Welcome to the December NewsLink!

Dear Collegiate Members,

Winter is here! As you prepare for your exams, remember that music can help relive stress. Try listening to music as you study or as a study break. Visit about.com or www.amta.org to learn about the positive health benefits of music.

This month’s feature article describes how you can be a performing artist in the classroom. You’ll also find out what a few of your fellow Collegiate chapters have been up to this semester!

As always, if you have comments, questions, or would like to share your chapter’s activities or recruitment strategies with us for publication in a future issue, e-mail annew@menc.org.
 

The Music Teacher as a Performing Artist

Michael Raiber is the associate professor of music education at the University of Oklahoma, where he teaches undergraduate and graduate courses on instrumental conducting and music education. Prior to his current post, he was the associate director of bands at Oklahoma State University and taught music in public school for 13 years in Missouri and Oklahoma.

The knowledge and skills we develop as music educators are as important as the knowledge and skills we develop as music performers. The common belief that “those who can, do, and those can’t, teach” is still alive in our schools of music today. Concern for the effects of this thinking have been expressed in professional journals for at least the past seventy years. At the center of the issue is that performance majors often consider music education majors to be inferior performers. Too often, music education majors have the same view of themselves. After some, often passionate, discussion, we arrive at an understanding that the performer will end up teaching to some degree, and the teacher will perform to some degree. As music education majors, we accept this as a statement of equality and move on. I think this is a mistake. The knowledge and skills we develop as music educators are as important as the knowledge and skills we develop as music performers.
 

Why Do I Need to Be a Great Performing Artist?

Zoltán Kodály once remarked that “it did not matter who was the director of the Budapest Opera House, but it did matter who was the teacher in a small provincial town one hundred miles out in the countryside” (Rappaport, 1985). Assisting the development of a musically literate society has long been the goal of music education, and many recognize that this should be accomplished as part of children’s schooling. That’s why we have school music programs of all kinds, sizes, and configurations.

Soon, you’ll face the wonderful and awesome task of meeting young students’ musical needs. You’ll decide what music they’ll study and how they’ll study it. You’ll make critical decisions about their lives in relation to music. From what foundation will you make these decisions?

Too often we hear:

• I’m only going to teach middle school music, why do I need to perform the Hindemith Sonata?
• It’s elementary music—how musical can I be with “Blue Bird, Blue Bird”?
• My students will never be able to perform Music for Prague 1968. Why do I need to know and understand this piece?

We need to be great musicians because our students—present and future—deserve it. Without this critical piece, we have little foundation from which to work when we start making the decisions about our students’ musical lives. Music is a performance art, and we should be able to engage in the art form we teach. However, let’s also be careful not to limit our definition of performance.

The Performing Artist in the Classroom

As music teachers, we perform every day and often in multiple ways. As music teachers, we perform every day and often in multiple ways. We conduct, play, and sing to high standards. We do this with our primary and secondary instruments and through our teaching artistry.

Like our performance colleagues, we continue to hone our skills to better our performance. We perform for critical audiences and garner reviews relating to the technical, musical, and emotional impact of our performance.

As you start your career, you may not perform as you have in high school or college. While your performance avenues will be transformed, you’ll find that past performance experiences inform present ones.

• Your ability to perform as a soloist will enable your ability to evoke music from the podium.
   
• Your ability to phrase on your instrument will allow you to provide wonderful musical models to your elementary students.
   
• Your understanding of Husa’s compositional craft will help you compose with your middle school band students.
   

Performance for music educators isn’t less important or less involved, and it’s certainly not absent. It’s different. It includes the typical performance activities in which all musicians should be engaged but adds to them many more, not the least of which is your ability to perform as an artistic teacher.

Teaching as Performance

My final challenge is to consider the act of teaching as an artistic performance. A number of parallels between music performance and artistic teaching support this conjecture.

• Artistic teaching is well composed. Its form and structure enable an informed audience to understand it. 
• Artistic teaching is well presented. Excellent technique, tone, and phrasing are required to bring the music to life in the ears and minds of the audience.
• Artistic teaching evokes emotion. It challenges the audience to place value on what they hear and experience and can move audience members to levels of intuitive understanding.
  
   

To teach in this manner, you must develop yet another set of skills and understandings. In the classroom, you’ll often be the composer and arranger as well as a performer. Fulfilling these roles will require you to analyze your audience and develop the structure and form of your lesson to meet your students’ needs. Your lesson will engage and challenge your audience, often requiring its participation in the performance. You’ll orchestrate materials and events so that they’ll speak to your audience and increase their understanding of the subject presented. Here is where we separate what we do from what our performance colleagues do and where our education must be different.

Learning to be an Artistic Teacher

The skills and understandings necessary to be an artistic teacher are not taught in the studio or the ensemble—at least not directly. To learn these, you must begin to think and act like a teacher. How do you start to think and act like a teacher? Apply what you’ve learned in thinking and acting like a performer.

• Get to the practice room, and hone your skills. Work on your conducting gestures. Practice your folk songs and solfege.
   
• Put your skills into practice in performance. Teach where and when you can at your skill level. Just as you wouldn’t publicly perform a work that wasn’t prepared, don’t teach at a level for which you’re unprepared. As your skills increase, change the level of your teaching as needed.
   
• Get feedback and input on your performance. Find objective critics that will help you know what’s working and what’s not. Use that information as you go back to the practice room.
   
• Go and perform in your classroom! As a musical performer, you wouldn’t wait to apply your performance skills until your senior recital. As a music educator, you can’t wait until you’re teaching to apply your teaching performance skills.

To truly be a teaching artist in music education, you should practice, apply, and reflect on your teaching performance skills to improve them. Value all of them. Your musical performance skills and your teaching performance skills are essential to being a truly artistic teacher. Go and perform in your classroom!
 

References

Rappaport, J. (1985). The Kodály Legacy: Performers Teach: Teachers Perform. Music Educators Journal, 72, 50–52.

 
Chapter Corner 

Collegiate Chapters Convene at Arkansas MEA Conference

by Jill Sullivan, MENC Collegiate National President

MENC Collegiate National President Jill Sullivan met with MENC Collegiate students and advisors on Friday, November 2, 2007, as part of the Arkansas Music Educators Professional Development Fall Conference. Deborah Barber, the MENC Collegiate State Advisor from Arkansas Tech University, hosted a luncheon event for the group. Sullivan also gave a workshop to the state’s instrumental music teachers while at the conference.

Sullivan remarked that she was “impressed with the service projects that the state’s Collegiate chapters had taken on and their commitment to the future of music education in their state.” She also stated, “It was a great afternoon, and I was impressed not only by the interest that the ArkMEA had taken to include the Collegiate students in their fall conference, but also by the board’s willingness to fund a formal luncheon for these future music educators. It was rewarding to see that in this 60-year anniversary of MENC Collegiate, the chapters in this state continue to thrive and receive strong support. What a sincere pleasure it was to spend time with these music educators. Thank you, Arkansas!”
 

 
The College of New Jersey Presents Annual Music Faculty Gala

by Laura Dunn, Vice President, TCNJ Collegiate Chapter
 

The MENC Collegiate chapter at The College of New Jersey (TCNJ) once again held its annual Music Faculty Gala on October 9, 2007. This was the third year that the chapter has sponsored the Faculty Gala at TCNJ.

The Faculty Gala is a concert that features both solo and chamber pieces performed by our talented faculty members, who enjoy sharing their talents with their students and the community. Of the nine performing groups at this year’s Faculty Gala, three performed compositions by TCNJ music faculty members.

Not only is the Faculty Gala a fun evening and a popular event for the music department at TCNJ, but it’s also a fundraiser for the TCNJ Collegiate chapter. The money our chapter made from the Faculty Gala went into a fund to help bring guest speakers to our meetings. Bringing these speakers to campus provides the music majors at TCNJ with opportunities to further their study of music education. Also, the Faculty Gala has been a wonderful way to encourage our members to volunteer. There are many jobs to be done, from printing tickets to designing posters to ushering the night of the concert.

The Faculty Gala has turned into an annual event for our TCNJ chapter, and every year we get closer to selling out of tickets. Our classmates wait for the event each year with great anticipation, anxious to see what some of the new small ensembles will be, what kind of new contemporary pieces will be on the program, and whether their teachers will be performing. The music professors are just as enthusiastic; in fact, some of them are already planning for next year’s concert.

The Faculty Gala has become one of the highlights for the year at TCNJ and is a wonderful way to bring our department closer while also serving as a fundraiser for our chapter.
 

*** Tell us what your chapter’s been up to! E-mail your stories and pictures to annew@menc.org or mail them to Collegiate NewsLink, 1806 Robert Fulton Drive, Reston, VA 20191.
 

Member Benefit Spotlight

Discounts on Teaching Resources

All MENC members receive a 25% discount on all MENC-published resources covering a wide range of music education topics. Discounted items include MENC books, videos, and more.

Visit www.rowmaneducation.com (click on the “Co-Publishers” link and then the MENC link) to view the books available, and visit www.mencnet.org/eweb to browse other materials available, including MENC specialty items.

Help from MENC’s Mentors

Student Teaching

During your student teaching assignment, you want to make the most of each learning opportunity. What should your top priorities be? What should you do if you find yourself in a situation in which your cooperating teacher is not offering proper guidance? MENC Mentor Terry Annalora suggests asking the following questions:

1) Are you being shown how to correctly teach, warm-up, discipline, take care of music ordering, etc., or are you just expected to know how to do it?

2) Is your cooperating teacher making himself/herself available to help you (without students observing)?

3) Is your college music department aware of any problems you’re experiencing? Make sure they are, because they can be of great assistance.

For a packet of helpful materials on student teaching, you can e-mail Terry at tannalora@milescity.k12.mt.us. Visit www.menc.org/mentors to post your own student teaching questions.

Finding a Job

Getting a job right after college, when you may not have much experience yet, can be daunting. While you are looking for jobs, MENC Mentor Mary Jennings suggests, “Substitute as much as you can in as many areas as you can. Word will spread that you are capable. Seek out as many music jobs as possible. Also consider broadening your areas of application. Don’t give up.”

Visit www.menc.org/mentors to post your own career questions.
 

Conn-Selmer Institute

An event for all present and future music educators

The Conn-Selmer Institute is an annual event for music educators to explore what it means to teach music, collaborate with other educators, and have fun! Visit www.csinstitute.org to learn more and register for the June 2008 event.

Here’s what some Collegiate students had to say about this event:

“The Conn-Selmer Institute is the most inspirational event I’ve ever been to. It revived my faith in myself.”
- Devon Huhn, Hofstra University, Hempstead, NY

“What an amazing and fascinating set of experienced faculty—the best and most knowledgeable music educators in the nation.”
- Anabele Awarez, Northern Arizona University, Flagstaff, AZ

“It’s fast-paced, high-energy, and extremely informative. I learned a great deal, and I feel more confident and excited about my career as a music educator.”
- Julia Bruckner, Drake University, Des Moines, IA

MENC is proud to partner with Conn-Selmer Institute (CSI) to offer essential training for our new and incoming music teachers. CSI’s unique four days of networking, training, and motivational offerings provide a one-of-a-kind experience that will help ensure a new teacher’s success in music education and pave a smooth transition to a lifetime of teaching. - John J. Mahlmann, Executive Director, MENC

Current News and Announcements

MENC’s latest specials and news

December Member Special:  Holiday Notes!

The December MENC Member Monthly Special features the new MENC note cards! These beautiful cards are perfect for thank-you notes, small gifts, and all-occasion cards. In December only, MENC members can purchase these note cards for half-off the regular price!

Centennial Note Cards: ten different cards, one from each decade of MENC’s history, with white envelopes. #5068R. $4.00 for members.

Musical Inspiration Note Cards: four different, colorful cards with musical quotes, with white envelopes. #5069R. $3.00 for members.

Call 800-828-0229 or visit www.menc.org/specials to order. No additional purchase required. Special not available at state conference resource shops.
 

Disneyland® Resort All-American College Band
Presented by Yamaha

How would you like a summer work experience that gives you the chance to enhance your music performance skills—while having a blast?

The All-American College Band experience is a unique performance and educational opportunity that has provided top college musicians with the opportunity to perform and learn about the entertainment industry first-hand at a Disney Theme Park for over 35 years.

Selected students will perform at the Disneyland® Resort in California from June 1–August 16, 2008, in a fully integrated outdoor performance and show entertainment presentation. Each student will perform on a pro-line Yamaha instrument, with the opportunity to purchase the instrument at the end of the summer at a discounted rate. Along with performing five days a week, students will attend daily clinics/rehearsals and complete a music project. Housing and a weekly stipend will be provided.

If this sounds like an ideal summer experience to you, visit www.disneyauditions.com to learn more and find an audition near you! Auditions will be held January and February 2008 at universities across the nation. Click here for guidelines on preparing for the audition.
 

Music Education Advocacy

MusicFriends is a group of parents, community members, and other music advocates working to support local school music programs through grassroots initiatives. Membership is free and includes a monthly e-newsletter, frequent music education news updates, and a window decal. Visit www.musicfriends.org to learn more and access advocacy resources. Procrastinating studying for that big test? Check out the MusicFriends games!

The Legislative Memo is a monthly update with the latest on music education news and issues from Capitol Hill and around the country! Go to www.menc.org/legislativememo to read the latest issue and subscribe.

New Harris Poll Links Music Education to Advanced Studies and Higher Incomes

At an event with actor and musician “Little” Steven Van Zandt (of Bruce Springsteen’s band) and MENC, Harris Interactive recently released an independent poll that shows a positive association of music with lifelong educational attainment and higher income. Nearly nine in ten people with post-graduate degrees participated in music education. Further, 83 percent of those with incomes higher than $150,000 or more participated in music.

With the No Child Left Behind Act currently up for reauthorization in Congress, a discussion on music education is more important right now than ever. Music is recognized, on paper, as a core academic subject, but with actual testing in only a narrow range of subjects, music is usually one of the first programs to be cut.

“Research confirms that music education at an early age greatly increases the likelihood that a child will grow up to seek higher education and ultimately earn a higher salary. The sad irony is that ‘No Child Left Behind’ is intended to better prepare our children for the real world, yet it’s leaving music behind despite its proven benefits,” said Dr. John Mahlmann, Executive Director of MENC.

Musician, actor and music education activist Steven Van Zandt adds, “Obviously, music is a big part of my life and I’ve had remarkable experiences as part of the music industry. That is why I am now combining my life’s work and my passion for music education. The Harris Poll and other studies like it document the fact that you don’t have to be a rock star to benefit from music education. Music benefits everyone in all walks of life.”

The Harris poll revealed that music education is also linked to personal fulfillment, professional development, and the ability to solve problems creatively.

Share the importance and benefits of music education with your campus and community!
 

BMI Foundation Announces 5th Annual peermusic Latin Scholarship Competition
Deadline: February 8, 2008

The BMI Foundation announces the opening of the 5th annual peermusic Latin Scholarship, a competition for composers and songwriters. Established by music publisher Ralph Peer II and funded by peermusic—a global network of music publishing companies—a $5,000 scholarship will be awarded for the best song or instrumental composition in a Latin genre. All college or university students in the U.S. and Puerto Rico who are between the ages of 16 and 24 are invited to apply. All words and music must be original. Visit www.bmifoundation.org for more information and an application.

New MENC Podcast

The latest MENC podcast features an interview with Don Ester, chair of the Society for Music Teacher Education (SMTE), about the September 2007 SMTE symposium and future directions for teacher education. Tune in at www.menc.org/podcast.

Support Music Education through the Combined Federal Campaign

Encourage family and friends employed by the federal government to support music education through the 2007 Combined Federal Campaign, an annual fundraising drive conducted by federal employees and military personnel to raise millions of dollars to support nonprofits. MENC is listed in the 2007 donor brochure as number 11770, Music Education Matters, MENC. This year’s solicitation period (during which employees can sign up to donate) is September 1–December 15. For more information, visit www.opm.gov/cfc.

The 2008 Presidential Candidates on Music Education

MENC recently sent a letter to all 2008 presidential candidates asking for their views on the upcoming reauthorization of the No Child Left Behind Act and the role of music education in our schools. Visit www.menc.org/government to view these statements. Check back often, as statements will be added as they arrive!

Join Us in Milwaukee for the National Conference!

• Featuring a Collegiate Reception! •

MENC National Biennial In-Service Conference registration and lodging are now open for the 61st National Biennial In-Service Conference, which will take place April 9–13, 2008, in Milwaukee, WI.

Register using the printable registration form (online registration coming soon). Register by February 15, 2008, to qualify for the Early Bird discounted registration fee and to enter the drawing for free registration and two nights at a conference hotel. Visit www.menc.org/conferences for more information.

The World’s Largest Concert Is Back!

The World’s Largest Concert (WLC) has been the highlight of Music In Our Schools Month (MIOSM) since 1985, the same year the celebration was extended to last the entire month of March.

WLC is a sing-along concert that links students around the world through music—it reaches an estimated 6 million students, teachers, and music supporters each year.

The 2008 WLC will take place on Thursday, March 13, 2008, at 1 pm Eastern Time. The theme, which corresponds with the 2008 MIOSM theme, is “Music Touches Lives.” The WLC will not be broadcast on television this year, but it will be available on DVD—students and teachers are encouraged to participate on March 13th.

Make your campus a part of this amazing event! Visit www.menc.org/wlc to learn more and purchase a DVD. Learn more about MIOSM and check out all of the 2008 awareness items by visiting www.menc.org/miosm.

Question of the Month

Each month, MENC gets feedback on music education issues from members. December’s questions are about boys in elementary music and holiday concerts. Visit www.menc.org/question to contribute.

December Mentors

Do you have music education questions? MENC’s mentors have the answers!

Each month from September to May, the “Ask the Mentors” forum features a different mentor for band, orchestra, chorus, general music, and mariachi. The mentors are veteran teachers who provide advice in response to your teaching questions. Visit www.menc.org/mentors to post questions and read responses.

Meet the December mentors:

Band mentor John “Jay” Watkins is the University of Florida’s associate director of bands, assistant professor of music, and the director of the “Pride of the Sunshine” Fightin’ Gator Marching Band. He has also directed bands at the University of Texas at Austin, Charleston Southern University, and the U.S. Naval Academy. He is an active clinician and adjudicator.
 

Mariachi mentor Jonathan Clark is a well-known and respected mariachi historian. He lived for 12 years in Mexico, playing the guitarrón full-time and studying the instrument with Natividad de Santiago of Mariachi Vargas de Tecalitlán. While in Mexico, he developed a passion for mariachi history and collected many historical photographs, documents, and testimonies of seminal musicians. He is the author of numerous articles on mariachi history and plans to co-author a future MENC book on the history of mariachi.
 

Chorus mentor Kathee Williams teaches choral music and music theory at Sequoyah High School in Canton, Georgia, where she has a mixed, audition-only choir; an advanced women’s choir; a men’s ensemble; and a beginning chorus. She has also taught elementary, middle, and high school music in Georgia and Kentucky’s public schools and music appreciation, voice, and piano in a private school. 
 

Orchestra mentor Betsy Klinger is the string specialist for the Springfield, Pennsylvania school district and has taught for 32 years. She teaches elementary and middle school string classes and orchestra. In addition to being a co-conductor of the Delaware Valley Young Musicians’ Orchestra in suburban Philadelphia, she also performs with two symphonies and a string quartet.
 

General music mentor Elizabeth Collins currently teaches general music, choir, and orchestra at Almaty International School in Almaty, Kazakhstan. She has taught a variety of music and other arts classes in cities across the globe, including Izmir, Turkey; Cairo, Egypt; Kuwait City, Kuwait; Khamis Mushayt, Saudia Arabia; and Missoula, Montana.