Welcome to the March NewsLink!

MIOSM is the time of year when music education becomes the focus of schools across the nation. The purpose of MIOSM is to raise awareness of the importance of music education for all children and to remind citizens that school is where all children should have access to music.Visit www.menc.org/miosm to learn how you can be a music education advocate this month.

This month's feature article provides suggestions and resources for teaching students with special needs. You'll also read about the top ten things future choral directors should know and news about Collegiate members.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.

Best wishes,

Anne Wagener
NewsLink Editor

Everyone Succeeds:  How to Meet the Needs of All Students in the Music Room

Melissa Rozelle, a music educator and music therapist, teaches elementary general music in Hilton, NY. A frequent presenter at the state and regional level, Melissa received her degrees at Nazareth College. She is also a lecturer in the Department of Music at Nazareth College, teaching in the graduate and undergraduate music education programs.

©2008

IEP, LRE, IST, CSE ... help! Special education laws, language, and modifications can often be confusing, especially when you have little or no training in this area. Teaching students with special needs can be daunting for new teachers who are just starting their careers.After teaching a class focused on music education for special learners, I surveyed my undergraduate and graduate students for their advice to new teachers. This article represents a combination of their ideas and my thoughts about successful teaching.
 

Here are some strategies for meeting your students' needs:
 

• Increase Your Knowledge
• Communicate with Teachers, Professionals, Parents
• Observe and Learn
• Use Strategies that Work
• Tap into Your Resources

Increase Your Knowledge

Teachers should learn as much as they can about special education laws. It's essential that teachers understand the common characteristics of various disabilities and how these characteristics impact students in the music classroom. This knowledge can come from many different resources. As one student wrote, "Take a class, a workshop, or even seek out other professionals about specific students or disabilities."
 

Know your students' Individualized Education Plans.

It's also crucial that teachers know their students' Individualized Education Plans (IEPs). The IEP provides information on students' disabilities, services, accommodations, and modifications. Due to the large amount of information that they contain, the IEPs may seem confusing and overwhelming. Ask the special education teacher to help you pick out the key IEP points. Many special education teachers can also provide an "IEP at a Glance," which is a very condensed version of the IEP that focuses on the most important information for special area teachers.
 

Communicate with Teachers, Professionals, Parents

Special education is very often a team approach. Music teachers should be part of this team and should open the lines of communication between themselves and special education teachers, psychologists, teaching assistants or paraprofessionals, and other service providers. These people often have a wealth of information that they're willing to share about their students. Don't forget to talk to students' families as well.It's important to display a willingness to attend meetings and receive updates about students so that you're not inadvertently excluded from receiving this information. Be an advocate -- help faculty, staff, and parents understand that music is essential in everyone's lives, and sharing information will help students succeed.
 

Observe and Learn

Observe special education teachers and music therapists. Observing special education teachers and other related professionals can provide an enormous amount of helpful information to new teachers. Also consider observing students in other settings besides the music room. This can provide invaluable insights into the students' strengths, weaknesses, and responses in a variety of situations. Especially consider observing a music therapist if possible. He or she may be able to provide many ideas that are specific to the music setting. Don't forget to invite other staff members into your music room.
 

Use Strategies that Work

Incorporating the following strategies into everyday teaching will help not only students with special needs, but all students in the music room.
 

• Develop structure. Transitions and changes can be extremely difficult for students with special needs. Keep classroom routines predictable and work to prepare students for unusual events or quick transitions.
   
• Be flexible. Sometimes the unexpected happens. Be prepared to adapt lesson plans without notice. Go with the flow, be patient, and be ready for anything.
   
• Focus on the strengths. So often students with special needs only hear about their weaknesses. Change that by capitalizing on each student's strengths. Figure out what a student can do well, and design activities and challenges with these strengths in mind. Not sure what a student does well? Ask him or her.
   
• Be creative. One undergraduate student wrote that teaching special learners makes a person "learn how creative you are." In order to focus on student strengths, you may have to teach concepts differently than you have in the past. Don't be afraid to try something new.
   
• Start fresh. Remember that every day is a new day. Don't carry past events with you. Working with students with special needs can be some of the most rewarding work of your life. It can also be frustrating. It is important to remember QTIP -- Quit Taking It Personally! As one student wrote, "Student behavior is usually not directed toward you." This can be hard to remember at the end of a bad day. It's frequently hard for students with special needs to make a fresh start. Seeing positive behavior modeled by the teachers is essential.

Tap into Your Resources

Many valuable resources are available to music teachers. Consider the following books, journals, and Web sites for further help and research.

Books

Adamek, M. & Darrow, A. (2005). Music in special education. Silver Spring, MD: The American Music Therapy Association.

Atterbury, B. (1990). Mainstreaming exceptional learners in music. Upper Saddle River, NJ: Prentice Hall.

Sobol, E. (2001). An attitude and approach to teaching music to special learners. Raleigh, NC: Pentland Press.

Wilson, B., ed. (1998). Models of music therapy interventions in school settings: From institution to inclusion. Silver Spring, MD: The American Music Therapy Association.

Journals

Patterson, A. (2003, March). Music teachers and music therapists: Helping children together. Music Educators Journal, 89(4), 35-38.

Special Focus: Inclusion. Music Educators Journal (2001, January), 87(4).

Web sites

American Music Therapy Association: music therapy resources, including fact sheets for using music therapy with specific populations

Centers for Disease Control and Prevention: health information on disabilities

DisabilityInfo.gov: a government Web site designed specifically to provide information about disability-related resources, including educational programs

National Dissemination Center for Children with Disabilities: information on disabilities in youth, IDEA (special education law), No Child Left Behind, and special education research

West Music: music publications designed for special education
 

Conclusion

Keep learning and finding ways to make all students successful. One student wrote, "Working with special learners can be a learning experience for both you and your students." It's important to keep learning and finding ways to make all students successful in the music room. Maya Angelou said, "When you know better, you do better." Knowing better could be the key to effectively teaching all students.

The Top 10 Things Every First-Year Choral Director Needs to Know

by Kriston Feldpausch, Director of Choral Activities
Powhatan Junior High School, Powhatan, VA

1. Have command of your computer, including your Internet browser, Microsoft Office Suite, and Finale/Sibelius. Whether you are a Mac or a PC person, a working knowledge of your computer is vital. You will likely have to arrange music, create sight-reading examples, concert programs, letters to parents, theory worksheets, sign-up sheets, and more.
    
2. Develop a repertoire list of 10-12 working pieces for each grade level you will encounter. That way, no matter what the music library looks like, your first music order is ready when you arrive. This list will get you through the first semester and allow you to get your feet wet with your students before ordering more.
    
3. Find a music mentor. Choose a director that you can call on for suggestions. Develop that contact in college through the board, MENC, local state organization, student teaching, practicum, or on your own. The art teacher assigned to you just won't be able to help. Don't be afraid to ask for help. Everyone was new at this once, and we all learn a lot in our first year. We don't expect you to know it all, so ask!
    
4. Prepare lesson plans in advance. Have your first two weeks' lesson plans completed before you graduate. Try to anticipate every situation you could face, including different levels of experience, because you don't know where you'll end up or what your students will already know. Having these plans will ease the stress of your first two weeks, and when your administration asks for lesson plans at the end of the first week/month/term, you'll be an old pro.
    
5. Plan your entire year. Sit down with some of your friends and have a planning session about what the perfect year as a director would be like. Would you take trips? How many concerts will you have? How many different groups will you prepare? Will you go to any festivals? How are you going to teach sight-reading? Answer as many questions as you possibly can. Use a calendar to fill in dates and figure out exactly how you want to teach your year. Be prepared to modify your calendar to fit your new position. Your first year probably will not go exactly as you planned it, but it won't be as daunting if you plan ahead.
    
6. Budget. Chances are you won't have much control over your budget your first year. Budgets are usually done a year in advance. But when budget time rolls around, you'll be into so many other things that you won't be able to devote 100% of your attention to your budget. Talk to your high school director or a mentor you trust and see if he or she will give you a sample budget. When budget time arrives, you can plug in the appropriate numbers and needs, and your first budget will be done in a jiffy.
    
7. Make friends with the office staff. Very often the secretary is the most knowledgeable person in your building. The bookkeeper is the person who stands between you and that new piece you're dying to order for your group. Developing a positive working relationship with the secretary and bookkeeper is the key to getting things you need and settling into your new job with success. Your other best friend should be the head custodian, who can also be helpful.
    
8. Use the rule of thumb for stopping points. When you stop your group, often you will know exactly why you stopped them -- until they actually stop. Then your mind will go blank and you won't know what to say. An old rule of thumb: when this happens, point out something a student did well, go back to the most logical starting point, and do it all again. By then you'll remember why you stopped in the first place.
    
9. Document, document, document. No matter what you are doing, write it down. Take notes at meetings and keep them in a file. When you reserve a facility, a bus, or any equipment, make multiple copies of the reservation form and date stamp them. When you meet with an administrator, type up your notes and have that person initial that you've understood the directions correctly. While not every situation will warrant such meticulous detail, you can never have too much documentation. You never know when you might be challenged, and your paperwork can save you.
    
10. Introduce yourself to the band director. This may seem like a wild idea. In reality it's probably the most important thing you can do. Your band director is the yin to your yang. He or she is the person who most understands what you do and will have ideas for the other nine things on this list. Walk across the hall and introduce yourself. You may be surprised at what you find.

Coming next month: The Top Ten Things Every First-Year Orchestra Director Needs to Know

Chapter Corner

Eastman Saxophone Quartet Selected for International Competition

Recent graduate of the Eastman School of Music and MENC Collegiate member Michael Matlock and fellow ViM Saxophone Quartet members Kristin Rarick, Dimitrios Kostaras, and Richard Miserendino have been selected to perform at the Third International Chesapeake Chamber Music Competition.

Their group is among the five selected out of 56 ensembles from 16 states and Canada, Germany, Russia, France, and the United Kingdom. Michael and his quartet formed their group in 2003 and have already received several national distinctions.The group will compete for a Gold Medal Award of $10,000 and a Silver Medal Award of $5,000.

Event judges include internationally acclaimed artists David Krakauer, Lydia Artimw, and Marcy Rosen. The advisory panel also includes many distinguished musicians and educators. To learn more about the International Chesapeake Chamber Music Competition, visit www.chambermusiccompetition.org.
 

Greetings from MENC Collegiate in Idaho

by Miranda Taff, Idaho MENC Collegiate President, University of Idaho
 

"Though no one can go back and make a brand new start, anyone can start from now and make a brand new ending."
~ Carl Bard

I am proud to say that I am part of a new beginning, as are all of you. When I was first elected into the exciting new position of Idaho MENC Collegiate President, I had to ask myself what I wanted to accomplish. I realized, after much deliberation and time, that I had many goals for this organization. MENC Collegiate is an opportunity to encourage those around us to study, create, and teach music. I would love to see all future music educators band together to become one collaborative organization, working together, exchanging ideas, discussing our concerns, and reaching out into our communities.

I believe that getting out into our community is the key to our success. Recently, the University of Idaho's Collegiate chapter helped two schools in a time of need. Both schools sustained damages to their music rooms due to fire. Members of our local chapter worked together and sent instruments, along with a financial donation to both schools. After this event, our local membership increased, and we are continuing to grow. For the remainder of the school year, look for ways you might be able to help your local communities in the field of music education. Create a plan, organize a team, and get it done! Getting out into our community is the key to our success.

Robert Collier said, "Visualize this thing you want. See it, feel it, believe in it. Make your mental blueprint and begin." I believe in you and this organization. A journey of a thousand miles must begin with a single step. I challenge you to begin walking.
 

Muskingum Collegiate Students Selected for Honors Band

Several Collegiate members from Muskingum College were selected to perform in the honors concert band at the 2008 Ohio Private College Instrumental Conductors Association (OPCICA) 21st Annual Honor Bands Festival, January 18-20, 2008, in Canton.

Laura Nichols, a junior music education major, especially enjoyed the opportunity to perform at the festival. She said, "The festival gave me the opportunity to experience and learn from other conductors and teachers. The teaching perspective and interpretation from each of the conductors helped me to learn about different composers and styles."

*** 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

MENC 101: Resources for New and Future Teachers
by Ron Chronister, MENC Southwestern Division President, 2005-2007

Just a few short years ago you were going to proms, learning how to drive, and loving your music classes. Now you're a college student and Collegiate member, mapping out your future as a prospective music educator. Not too long from now, you'll be in the teaching field, making a difference in young people's lives like someone did in yours. Life's a journey.MENC has been with you every step of the way. MENC was an influence for those music teachers that nurtured you as a young musician. MENC is helping you now through your college education by supporting your professors and structuring your preparation as a music educator.
 

As you make the transition from prospective to active music educator, MENC provides
 

• a job search service,
• resume-building advice, and
• networking opportunities.
   

When you enter the teaching field, MENC will provide
 

• support for pedagogy, advocacy, and professional development,
• opportunities for you and your students in the classroom, and
• access to the latest and best materials, equipment, and services.
   

As we've seen along your journey: you are, have been, and will continue to be a vital part of MENC. An important step in this journey will be learning what this wonderful organization is all about. Take some time to come to understand our purpose, structure, and methods of operating. And stay involved! We're in this together. You, your teachers, professors, and peers make MENC strong, vibrant, and vital. It can be a long journey on your own. Let's continue to go together.

Ron Chronister has developed a PowerPoint presentation and handout that explain MENC's structure and give an overview of the resources we offer. Learn where to look for help with the job search and the transition to teaching, and more. Visit the ASU Web site to access these resources. Collegiate officers: feel free to use this PowerPoint to make a presentation to your chapter.
 

Help from MENC's Mentors

To Get a Master's Or Not to Get a Master's?

A recent post on MENC's "Ask the Mentors" forum posed the question, "Do you recommend getting your master's degree before getting a teaching position, or during? I'm an undergrad considering whether or not to apply to grad school."

Chorus mentor Kriston Feldpausch responded, "I would recommend teaching first. I taught for a while and found my goals changing as I taught. You may find that you don't want the degree after some time, or that you may want something different. There is no substitute for experience."

A recent graduate added, "My advice is to teach first, then do a master's three-summer program. A few of my friends have said that you get more out of the degree if you have teaching experience to draw on. If you do a summer program, you can teach during the year as well. Some schools may even pay for your master's degree if they have a need for teachers."

To post your own questions, visit www.menc.org/mentors.

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. Don't miss this year's event, June 8-11, 2008, on the Notre Dame campus, with featured musical guest Synergy Brass.

Visit www.csinstitute.org to learn more and register.Here's what some Collegiate students had to say about this event:

"CSI is the single greatest event within the world of music education."
- Cliff Thompson, Cecil Community College, North East, MD

"CSI should be a course requirement for music education. If you have a passion for teaching then you will be cheating yourself if you miss out."
- Ken Wils, Ohio University, Athens, OH

"It is an investment that comes back to you and is extremely valuable information. Approach it with an open mind."
- Kate Lennie, Grand Valley State University, Allendale, MI

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

March Member Special:  Got Buttons?

The March special features the 2008 MIOSM Buttons. You'll love wearing these 1-3/8" round blue buttons with pin closure and the MIOSM logo in yellow and white. Whether pinned on clothing, backpacks, or added to bulletin boards, these can be used all year to help raise awareness of music on your campus.In March only, MENC members can purchase the MIOSM buttons (50 per bag) for only $5.00 -- half off the regular price! Call 800-828-0229 or visit www.menc.org/specials to order. No additional purchase required. Item #6001R. Special not available at state conference resource shops.

Celebrate Music In Our Schools Month with Music Advocacy

Music In Our Schools Month (MIOSM) is a celebration of school music. It's designed to raise awareness of the importance of music education for all children and to remind citizens that school is where all children should have access to music.Visit www.menc.org/miosm for awareness items and advocacy ideas for your school and community.

Participate in the World's Largest Concert (WLC), which is back in 2008 thanks to feedback from members like you. The WLC is a sing-along concert that links students around the world through music. This year, the WLC will take place on Thursday, March 13, 2008, at 1 pm Eastern Time. Though the WLC will not be broadcast on television this year, it will be available on DVD, and you can ask your campus or local public broadcast station to air the video. Visit www.menc.org/wlc to learn more, download the lesson plans, and purchase a DVD.

Join the Fun at the Collegiate Reception

During MENC's National Conference, we're reserving a night to honor the future of music education €”our Collegiate members. Join the fun on April 10 from 9:30 to midnight at Milwaukee's Midwest Airlines Center. Sponsored by Conn-Selmer, Inc., the event includes the music of a 17-piece big band, giveaways, food, a DJ, and live entertainment. Visit www.menc.org/conferences to register for the conference, which includes sessions on finding teaching jobs, classroom management, and more.
 

Public Believes Imagination in Schools Is Critical

Results from a new national poll identify a strand of swing voters poised to support candidates and policies that build the capacities of the imagination in schools. The survey of 1,000 likely voters shows that 30% of American voters are not only dissatisfied with public education's narrow focus on the so-called basics, but that they also believe developing the imagination is a critical, but missing, ingredient to student success in 21st century schools. For more information, visit www.theimaginenation.net.
 

New Music Adjudication Seminars

Learn from the best during this new music adjudication event! MENC and NFHS: The National Federation of State High School Associations, in cooperation with Walt Disney World Performing Arts Programs, are offering two seminars to improve music adjudication skills.Three-day seminars in March and April will provide attendees with the opportunity to develop and improve effective music adjudication skills under the guidance of a world-class music adjudicator. MENC members receive a 25% discount on registration. Visit the NCAAMP Web site at www.menc.org/adjudication for more information and online registration.

Question of the Month: Share Your Thoughts

March's question of the month is about gender and band instruments. Visit www.menc.org/question to contribute.
 

U.S. Army All-American Marching Band

Know any outstanding high school marching musicians? Encourage them to apply for the 2009 U.S. Army All-American Marching Band by April 15, 2008, by visiting www.menc.org/allamerican.

Learn What's New in Music Education Legislation

Visit www.menc.org/government for the latest on No Child Left Behind, 2008 presidential candidate statements on music education, state and local policies, music education facts and figures, and more. Subscribe to the monthly Legislative Memo so you can stay up to speed on federal news, advocacy opportunities, and statements from representatives and senators who support music education.

Meet the March 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. Starting this month, the general music forum will also feature a guitar mentor.

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 March mentors:

General Music mentor Marlene Yeni-Maitland is a certified Dalcroze Eurhythmics instructor and an adjunct professor with extensive teaching experience in early childhood music, piano, and music fundamentals. She is currently completing a Master's Degree in music education at Westminster Choir College in Princeton, New Jersey. The fieldwork for her thesis will take place in a Montessori School where music and movement will be an integral part of her classes.


Orchestra mentor Susan Bechler conducted orchestras, chamber music ensembles, and choruses, and taught general music in public school for 34 years in Victor, New York. She now teaches violin, viola and fiddling privately. She is an adjunct staff person at Ashokan Fiddle and Dance, has conducted/taught for New Horizons International, and travels to Louisiana to study fiddle.


Mariachi mentor Mark Fogelquist teaches mariachi music at Chula Vista High in the San Diego area of California, where he established the award-winning student ensemble Mariachi Chula Vista. He also directed the professional ensemble Mariachi Uclatl¡n for 20 years, created Washington State's first school mariachi program, developed the Mariachi Northwest conference, and established the highly respected Viejas-Sweetwater Mariachi Conference.


Chorus mentor Melissa Cunnington is a choir director at McLoughlin High School and an elementary music teacher at Ferndale Elementary School in Milton Freewater, Oregon. Her high school students consistently earn a "superior" rating at district choir festivals. She also has an Orff-based rhythm group at her elementary school.


Band mentor Scott Backus teaches at Sammamish High School in Bellevue, Washington.
Visit the mentors Web site to read the mentors' full bios and ask them questions.