Haven. He then headed the music education program at Bridgeport University for nine years and eventually headed the entire music and performing arts department.

SHU’s master’s program in music education lasts one and a half years, while the undergraduate to master’s music program will take five years.

“Our MAT program is for people who have a degree in the field, and who often have significant work experience in the discipline, and now they want to teach it,” he said.

Martignetti said the program is similar to the previous program he oversaw and revitalized at the University of Bridgeport.

“The good thing is that the graduate students who participate in the program are between 22 years old – barely out of undergraduate studies – to 40 or 50 years old,” he said. “It’s a cool mix of adult learners. “

Martignetti said he was not sure how many people would enroll in the graduate program this summer, adding “you are at the point where you have started a new business and you are waiting for the phone to ring.”

He said he wanted the cohort to be small enough that he could give students individual attention, while still being large enough that they could network and learn from each other.

“It’s not supposed to be a huge program, but we don’t want to limit its growth potential either,” he said. “It’s just a strong cohort.”

Adult learners have unique strengths and weaknesses, Martignetti said, so they need individual attention. The teaching certification is broad, covering Kindergarten to Grade 12 and subjects in general music, choir, band, orchestra, technology, and music theory – as well as the wide variety of music. instruments.

“No one can teach all of these things well,” he said. “So it’s about helping students build on those strengths, sharpen their weaknesses, and learn new skills so that they have a few areas where they can be effective. “

Martignetti said there are several post-baccalaureate teacher preparation programs in Connecticut, but the only master’s programs in music education are at Sacred Heart University and Bridgeport University. He said his former students are doing well in the workforce.

“Everyone works,” he says. “Most teaching positions are available in the summer, and a few around Christmas. But, the job market looks pretty good. Unfortunately, some people withdraw from education because they are afraid of contracting COVID. “

Martignetti said there were 18 music teacher positions open in the state on Tuesday – a higher number than normal.

Another aspect of this program will be the relationship the university and its students have with the public schools in Bridgeport, Martignetti said. He said he held workshops with music teachers from Bridgeport and other professional development activities while at BU, and helped the district in other ways. He wants to build this relationship while also managing the SHU program.

“We’re trying to create a unique opportunity where just like the rest of the education programs here, they have the opportunity to enter this teacher’s residence in Bridgeport – where they work with a really good teacher at the schools in Bridgeport. “, did he declare. .

The student would co-teach with this teacher for the entire school year, Martignetti, and then Bridgeport would offer them a job if the graduate agreed to work there for at least three years.

“We want our students to teach in a variety of contexts to find the right context for them,” he said. “We want them to know how to teach all students successfully and well. Creating a good musical program in a neighborhood where the resources are not so good … is a great result.

joshua.labella@hearstmediact.com

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Savannah Music Stores Aim To Give Students A Quality Music Education https://russjohnsonmusic.com/savannah-music-stores-aim-to-give-students-a-quality-music-education/ Tue, 04 Jan 2022 12:25:55 +0000 https://russjohnsonmusic.com/savannah-music-stores-aim-to-give-students-a-quality-music-education/ [ad_1] Music education and playing an instrument has long been proven to contribute to children’s development by improving their language, memory, listening and coordination skills. In times like this when the COVID-19 pandemic has disrupted lives, it can also help them reduce their anxiety and act as a sort of retreat. It often starts with […]]]>


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Music education and playing an instrument has long been proven to contribute to children’s development by improving their language, memory, listening and coordination skills. In times like this when the COVID-19 pandemic has disrupted lives, it can also help them reduce their anxiety and act as a sort of retreat.

It often starts with that decision in elementary school where students have the option of choosing an after-school program, such as a band or orchestra, which often continues through high school. In this journey it is common to see the relationship and collaboration between students, group programs and music stores that champion music education.

The legacy of Portman’s Music Superstore

Portman Music Superstore, a longtime Savannah staple, has an intimate relationship with group programs across the Southeast. Founded in 1936 by Ben Portman, Portman’s has been instrumental in the development of band and orchestral programs in the region. Jerry Portman, son of Ben Portman, currently owns the store and his wife Myra oversees the office. He said that prior to his and his father’s involvement in schools in the early 1950s, there were little or no band programs in the public school system and private schools in Savannah-Chatham County.

“My dad got a call from a few musical instrument companies that make instruments, and they said, ‘If we sent you horns in August, would you give them to the kids in the school marching band? beginner? And then whatever you don’t rent, send it back to us in October, and we can calculate the payment for the horns that have been rented. That’s how he officially got into the business, ”explained Jerry Portman. “He and I helped start music programs in schools that had never had music programs before. “

Following:Gene Dobbs Bradford to lead Savannah Music Festival as first black executive director

Portman’s has other locations in Albany, Augusta and Brunswick and rents instruments to thousands of students each year. They also offer full repairs and music lessons with 45 qualified instructors. They laid the groundwork for the group programs students participate in today and, at the forefront, they emphasize the importance of music education.

16-year-old Anne Ou takes piano lessons with instructor Hannah Wong at Portman's Music Superstore on Abercorn Street.

“We are proud to have done this for 85 years. We created it. We are still going strong. We are dedicated to music education. We are doing everything we can, ”said Myra Portman.

Guitar and Music & Arts Center

Students and parents alike looking for places to rent and purchase instruments don’t have to look far. On the same street as Portman’s, Abercorn is lined with two other stores that emphasize the importance of music education: Guitar Center and its subsidiary Music & Arts, the two retail chains, they claim, provide the largest selection of instruments in the United States.

The Music & Arts storefront located at 7805 Abercorn St., Suite 20A.

“Music education is what it all comes down to at the end of the day,” said Mike Marra, Retail District Manager for Music & Arts. “We can offer students the opportunity to explore a new art and give them a platform to express themselves. Music education has been proven to increase test scores and academic ability. For us to bring that into this community, that’s who we all are.

Following:2021 has been a year of resilience, innovation in Savannah’s art scene

Both stores also offer private and group musical instrument lessons with qualified instructors, rentals and repairs, contributing to the many choices available to students in acquiring a quality music education.

The Guitar Center showcase located at 7700 Abercorn St.

Guitar Center opened on the lot next to Portman’s in November 2021. Music & Arts opened across the street in April 2021; However, said Marra, prior to the physical establishment, Music & Arts had worked in partnership with directors of local bands and orchestras for more than six years, helping students choose the instruments that were best for them.

“A big part of educating and maintaining music is about getting kids interested. And we provide services that help these principals go into elementary schools and reach out and motivate these people to try and get started so that we can continue to bring music to life in schools, ”said Marra.

Music during the pandemic

Like many businesses, the pandemic has affected the operation of these music stores. Guitar Center and Music & Arts offer virtual lessons, and Portman’s installed an air purification system to make lessons safer for educators and students.

Rodney Gerido is a 52-year-old tank top who started taking guitar lessons with instructor Lee Cheek at Portman's Music Superstore in January 2021.

As the COVID-19 pandemic has changed operations, music education has persisted, from children to adults.

Following:Not a Record: Local Savannah Record Stores on Vinyl Sales and Popularity Increase

Jerry Portman said when people started to come back, it wasn’t the kids who came through the doors first, but more adults.

Studies have shown that music helps people get through the pandemic, which is evident in trends such as increased sales of musical vinyls since 2020 and increased sales of guitars. According to a study by Fender YouGov, nearly 16 million people have taken back the guitar since the COVID-19 pandemic.

A wall of guitars at the Savannah Guitar Center.  Will Bryant, chief executive, said there was an increase in the number of people wanting to learn to play the guitar during the pandemic.

“There was certainly a great deal of interest in people looking to buy a new instrument, whether it was a seasoned musician who has been playing drums for years, who perhaps wanted to get into the guitar.” , said Will Bryant, Managing Director of Savannah Guitar. Center. “We’ve also had a lot of people who were just looking for a hobby to take their time while they’re stuck at home. And a lot of people kind of look to the guitar for that because so many people would come and say that they wanted to learn to play guitar for years and years and years. Now that they are kind of forced to take that free time, it has given them the opportunity to follow that passion. ”

Following:Gene Dobbs Bradford to lead Savannah Music Festival as first black executive director

The stores also make an effort to supply musical instruments to other organizations in Savannah. Friends of Ben Tucker Inc., the charity honoring jazz great Ben Tucker, partners with Portman’s to provide musical instruments to underprivileged children in the Savannah area, and Music & Arts has partnered with Savannah Jazz to sponsor the 2021 festival master classes.

For a city like Savannah that is teeming with music, music stores are providing the next generation with the tools to acquire a quality music education.

“It just means the music is always popular. The groups will be there forever. School music will be here forever, ”said Myra Portman.

Laura Nwogu is the Quality of Life reporter for Savannah Morning News. Contact her at lnwogu@gannett.com. Twitter: @lauranwogu_

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Meyer influenced dozens of students during his career in teaching music https://russjohnsonmusic.com/meyer-influenced-dozens-of-students-during-his-career-in-teaching-music/ Sun, 02 Jan 2022 10:06:37 +0000 https://russjohnsonmusic.com/meyer-influenced-dozens-of-students-during-his-career-in-teaching-music/ [ad_1] Small in stature but a titan in spirit, Beverly Meyer has created a notable legacy through music education programs in several school districts. Although she is now retired, her rowdy nature continues to be felt in many communities through her volunteerism and charity, seeking to ensure that future generations remain proud of their schools’ […]]]>


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Small in stature but a titan in spirit, Beverly Meyer has created a notable legacy through music education programs in several school districts.

Although she is now retired, her rowdy nature continues to be felt in many communities through her volunteerism and charity, seeking to ensure that future generations remain proud of their schools’ sports and music programs.

Born and raised on her parents’ farm in High Point, Meyer not only learned to adopt the farming lifestyle at a young age, but also worked many hours in the JF Tising & Sons store founded by her great-great -dad.

“It was a general store that opened in 1874,” she recalls. “I was 12 when I started working there, sweeping floors, stocking shelves, giving change for customers and candling eggs.”

Coming from what she described as a “musical family,” Meyer took piano lessons from a woman who lived across the street while participating in gospel singing groups as a child. Additionally, while attending High Point One-Class School, she and her fellow students received an introductory level of music education from their teacher.

“There has never been a time when I haven’t had music in my life,” she said.

After completing her eighth year at High Point, she transferred to California High School and graduated in 1957. Hanging on to an interest in teaching music, she enrolled at Central Missouri State College. in Warrensburg.

“My aunts went to college and my grandfather went there when it was the (state) normal school,” Meyer said.

Meyer received her BA in Music Education in 1961. In the fall of that year, she was hired as a vocal and instrument instructor for premiere at 12th at Green Ridge R-8 southwest of Sedalia.

She stayed there for the next 12 years, leading the choir and girls’ club, achieving the highest mark out of 23 schools participating in a competition. In 1972, she married John Meyer, with whom she had attended school at High Point, and the couple moved to Mid-Missouri.

“For three years, I taught half a day at High Point and a half day at Versailles,” she said. “It was a very busy time because we were trying to build a house, and I also worked in my father’s store and gave piano lessons.

“In 1975 I had to go to Russellville to pay for a house, and while I was in the area I stopped by school to see if they needed help. I spoke to the secretary about Grover Snead, who was the superintendent at the time, and I told him I was interested in teaching. “

The next day, Meyer got a call from Superintendent Snead, who told her he had a contract waiting for her if she was still interested in a teaching position.

Over the next quarter century, his musical education for elementary grades included developing programs for PTO, Thanksgiving, and Christmas reunions in addition to assisting in the production of the Robin Hood musical. In 1999, her choir was invited to sing for a Christmas dinner at the Governor’s Mansion, where she received a proclamation signed by Governor Mel Carnahan.

“We had a lot of fun in our classes,” said Meyer. “We even went into limbo and learned to dance square.”

Years earlier, in 1990, she made the decision to close her father’s store, realizing that she couldn’t both manage it and stay focused on her full-time job as an educator.

After retiring from Russellville in 2000, Meyer continued to teach part-time for three years at the Latham School. Well-deserved recognition came in 2006, when she was one of six educators – including three from Russellville – selected as Missouri’s “educational pioneers”. Sadly, the joy at these accolades was tempered by the death of her husband, John, in 2009.

For years she lived on her family’s farm, which earned the distinction of being a “Missouri Century Farm”. She made the decision to sell her father’s store in 2016; However, his family’s legacy in the community is supported by Meyer’s generosity towards musical and sports initiatives.

“One of my greatest pleasures is volunteering to help the Russellville Choir,” she said. “In 2014, the choir got a ‘1’ in the competition, which it had not done since 1966.”

With a smile, she added, “In 1966 my sister was the teacher, so that’s an interesting connection.”

Meyer continued, “I also enjoy playing the piano at school events like the program they have for Veterans Day. Also, I sell tickets to the Russellville ball games and see a lot of my alumni that way.

In recent years, his philanthropic spirit has manifested itself in the purchase of pianos for schools in High Point, Russellville, Latham and California. His generosity also includes donations made towards the purchase of the Russellville High School marquee, orchestra uniforms and printed mascot signs for the school gymnasium.

Although she and her late husband never had children, Meyer acknowledges that her career in education, along with her volunteer efforts, has brought her a family numbering in the thousands.

“I heard from several alumni who ended up becoming music teachers,” she said. “I guess that might be a clue that I was a good teacher who influenced other people’s lives… something that I just love.

“And although I’ve never had kids, I know I really have around 10,000 because of all these kids I’ve taught over the years, and that’s pretty special to me.” Meyer added.

Jeremy P. Ämick writes on behalf of the Silver Star Families of America.

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