HED President – Alabama Music Educators Association

Updates to NASM Accreditation Standards and Guidelines for Higher Ed Music Programs

Feb 23 2024

In lieu of a post-conference HED recap, I figure no time like the present to review recent changes in philosophy and language being discussed and implemented in higher education at the national level. At the recent annual meeting for the National Association of Schools of Music held last November, several notable changes in language affecting higher education music programs that are accredited by NASM or that are seeking accreditation by NASM were discussed, voted on, and ratified by the NASM membership, Board of Directors, and Commission. Over the holidays, these updates were added to the NASM Handbook that all institutional members adhere to and use to guide curriculum development at their respective institutions. The new 2023-2024 Handbook that includes these recent updates is now available for viewing online at https://nasm.arts-accredit.org

My biggest takeaway from the recent updates to the NASM Handbook is that language choice in the world of music education is very impactful. The language choices used in accreditation materials must be representative of an extremely broad array of music programs existing at higher ed institutions across the nation; institutions that differ greatly in size, scope, and mission, so it is important that national standards are equitable, and representative of all constituents served by the Association. One thing that I was looking forward to at the AMEA conference this year was seeing how an increased emphasis on diversity, equity, and inclusion, and a diverse representation of presenters, ensembles, presentation topics, and panel discussions, would involve and include more members from across the state of Alabama. The sense of community, camaraderie, and fellowship shared by members of the Association during conference week is so important to spurring on further discussion and to forming an identity that encompasses all of our shared goals as music educators, rather than our differences.

One of the most important Handbook language revisions approved by the NASM Commission focuses on historical content and repertory selections for students enrolled in professional Baccalaureate degrees in music and for students enrolled in any undergraduate music program leading to teacher certification. In other words, standards that guide which composers, genres, and cultural perspectives to include and/or exclude when designing curriculum.

The changes made to section VIII.B.4. are a good example of the new language changes adopted by the Commission. We can see the impact of those wording changes by comparing the 2022-2023 Handbook to the 2023-2024 Handbook. For our purposes, the changes appear in yellow highlight.

VIII.B.4. (2022-2023 Handbook)

History and Repertory: Students must acquire basic knowledge of music history and repertories through the present time, including study and experience of musical language and achievement in addition to that of the primary culture encompassing the area of specialization.

VIII.B.4. (2022-2023 Handbook)

History and Culture: As appropriate to their major field of study, students must acquire basic overview knowledge of music history and various music cultures through the present time, including study and experience of musical language and achievements that extend beyond those associated with the primary specialization.

So, why are these changes in wording significant? In my opinion, these updates acknowledge that there is no one-size-fits-all course of study in music and that music students benefit greatly from being exposed to a variety of composers, genres, and repertoire. Changes in wording effectively create space for and encourage greater diversity, rather than only focusing exclusively on Western European canon composers, genres, and repertoire.

Another important Handbook revision, made to sections XIV.B.3.c., XIV.B.6.c., and XIV.B.7.d., focuses on content choices for students enrolled in Master’s degree programs in Conducting, Performance (general), and Opera Performance. These revisions include modifications to the language proficiencies required in these programs.

XIV.B.3.c. (2022-2023 Handbook)

Choral conducting majors must be proficient in vocal pedagogy and English, German, French, Italian, and Latin diction. They must have general phonetic knowledge and skills that can be related to other languages. They should have language competencies sufficient to understand texts in the repertory.

XIV.B.3.c. (2023-2024 Handbook)

Choral conducting majors must be proficient in vocal pedagogy and in the diction of various languages (e.g., English, German, French, Italian, Latin, and other world languages as appropriate). They must have general phonetic knowledge and skills that can be related to the various languages. They should have language competencies sufficient to understand texts in the repertory.

XIV.B.6.c. (2022-2023 Handbook)

Voice majors are expected to be proficient in English, German, French, and Italian diction and to have general phonetic knowledge and skills that can be applied to various other languages. They should have language competencies sufficient to understand texts in the repertory.

XIV.B.6.c. (2023-2024 Handbook)

Voice majors are expected to be proficient in the diction of various languages (e.g., English, German, French, Italian, Latin, and other world languages as appropriate) and to have general phonetic knowledge and skills that can be applied to the various languages. They should have language competencies sufficient to understand texts in the repertory.

XIV.B.7.d. (2022-2023 Handbook)

Students must develop advanced competence in English, Italian, French, and German diction and general phonetic knowledge and skills that can be applied to other languages. They should have language competencies sufficient to understand texts in the repertory.

XIV.B.7.d. (2023-2024 Handbook)

Students must develop advanced competence in the diction of various languages (e.g., English, German, French, Italian, Latin, and other world languages as appropriate), and general phonetic knowledge and skills that can be applied to the various languages. They should have language competencies sufficient to understand texts in the repertory.

The same type of modifications to language proficiencies can also be seen in the revisions made to Appendix I.D., Standards and Guidelines for the Education and Training of Conductors: Choral, Orchestral, Wind, and to Appendix I.D., Standards and Guidelines for the Education and Training of Conductors: Choral, Orchestral, Wind, pertaining to the Master’s degree in Conducting.

Appendix I.D.1.C.2. (2022-2023 Handbook)

For choral and orchestral conductors, language and diction skills sufficient to coach singers in French, German, Italian, English, and Latin, as well as general phonetic knowledge that can be related to other languages are essential. For orchestral conductors, skills sufficient to conduct rehearsals in modern European languages are desirable.

Appendix I.D.1.C.2. (2023-2024 Handbook)

For choral and orchestral conductors, language and diction skills, and general phonetic knowledge sufficient to coach singers in various languages including as appropriate, but not limited to, French, German, Italian, English, Latin, and other world languages, are essential. For orchestral conductors, skills sufficient to conduct rehearsals in various world languages are desirable.

Appendix I.D.4.E.1.c. (2022-2023 Handbook)

Appendix I.D.4.E.1.c. (2023-2024 Handbook)

So, why are these changes in wording significant? These changes help open doors to welcome students from a diverse array of backgrounds and cultures. The beauty of these changes is that the revised standards do not detract from the importance of the languages that vocalists have been expected to be proficient in, instead, they merely create space for the study and practice of additional languages outside of the big four, or big five if you will.

In conclusion, I look forward to seeing how additional changes in philosophy and language at the national level continue to open doors for more students from diverse backgrounds, and I wish all of my HED colleagues from across the state much success during the spring semester. See you at next year’s conference!urs.

Crafting a New Vision for Music Education in Montgomery

Oct 13 2023

This past summer, I was excited to learn about the addition of Mrs. Natalie Roig-McKnight, Ed.S, who is serving as the new education specialist for fine arts programs for the Montgomery Public Schools. What better way to introduce Mrs. Roig-McKnight to our broader AMEA membership than to engage in a brief interview; many thanks to Mrs. Roig-McKnight for graciously agreeing to participate and for sharing her vision for music programs and Arts education in Montgomery!

Q: What are a few of your main priorities and goals for the music programs in the Montgomery Public Schools for the 2023-2024 school year?

A: The main priorities and goals for the K-12 music programs are: (1) to ensure that music education is accessible to all students in our district. We have increased the number of music educators in our system since this past spring and are continuing to increase the number of music educators in our system, (2) to provide ongoing training and support for music teachers to enhance their skills, teaching methods, and knowledge of best practices in music education. We will accomplish this with strong, ongoing partnerships within our local community, including partnerships with Alabama State University, Huntingdon College, and the Montgomery Symphony Orchestra. As we implement professional learning communities for each of our fine arts disciplines, including music, our community partners will aid in helping our music educators by hosting PLCs and by providing teaching strategies to improve best practices, and (3) to provide students with opportunities to showcase their musical talents through concerts, recitals, competitions, and assessments to build student confidence and stage presence. These activities will be key opportunities for our teachers to reflect on the effectiveness of their instruction based on their students’ results.

Q: What are a few innovations or new trends in music education that you would like to see take foot in Montgomery and school music programs across the state of Alabama?

A: One trend that I am seeing is an emphasis on career preparation for our students. Many schools want their students to either be enrolled, employed, or enlisted after graduation, and music education can help get our students to all three options. Music education offers courses and pathways that prepare students for careers in music beyond performances, such as music production, music therapy, and music education. We see scholarship opportunities in music at just about every post-secondary Institution, that can help aid our students in attending a post-secondary institution. When it comes to employment, some districts are providing digital music production opportunities, where students can embrace technology, by teaching students how to create, record, and produce music digitally. This type of exposure can often help prepare students to have jobs associated with the music industry. Music Education can even help get our students opportunities in the military with marching experience and provide our students with a pathway to a career after their service in the military ends. Music is a great aid and opportunity for our kids for their future and the MPS district believes in providing music opportunities for all students.

Q: What are some of the biggest challenges that our music specialists teaching in public schools in Alabama face, and what resources can you suggest that might help with these challenges?

A: The biggest challenge I believe for music specialists in public schools is funding. I encourage advocacy and grant writing to aid in breaking through this often-encountered barrier. In the state of Alabama, we have many opportunities through the State Arts Council, State Art Alliance, State Department of Education, and local community organizations whose goal is to help in aiding our programs. Our goal in Montgomery Public Schools is to increase the submission of grants from our teachers, by supporting teachers to ensure strong grant applications. The next challenge goes hand in hand with funding, which is making sure that the community, administrators, and stakeholders understand the importance of music education. We need to communicate that music is not just an elective or a hobby. As leaders in our field, we must advocate for our programs and communicate our why!

Q: How has the focus and reach of music education evolved in Alabama since the pandemic?

A: Music educators across Alabama explored creative ways to leverage technology for virtual music instruction; as well as, expanding their curriculum in music technology. Some music programs in Alabama emphasized teaching students how to use music production software and digital tools for composition and recording. I also believe the pandemic has forged stronger partnerships with institutions of higher learning and professional musicians within the community to enhance and build back many programs. The pandemic also put a huge emphasis on social and emotional learning, and the role of music in supporting students’ mental health has greatly increased. Music to many is an outlet and can impact the whole student.

Q: What advice would you give to our new first-year music teachers?

A: First, CONGRATULATIONS! When it comes to advice for your first year, first build strong classroom management skills. Establish clear expectations and routines from day one and be consistent. Next, get to know your students by taking the time to know your students as individuals. Understanding their backgrounds, interests, and learning styles will help impact your instruction and can drive your choices for your classroom. When it comes to instruction, make sure to reflect. Regularly reflect on your teaching practices. Identify what works well and areas that may need to be improved. Be open to making adjustments and continually seek ways to enhance your teaching. Make sure to celebrate achievements by recognizing and celebrating your students. Positive reinforcement can boost their confidence and motivation. Know that as a first-year teacher, it is okay to reach out and ask for help. Learning from someone with more experience can be immensely beneficial during your first year. Mentors may not be established in your district, but your professional organization is full of successful mentors. But above all have fun, stay calm, and prioritize personal wellness!

Looking Ahead to a New School Year

Aug 8 2023

As we look ahead to a new school year with both excitement and anticipation, a good opportunity presents for everyone to explore what all the Higher Ed Division for AMEA can offer to you in 2023-2024. If you are in search of professional development opportunities, you will want to read more about how to apply for and participate in the various performance and presentation opportunities available to all HED members. If your interests are in performance, we will be programming not one, but two HED showcase recitals that will take place during the 2024 AMEA professional development conference in Huntsville in January. One of the recitals will feature a program comprised of all artist faculty from a variety of universities and colleges across the state of Alabama performing various solo and chamber works. The second recital will be an opportunity for applied instructors and chamber ensemble coaches to feature their undergraduate and/or graduate students from all disciplines and areas of applied study in performance.

Last year, the faculty recital included works by Philip Wharton, Lori Ardovino, John Mayer, Francis Poulenc, John Corigliano, and Igor Stravinsky, featuring performances by Dr. Jonathan Houghtling and Dr. Kristofer Sanchack from Alabama State University, Dr. Rachel Park from Jacksonville State University, Dr. Evan Clark and Dr. Rachel Frederiksen from the University of Alabama, Dr. Amalia Osuga and Ms. Madeline Cawley from the University of Alabama at Huntsville, and Dr. Whitney O’Neal, Dr. Meghan Merciers, Dr. Kelsey Pacquin, Dr. Gretchen Windt, and Mr. William Hueholt from the University of North Alabama. Meanwhile, the student recital featured the brass quintet from the University of Alabama at Birmingham coached by Dr. James Zingara, the Auburn University saxophone quartet coached by Dr. Michael Pendowski, the Troy University trombone choir coached by Dr. Jason Sulliman, the University of North Alabama saxophone quartet and ensemble coached by Dr. Timothy Harris, and the Huntingdon College brass quintet coached by Dr. Brandon Slocumb. If you are interested in performing on the 2024 faculty recital or would like to nominate one of your students or student chamber groups to perform on the 2024 student recital, please look for the HED Recital Call for Performers to be posted soon on the 2024 AMEA conference website.

If research is your passion, another wonderful way to be involved at the 2024 AMEA professional development conference is by submitting a research poster proposal for inclusion in the research poster sessions presented by the HED division during the 2024 conference. Look for the HED Call for Research Posters to also be posted soon on the 2024 AMEA conference website to find out more details and how to submit your research poster proposal. The Higher Ed division is also currently looking for volunteers to serve as presiders for our clinics and sessions that will take place during the 2024 professional development conference in January, so if you would like to serve in this capacity as a presider, please let us know!

One of our more unique conference offerings in recent years has been the creation of a new EdTPA Lesson Planning Competition in conjunction with the Collegiate Division and CNAfME student leadership. This annual competition serves as a collaborative opportunity for our collegiate CNAfME members to present and take part in meaningful professional development with seasoned members from the Higher Ed Division providing feedback, coaching, and support. The competition (really, more of a friendly and supportive showcase) allows for a stage on which our music education students can shine and acquire additional experience with the planning, preparing, and delivering of effective lesson plans.

By utilizing the structural format of the edTPA performance-based, subject-specific assessment system used by teacher preparation programs throughout the United States to emphasize, measure and support the skills and knowledge that all teachers need to develop to be successful in the classroom, competition participants put into practice what they need to master while receiving valuable feedback and advice from experienced music education specialists from several of the top music education programs institutions in the state of Alabama. This year, the competition will take place on Saturday morning during the 2024 AMEA professional development conference in January and will feature prizes and awards for the most outstanding presentations. Look for the HED/Collegiate Call for the edTPA Lesson Planning Competition to be posted soon up on the 2024 AMEA conference website and please encourage your music education students to submit an entry. Last year’s first prize winner, Sawyer Strickland, a music education student from Jacksonville State University, received a free complimentary one-year membership to AMEA!

In addition to these scholarly activities, there will also be plenty of opportunities to socialize and network during the conference including at our annual HED Luncheon and at our annual HED/Collegiate Division Mixer that take place during the conference. In closing, if you desire to be part of, and take a more active role in our stimulating, inclusive, diverse community of academics, educators, and artists from across the state, then the HED Division is the place for you! I look forward to connecting with each of you more throughout the upcoming year and wish you all a wonderful start to the new school year!

Preparing Future Music Educators to Teach in Inclusive Learning Environments: The Modern Band Approach

May 2 2023

Have you ever taught at a school where there were only eight kids signed up for band? Have you ever taught at a school where the principal assigned you a music class comprised of students who had never had any formal musical training and who had no prior experience reading music? Have you ever taught at a school where your annual budget was $500 or less? Due to a lack of resources, enrollment, interest, or budgetary constraints, some middle and secondary schools across the nation struggle to offer large ensemble-centric courses such as band, orchestra, or chorus. In such environments where programs are under-enrolled or underfunded, the average student sadly, oftentimes has very little access to a formal music education experience.

In recognizing this disparity stemming from the inequitable distribution of resources available to educators, the recent modern band movement has been steadily growing in K-12 schools across the nation to offer a more inclusive approach to engaging students in musical activities and learning experiences beyond the initial elementary or general music experience. The method serves as an option to better serve students at the middle and secondary school levels who may not be able to afford to purchase or rent instruments, who do not have the preliminary skills necessary to join a secondary school band or orchestra, or who may have no interest in playing or singing in a traditional school music ensemble. As an alternative model, it is an innovative and flexible approach that helps with circumventing traditional barriers and obstacles with the goal of promoting musical growth and creative expression in a new, non-traditional manner.

Modern band is oftentimes a more culturally relevant approach to teaching music as it mainly utilizes popular music from diverse styles and genres as its central canon instead of focusing on one main genre such as classical or jazz. By using music that students already know and love, the idea is to foster a greater sense of connection and familiarity, and less reluctance or hesitation from students who may be reluctant to participate in music-making experiences. Styles that are studied in the modern band approach include rock, pop, reggae, hip-hop, rhythm & blues, rap, electronic dance music, and other emerging contemporary styles. Students are often better able to relate to and see themselves reflected in the music when diverse musical examples are included in the curriculum. Modern band often utilizes but is not limited to, the musical instruments that are commonly used in popular music: the guitar, bass, drums, piano, vocals, and technology. The approach encourages students to explore, experiment, improvise, and even create and compose their own music.

The impact of modern band on music education in recent years has been huge. With the approach being inclusive, immersive, student-centered, and successful at attracting more students who otherwise would not participate in music study, over seventy colleges and universities now offer coursework in the modern band approach. The approach is particularly impactful, in my opinion, for HBCUs and other minority-serving institutions that emphasize the study and performance of traditional and contemporary Black musical styles and genres, in addition to studying standard repertoire and composers from the Western-European canon. It has been a beautiful experience at ASU seeing students relate to, take pride in, and deliver impactful performances of composers and repertoire that celebrate and validate the distinctive heritage, tradition, and performance practice of African American music and culture.

Dr. Shane Colquhoun, Assistant Professor of Music Technology & Contemporary Musical Styles at Alabama State University, and a member of the Higher Education division of AMEA has a new book coming out in May of 2023, titled The Producers of Pop: A Comprehensive Guide for Studying Popular Music Producers, published by F-Flat Books, that may be of interest to educators looking for a resource to learn more about contemporary popular music, or to incorporate more elements of popular music and modern band teaching into their own classroom instruction.
In closing, for music educators interested in learning more about the modern band method and approach, the Modern Band Summit is an annual professional development conference that takes place during the summer months where music educators from all over the country come together to learn, teach, play music, and experience the modern band curriculum. Registration and fellowship applications are currently open for the next summit that will be taking place on July 12-14, 2023, at Colorado State University in Fort Collins, Colorado. Additional information on the 2023 summit can be found at www.musicwill.org/events/modern-band-summit.

Sharing Creativity through Collaboration & Connection

Feb 12 2023

One thing that I love most about attending the AMEA conference every year is having the wonderful opportunity to connect with colleagues from across the state and to learn more about innovative ideas and methods being implemented in the classroom and our rehearsal spaces. We were very excited this year to be able to feature outstanding HED clinicians, and experts in the field, who presented on a wide variety of topics including sessions on modern band pedagogy, commissioning projects for collegiate student chamber ensembles, the utilization of technology borrowed from athletics, and steps necessary for successful collaboration amongst colleagues and students. Looking ahead to next year, please do keep submitting your wonderful ideas and topics once the annual call for clinic session proposals goes out, as our community benefits so much by being able to share and learn from each other.

In addition to our wonderful clinicians and pedagogues, the HED division was able to present two showcase recitals featuring faculty and student performers from higher education institutions across the state, including Alabama State University, Auburn University, Huntingdon College, Jacksonville State University, Troy University, the University of Alabama, the University of Alabama at Birmingham, the University of Alabama in Huntsville, and the University of North Alabama. It was thrilling to have two Alabama composers in attendance to hear performances of their works: Dr. Lori Ardovino, from the University of Montevallo, and Robert W. Smith from Troy University. Lori’s piece, Opening Doors, is a three-movement work for flute and clarinet, performed by Dr. Whitney O’Neal and Dr. Meghan Merciers from the University of North Alabama. It commemorates when the State Normal School at Florence, now the University of North Alabama, first opened its doors to women in 1872. Robert’s piece, Teutonic Tales, is a three-movement work for tuba and piano, that was performed by University of Alabama D.M.A. student Tom Yan and pianist Dr. Kristofer Sanchack, that is inspired by Germanic and Nordic mythology and other figures in Teutonic folklore.

Being a conference that emphasizes professional development, it was wonderful to see current graduate students and emerging professionals shine in the spotlight when presenting their research and findings during the HED poster sessions. These types of opportunities are so valuable and important to gaining experience and confidence, in addition to providing valuable networking opportunities for future employment. Kudos to Dr. Jane Kuehne, from Auburn University, for her work in organizing this year’s sessions!

One of our newest contributions to the conference has been the new EdTPA Lesson Planning Competition, in partnership with the Collegiate Division and CNAfME student leadership. This competition serves as a collaborative opportunity for our collegiate CNAfME members to present and take part in meaningful discussion with seasoned members from the Higher Ed Division. The competition, really, more of a friendly and supportive showcase, allows for a stage on which our music
education students can shine and acquire additional experience with the planning, preparing, and delivering of effective lesson plans. This year, three student finalists were selected to present their lesson plans to the audience: Sawyer Strickland from Jacksonville State University, Siyu Tian from the University of Alabama, and Rachel Williams from Huntingdon College.

In closing, I would like to take a moment to thank all of my wonderful colleagues who helped make this year’s conference a huge success. if you are reading this and desire to be part of, and take a more active role in a stimulating, inclusive, diverse community of academics, educators, and artists from across the state, then the HED Division is the place for you!

Assessing the Health & Wellness of Our Profession

Oct 9 2022

In the field of education, everyone is familiar with how much importance is placed on program assessment and evaluation. In many cases, financial resources and even job security can be tied to these critical components. Coming out of the pandemic, and beginning a new school year, it is an excellent time to take stock of our programs and to adjust our teaching goals to better align with the challenges and realities that each of us faces in our schools.

If you have made it this far as a music teacher, we need to pause a moment and say congratulations! We music teachers are a hardy bunch, and even when faced with multiple challenges on multiple fronts, we generally find a way to persevere with a smile on our faces and the best interests of our students at heart. I tell anyone who will listen that it takes a very special person to be a music teacher, and I certainly do mean it. So why do we do it? Because we love it, of course!

Of course, we’re never alone in this profession, and often what I enjoy most about AMEA is the opportunity to connect with others across the state who share my same passion for teaching. The sense of comradery and professional affiliation helps greatly when facing both professional and personal challenges. I know that I have relied heavily on this sense of connection, collegiality, and friendship during the pandemic and that my various conversations, phone calls, emails, and texts with colleagues near and far have been reassuring and grounding at a time when everything seemed so uncertain and up in the air.

If you are relatively new to the profession, and even if you’re not, being involved in AMEA is a great way to stay mentally and emotionally invested in teaching and to be able to give back to the profession. With the shrinking of academia, I can’t help but think of all the wonderful musicians and teachers who have raised the white flag and moved on to greener pastures in careers outside of music. At the same time, I am incredibly excited about new approaches and new pedagogies that are creating a more welcoming, inclusive space for scholars from a diverse array of backgrounds. It is especially exciting to see the Arts leading the way yet again in creating an all-inclusive space for everyone to express, contribute, learn, teach, and perform.

Any opportunity to take a step back and self-reflect is always an opportunity for personal growth, so in this respect maybe the pandemic and the fallout from the pandemic was a blessing in disguise, especially for my generation. Assessing the health and wellness of our profession begins first with assessing the health and wellness of ourselves, our culture, our society, and the Academy, and continuing to find the small but meaningful ways that each of us can contribute and make a difference. Hopefully, you continue to find those ways in your own pursuits! Best wishes for a wonderful fall semester, and I look forward to connecting with you all at the 2023 AMEA Professional Development Conference in January!

The Future Depends on What We Do Today

Jul 20 2022

As we look ahead to a new school year, I want to take a moment to recognize and thank outgoing HED Division president, Dr. Michael Zelenak, for the wonderful leadership and insightful vision that he has provided to the Higher Ed Division over the past two years. It has been a joy to work with Michael on a variety of music-related projects, and I am extremely grateful for his continued friendship, support, and shared enthusiasm for teaching!

I also want to take the opportunity to introduce two new members of our HED leadership team: Dr. Stephen Foster, Director of Bands at Faulkner University, who will serve as our new HED President-elect, and Dr. Brandon Slocumb, Chair of the Department of Fine Arts and Coordinator of the Music program at Huntingdon College, who will be serving as our new HED Secretary/Treasurer.

Now, let’s take a look at what all the Higher Ed Division can offer to you in 2022-2023.

If you are in search of professional development opportunities, you will definitely want to read more about how to apply for and participate in the various performance and presentation opportunities available to HED members. If your interests are in performance, we will be programming not one, but two HED showcase recitals that will take place during the 2023 AMEA professional development conference in Birmingham in January. One of the recitals will feature a program comprised of artist faculty from a variety of universities and colleges across the state of Alabama performing solo and chamber works. The second recital will be an opportunity for applied instructors and chamber ensemble coaches to feature their undergraduate and/or graduate students from all disciplines and areas of applied study in performance.

Last year, the trumpet ensemble from the University of Alabama at Birmingham led by Dr. James Zingara gave a stunning introduction to this program, and then the tuba/euphonium ensemble from Auburn University under the direction of Dr. Stephen Kunzer closed out the program with an equally spectacular performance! If you are interested in performing on the 2023 recital or would like to have one of your students or student chamber groups perform, look for the HED Recital Call for Performers to be posted soon on the 2023 AMEA conference website.

If research is your passion, another wonderful way to be involved at the 2023 AMEA professional development conference is by submitting a research poster proposal for inclusion on one of two research poster sessions that will be presented by the HED division during the 2023 conference. Look for the HED Call for Research Posters to also be posted soon on the 2023 AMEA conference website to find out more details and how to submit your research poster proposal. The Higher Ed division is also currently looking for volunteers to serve as presiders for our clinics and sessions that will take place during the 2023 professional development conference in January, so if you would like to serve in this capacity as a presider, please email me at cjjohnson@alasu.edu. Presider slots are available for all three days of the conference: Thursday, Friday, and Saturday, so if you have a preference, let me know!

One of our newest conference offerings has been the creation of an EdTPA Lesson Planning Competition in conjunction with the Collegiate Division and our CNAfME student leadership. This new competition serves as a collaborative opportunity for our collegiate CNAfME members to present and take part in meaningful professional development with seasoned members from the Higher Ed Division providing feedback, coaching, and support. The competition (really, more of a friendly and supportive showcase) allows for a stage on which our music education students can shine and acquire additional experience with the planning, preparing, and delivering of effective lesson plans.

Alabama. This year, the competition will take place on Saturday morning during the 2023 AMEA professional development conference in January and will feature prizes and awards for the most outstanding presentations. Look for the HED/Collegiate Call for the edTPA Lesson Planning Competition to be posted soon on the 2023 AMEA conference website.

In addition to these scholarly activities, there will also be plenty of opportunities to socialize and network during the conference including at our annual HED Friday afternoon Luncheon and at our annual HED/Collegiate Division Mixer that takes place on Friday evening during the conference. In closing, if you desire to be part of, and take a more active role in a stimulating, inclusive, diverse community of academics, educators, and artists from across the state, then the HED Division is the place for you! I look forward to connecting with each of you more throughout the upcoming year and wish you all a wonderful start to the new school year!

Share Your Story

May 9 2022

Did you know that an important difference between humans and animals is our ability to share stories? No other species uses stories to communicate information the way that humans do. Before technology conquered the world (I’m thinking printing press and not iPhone), humans used stories to communicate historical events, practical advice, and spiritual meanings. The human brain is wired in such a way that stories activate schema unlike anything else. You may forget all of the facts that someone tells you, but you will always remember their stories.

As educators, it’s important for us to share our stories with our students. Don’t get me wrong, I am not encouraging you to bore students with trivial reminiscing. Rather, share stories that contain important messages, especially your experiences with professional organizations such as AMEA and NAfME. Many students in our programs do not understand the importance of these memberships and how they can influence the trajectory of their careers. I know that I am “preaching to the choir” but my involvement has helped me get to where I am today.

Let me share my story. After graduating with my bachelor of music degree, I was not interested in pursuing a career in music education, I wanted to perform. So, I travelled the world having many great performance experiences, but something was missing. I wanted more. After some soul-searching, I entered an “Alternative A” Masters of Arts in Music Education program. In one of my classes, the instructor informed us about an upcoming music educators’ conference and encouraged everyone to attend. I followed that advice and was hooked immediately. Because of that experience and others like it, I went on to earn National Board Certification and enrolled in a doctoral program in music education. All along the way, my active participation in NAfME-related events provided the inspiration and direction to accomplish my goals. I read Teaching Music, Music Educators Journal, and Journal of Research in Music Education regularly and never missed an annual conference. This was the foundation on which I built my career and this path is available to everyone through their membership. I could not have accomplished my career goals without the help of these resources.

After sharing YOUR story, remind your students of the immediate benefits to membership. I’ve mentioned access to information through publications and conference attendance, but let’s not forget about networking. Membership brings you in contact with like-minded people who share the same passion. Networking can provide insights on job opportunities, new repertoire, and so forth. Regardless of the membership fee, these experiences are priceless.

Before passing the baton to Dr. Carly Johnson, I will leave you with one closing remark. There is a music teacher shortage in Alabama. I can’t remember a time when there were so many employment opportunities. Share your stories with your students. Encourage them to join AMEA and begin creating their own legacy. In addition, don’t ignore those accomplished performers who are looking for something more in their profession. A career in music education may bring a deeper sense of satisfaction than they could have imagined. It worked for me and just might work for them.

Best wishes to all.

Michael Zelenak

Renew, Refresh, and Reconnect

Nov 1 2021

Greetings colleagues! As you read this issue of Ala Breve, you will notice a common theme – we are excited and looking forward to an “in-person” conference in January. Whoo-hoo! It feels as though it has been decades since we were in the same room together. As you read this issue, you will also see that we have a great lineup of sessions and concerts. In addition, we are celebrating AMEA’s 75th anniversary. It will be a party that you don’t want to miss.

Renew: If you are reading the print version of Ala Breve, you have already renewed your membership. Congratulations! If you are reading it online, maybe not. COVID has taken its toll on AMEA membership. Our numbers have declined since March 2020. Now is the time to reverse this trend. Renew your membership and encourage others to do the same. In my opinion, music is an important part of everyone’s life and a powerful form of advocacy is to support our professional organizations. It’s the right thing to do. Join now.

Refresh: Have you ever wondered why so many state MEAs have their annual conferences in January and February? These conferences provide that boost needed to help us make it to the end of the school year. By the time January rolls around, we have worked through all of the strategies and ideas that we collected during the summer. Don’t return to the classroom with tired and worn-out activities. Learn something new. I challenge you to attend a session that is out of your comfort zone. If you are a band director, go to a choral session, and vice versa. You will be surprised at what you will learn and how it can change your perspective of teaching. Although I taught at the secondary level, I regularly attended elementary sessions. General music teachers have strategies to engage the most reluctant learner. They will rock your world!

Reconnect: The adage “it doesn’t matter what you know, but who you know” rings true in the field of music education. Maybe you need help finding a piece of music or borrowing an instrument. Maybe your auditorium is under construction and you need another venue for your concert. Maybe you are looking for a new job and are searching for openings. Surrounding yourself with knowledgeable people will help you overcome these challenges. More importantly, as Jackie Wiggins stated “all knowledge is socially constructed.” We learn from others. The personal connections you will make at the conference will help solve your problems and develop your pedagogical content knowledge.

Did I mention that we have a great lineup of sessions this year? We have something for everyone. Keep in mind that the HED Recital takes place on Thursday at 3:30 pm and the HED Luncheon is at noon on Friday. In addition, we are joining forces with the C-NAfME division for our inaugural Lesson Planning Competition on Friday at 3:30 pm. In this event, talented pre-service teachers will demonstrate their instructional skills in short vignettes. Support our collegiate students. They are our future.

See you at the conference!

Michael Zelenak

HED: Get Involved this School Year

Aug 29 2021

Welcome back, music educators! Hopefully, you’ve had a chance to recharge and are ready for a new school year. Very exciting. Along with the excitement, this is a perfect time to renew your sense of purpose. The work we do is important and your involvement with professional organizations provides benefits to you, your institution, community, and state. In this article, I will highlight several opportunities that you can use to bolster your tenure application or simply keep your energy flowing. Here are a few opportunities to consider

Contribute to NAfME’s strategic plan. Mackie V. Spradley, NAfME president, has invited everyone to participate in the creation of a new strategic plan for the organization. Specific areas of interest are Research, Music Teacher Education, Advocacy, Educational Policy, and Professional Learning & Growth. Check the NAfME.org website for updates.

Become active in one of NAfME’s societies or councils. NAfME sponsors several societies and councils that have focused agendas. If you are interested in research, jazz education, or any number of topics, go to https://nafme.org/community/societies-and-councils/ to get started.

Learn a new skill, or polish an old one. NAfME Academy offers pre-recorded webinars with hands-on strategies in a variety of areas. Scroll down. There is something for everyone on this site https://nafme.org/community/elearning/nafme-academy-content/

Submit an article for publication. Whether you write by yourself, with a colleague, or with a student, professional journals such as Ala Breve, Music Educators Journal, and Journal of Research in Music Education are actively looking for manuscripts. Bennett Reimer once stated, “Writing and reading deepen our thinking.” Submitting an article to a professional journal can be a very rewarding experience. The reviewers’ comments are invaluable and may help shape your thoughts about the topic. As a side note, be aware that General Music Today is now the Journal of General Music Education (JGME).

Accept a leadership role in the AMEA. The Alabama Orchestra Association is currently looking for a webmaster and will be looking for an executive director in 2022. Contact Daniel Stevens at dstevens1@una.edu if you are interested. In addition, the Higher Education Division will hold its election of officers at the 2022 AMEA Conference HED Luncheon. Join us for a bite to eat and throw your hat in the ring.

Give collegiate students a helping hand. Attend the C-NAfME Fall Summit at 2:00 pm on Oct. 24 at the University of Alabama. Or, if you are a music teacher educator, participate in the Festival of Music Lessons. This event will premiere at the 2022 AMEA Conference in Birmingham. Professors with an understanding of the edTPA portfolio assessment are needed to judge applications and facilitate the event. Contact me at mzelenak@alasu.edu for additional information.

New opportunities are everywhere. If last year was one of the worst of years, why not make this year one of the best? Get involved and make a difference!

HED: End of the COVID School Year

Jun 10 2021

End of the COVID School Year

Wow! What a year it has been. Music education has certainly changed over the past 15 months. One common theme that arises when talking to colleagues seems to be the loss of time. Online teaching requires extra time to prepare, present, and assess. No wonder we are exhausted. Yes, change is hard, but we have endured. We have adjusted to the new normal and are ready to move forward. Some practices that have emerged during the pandemic are worth keeping, while others, should be discarded. Here are my thoughts.

Practices to Discard
Blended learning: Can an educator be successful in teaching students face-to-face while simultaneously teaching another group of students online? I’ve seen valiant teachers struggle very successfully in blended learning environments. But despite their efforts, are the students really learning?

Online conferences: I have mixed feelings about this one. The AMEA 2021 Conference was a highlight for me. I watched great presentations, witnessed inspiring performances, and didn’t have to pay for a hotel room. All things considered, I would rather dig a little deeper into my wallet and spend a few precious days with my colleagues than sit in front of a computer screen.

Parking lot choir performances: If you do not know what I’m talking about, here is the link https://www.youtube.com/watch?v=Tl4OoOxrgUg. This is human ingenuity at its best, but I doubt that this type of performance is what the composers intended.

Practices to Keep
Web conferencing: Everyone has become more skillful using Zoom, Google Meet, etc. This is an efficient method of communication. You can speak to large numbers of people without leaving your office and you can exit the meeting without being noticed.

Social Emotional Learning: Music education does more than develop singers who can hit the high notes and instrumentalists who perform with amazing virtuosity. As Bennett Reimer professed, music connects people to their feelings. Campaigns are growing to use the tenets of SEL as a means to assist students with their psychological needs. Music education can play an important role in healing the emotional scars caused by the pandemic.

Web resources: The number and quality of resources on the web have exploded. New resources are being developed every day. I continue to be amazed at what I am able to find.

Students recording themselves: Self-evaluation is an important part of learning. School shutdowns have forced more students to record and evaluate their own performances. This is a good thing! How can we truly understand our abilities if we do not listen to ourselves?

Visions for the Next School Year
As we return to the classroom, I’d like to share three goals for the upcoming school year. First, the HED will play a greater role in promoting professional development opportunities across the state. Our members and their institutions host many of these events. We can help them attract participants. Second, the HED will facilitate reciprocal relationships between institutions of higher education and Pk- 12 schools. We need each other, so let’s communicate! Third, COVID has taken much of the enjoyment out of the classroom. The HED will continue working on ideas to put the excitement back into teaching. One idea has been to partner with our C-NAfME chapter and develop a “Festival of Music Lesson Presentations.” That may be the spark that ignites the joy we are missing. If you have a suggestion, please share it.

In closing, find time to disconnect this summer and breathe. Next year may be the best school year ever!

HED: Music Education in Alabama – Alive and Well!

Feb 5 2021

Music Education in Alabama – Alive and Well!
Colleagues, we have faced many challenges this year. I can proudly announce, however, that we are surviving and thriving. The recent 2021 AMEA Conference provides evidence that music education is not only taking place in Alabama, but that music educators are more determined than ever to continue our strong traditions. The number of participants in this conference strongly suggests that we are resilient and have the enthusiasm and dedication needed to overcome any obstacle. Bring on the future!
In the Higher Education Division, there were several conference highlights that are worthy of acknowledgement. This was the first time that the HED hosted two recitals, one held on Thursday and the other on Friday. The performers presented a wide variety of repertoire with an emphasis on underrepresented composers and new music. Next, the “lightning roundtable” session on Saturday was a fast-paced introduction to several important topics. Although each presenter could have easily filled their own 50-minute time slot, the 10-minute limit kept the session moving quickly. Be assured, you will see more sessions using this format in future conferences. In addition, the quality of our individual sessions was remarkable. We have world-class educators working in our field and sharing their ideas at our conference. Finally, I would like to send a “shout-out” to Russell Greene who managed the technical side of the HED sessions. His attention to detail allowed our sessions to unfold flawlessly. Thank you, everyone!
New ideas are appearing on the horizon. One benefit of having open discussion with colleagues is the generation of new ideas. One idea that has risen to the top is a proposed collaboration between the Higher Education and Collegiate divisions in developing a lesson plan competition. The goal of this competition would be to inspire and motivate pre-service teachers to present their lesson plans in an adjudicated forum similar to All-State. After all, teaching is also a performance-based activity. Participants would receive feedback from experts and discuss their plans with peers. Another idea is the development of a mentoring program that would connect novice and veteran educators. Teacher attrition is a major problem in our field and we can work toward changing these trends by supporting new teachers through mentoring programs. I believe both programs have the potential to positively impact our field.
Please encourage other faculty members to join AMEA. Through this organization, all higher education faculty can make connections with Pk-12 educators and attract new students to their programs. These opportunities exist not only for studio instructors and ensemble directors, but also for composition, theory, and history professors. Let’s build the bridges that allow young people to transition from high school into college and onto rewarding professional careers. Participating in this professional organization is an important first step.

HED: Best Practices in Challenging Times

Nov 10 2020

Back in August, my institution held its annual Faculty Institute as a virtual conference. I had reservations at first, but later found it to be outstanding! The upcoming 2021 AMEA Conference will also be held in a virtual format. Based on my prior experience, I am confident in saying that the 2021 AMEA Conference may be the best conference that you have ever attended!

We’ve included all of the elements that you’ve come to expect at a “first-rate” music conference. There will be two General Sessions with awards and keynote speakers. Our exhibitors will be there and you will be able to interact with them via Networking Lounges. There will be a Research Poster Session and an HED Recital. In addition, there will be a virtual happy hour that we are calling “Cocktails with Colleagues.” But just when it couldn’t get any better, we are hosting six presentations that will enlighten and inspire you. These sessions will focus on best practices in a variety of music education areas. But wait, there is more! For the price of admission, you will also have access to three pre-recorded bonus sessions. Kudo’s to the AMEA governing board. They have certainly covered all of the bases!

There is still time to get involved. Research poster applications are being accepted until Nov. 2. Go to the myamea.org website and click on Dr. Jane Kuene’s box with the title Research Poster Update for details. Applications for the HED Recital will be accepted until Nov. 15. Contact Dr. Carly Johnson at cjjohnson@alasu.edu for more information.

HED Studio Instructor Survey

In mid-September, we sent out an informal survey to 191 studio instructors across Alabama to investigate the impact of the COVID pandemic on college-level music instruction. We received responses from 38 instructors. Some responses were anticipated but others provided interesting insights into the future of music education.

Results indicated that most instructors utilized a combination of virtual and in-person instruction (63.16%) while some taught completely online (26.32%) and others taught completely in- person (26.32%). A majority of instructors used Zoom (68.42%) to interact with their students, a few employed Google Meet (7.89%), and no instructor used Microsoft Teams. Individual instructors reported using programs such as Rock Out Loud; Facetime; Facebook and Zoom; and Cleanfeed. As expected, many instructors incorporated hardware devices such as microphones, mixers, digital to analog converters, and various recording devices into their instruction. The collection of brand names and models, however, was beyond the scope of this investigation. In addition, instructors utilized web-based programs such as YouTube (51.35%), SmartMusic (13.51%), FlipGrid (5.41%), and others like GoReact, OBS, DaVinci Resolve, Cleanfeed, Logic – Final Cut Pro, and Loopback to support their instruction.

Some of the more interesting findings may have come from the instructors’ responses to two open-ended questions: “Have any unforeseen benefits come from your virtual instruction? and “What information would you like to share with others about your experience? Responses to the first question organized themselves into four emergent themes (a) Instructional Environment, (b) Self-Evaluation, (c) Attention to Detail, and (d) Learning about Technology. Instructors felt comfortable working from home, noticed that introverted students talked more in the online format, used lesson time more effectively, and dealt with fewer student absences. They also recognized the benefits of having students evaluate their own recorded performances. Students put more effort into their lesson preparation resulting in greater progress. In addition, instructors witnessed an increase in their students’ attention to detail. Vocalists paid more attention to diction while instrumentalists focused on nuances such as hand position. The instructors themselves acknowledged development in their ability to deliver more concise

and effective verbal instruction while the students improved their skills in turning verbal instruction into physical execution. Finally, the pandemic forced instructors and students to learn more about technology. Both found new ways to utilize technology and increased their fluency in a variety of applications. For example, instructors learned to record their instruction, create pedagogical videos, and store PowerPoint presentations for future use. They also learned that guest artists can be included in their lessons easily.

Responses to the second open-ended question (What information would you like to share with others about your experience?) provided further insight. The instructors came to accept the benefits of online instruction and acknowledged that a combination of virtual and in-person instruction worked better that only online or only in-person lessons. Several took the time to remind us about the importance of remaining positive and flexible in these challenging times.

Keep in mind, the results of this survey are limited to its participants and do not generalize to a larger population. All opinions are my own. These findings, however, provide insight into the changes that are taking place within institutions of higher education across Alabama. Further investigation is warranted.

I would like to extend my sincere thanks to Eric Perry, a doctoral graduate assistant at the University of Alabama, for his help in constructing and administering the survey. He handled the technological “nuts and bolts” turning my ideas into reality. This survey would not have been possible without his efforts. Additional words of appreciate go out to Dr. Carl Hancock for introducing me to Mr. Perry. Thank you, Carl!

I look forward to seeing everyone at the conference.

VIII.B.4. (2022-2023 Handbook)

VIII.B.4. (2022-2023 Handbook)

XIV.B.3.c. (2022-2023 Handbook)

XIV.B.3.c. (2023-2024 Handbook)

XIV.B.6.c. (2022-2023 Handbook)

XIV.B.6.c. (2023-2024 Handbook)

XIV.B.7.d. (2022-2023 Handbook)

XIV.B.7.d. (2023-2024 Handbook)

Appendix I.D.1.C.2. (2022-2023 Handbook)

Appendix I.D.1.C.2. (2023-2024 Handbook)

Appendix I.D.4.E.1.c. (2022-2023 Handbook)

Appendix I.D.4.E.1.c. (2023-2024 Handbook)

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