Zuly Inirio
Making Sure The Kids Are Alright: Trauma-Informed and Culturally Competent Approaches For Navigating the Effects of the COVID-19 Pandemic
Making Sure The Kids Are Alright: Trauma-Informed and Culturally Competent Approaches For Navigating the Effects of the COVID-19 Pandemic
Making Sure The Kids Are Alright takes a holistic, person-in-environment approach to teaching and considers how the COVID-19 pandemic affects students on multiple levels. In this session, teachers will develop a foundational understanding of trauma-informed care and its implementation, define cultural competence and recognize the ways it is applicable to classroom teaching, and learn somatic techniques that support resilience and emotional regulation for both students and teachers.
Dr. Zuly Inirio is an Afro-Latina opera singer, scholar, and mental health advocate in the arts. She is the Associate Director of the Center for Ethnic Studies at the University of Pittsburgh, a teaching artist with Hope Academy, an organization where young people of diverse ethnic, economic, and religious backgrounds can study music and performing arts, and ARYSE, an organization that supports immigrant and refugee youth in becoming engaged, confident, and celebrated members of Pittsburgh communities. As a soloist, Dr. Inirio has performed throughout the U.S. and Europe and was most recently featured in Austin Opera's Concerts at the Consulate. She actively pursues bringing awareness to Afro-Latinidad in classical music with her ‘Afro-Latinx Song and Opera Project’ whose goal is to commission musical works that tell the stories of the Afro-Latinx community in the U.S. and through her artistry and activism, works toward representation and equity for BIPOC.
Gregory Offner
THE PERFORMANCE AGREEMENT
the performance agreement
The velocity of change and disruption continues to accelerate at a blistering pace.
The people who won't just survive, but thrive, are those who possess the ability to learn, unlearn, and relearn.
Lucky for us musicians, we already have a process.
In this interactive workshop, we're going to discuss the four steps to The Performers Process, and learn how to apply it to more than the latest musical arrangement.
Takeaways include:
Attendees will be able to list and explain the 4 steps of The Performer's Process
Attendees will be able to help their students make the connection between this process and other skills they want to master.
Attendees will gain clarity on the specific steps and approaches that non-musical skills require for mastery.
Gregory Offner is a globally recognized expert on performance; the Founder and CEO of Global Performance Institute; and an international keynote speaker. His Performance Agreement methodology has helped organizations develop the skills necessary to thrive under pressure, and create cultures of high-performing, highly fulfilled people. In addition to his international business and leadership experience, he holds advanced professional designations in the fields of Risk Management, Organizational Development, Lean/SixSigma, and Positive Psychology. Gregory is also an accomplished entertainer; having performed professionally on five continents and numerous countries as a solo artist, and dueling piano performer.
Alice Hammel
AUTISM IN THE MUSIC CLASSROOM
Autism in the music classroom
Students with Autism Spectrum Disorders (ASD) often experience challenges in cognition, communication, and socialization. This presentation will focus on these three areas and provide both research-based and practical experiences to learn more about the school lives of students with ASD and how we can provide the best opportunities possible in music classrooms and ensembles.
Learning Objectives:
1. Participants will recognize challenges experienced by students with ASD in the areas of cognition, communication, and socialization.
2. Participants will learn songs, games, and activities that support students with ASD and can be transferred to any area of K-12 music education.
3. Participants will leave with a set of strategies and understandings to help them be more effective teachers for students with ASD.
Dr. Alice Hammel, Virginia Music Educator Association Outstanding Educator (2018) and current President of the Virginia Music Educators Association, is a widely known music educator, author, and clinician whose experience in music is extraordinarily diverse. She is a member of the faculty of James Madison University, and has many years of experience teaching instrumental and choral music in public and private schools. Dr. Hammel has put these varied experiences to great use while compiling a large body of scholarly work. She is a co-author for four texts: Teaching Music to Students with Special Needs: A Label-free Approach, Teaching Music to Students with Autism, Winding It Back: Teaching to Individual Differences in Music Classroom and Ensemble Settings, and Teaching Music to Students with Special Needs: A Practical Resource. Dr. Hammel is Past-President of the Council for Exceptional Children – Division for Visual and Performing Arts Education.
Suzanne Hall
Promoting Student Engagement through Culturally Relevant Pedagogy
Promoting Student Engagement through Culturally Relevant Pedagogy
Research studies indicate that student engagement plays a crucial role in student learning. Through engaging experiences, students are challenged academically and actively learn through a constructivist approach. Students also develop agency and autonomy through the learning experience. An engaging learning environment maximizes the experience and enhances learning outcomes.
In this session, participants will engage in activities that promote student engagement through the lens of culturally relevant pedagogy that creates an environment where students feel supported to contribute to knowledge acquisition in the classroom. By the end of the session, participants will be able to:
Engage in activities that reflect inclusivity and knowing your students
Describe culturally relevant pedagogy and its significance in the music classroom
Identify strategies that create student-centered environments where cultural capital (past, present, and evolving) is acknowledged and valued within the music classroom.
Create opportunities for students to lead and construct meaning from their own learning.
Dr. Suzanne Hall is Associate Professor of Music Education at Temple University where she teaches courses in general music and introduction to music education. Her primary research interests focus on pre-service music teacher training, music and language arts connections and comprehensive musicianship. Dr. Hall is a frequent presenter at conferences and presents professional development workshops on music and literacy integration strategies for school districts across the country. She is co-author of Teaching Elementary Music: Integrative Strategies between Music and Other Subjects and General Music: A K12 Experience. Her articles can be found in various journals including Journal of General Music Education and the Journal for Music Teacher Education.
Angela Schendel Keedy
Music Will Help ALL Students Recover and Reconnect: The Intersection between SEL and Trauma-Informed Practices
Music Will Help ALL Students Recover and Reconnect: The Intersection between SEL and Trauma-Informed Practices
The COVID epidemic has hit the education system hard across the country. Lack of routine, ever changing expectations, deficient human connections, and dwindling resources have affected our communities deeply. What can we do now to help our students? This workshop explores the intersection of SEL and trauma-informed structures and will provide specific, researched-based instructional strategies that can be easily incorporated into music instruction on a daily basis. Additional suggestions for administrative support structures will also be covered from the perspective of the band director turned school administrator.
Angela Schendel Keedy serves as the NAfME Professional Development Coordinator. She has extensive experience working within K-12 education and in the arts. A master teacher, she has taught at the elementary, middle, and high school levels. Keedy has taught within private, traditional public, and charter schools in rural, suburban, and urban environments. Her students have been featured on NBC Nightly News, been invited to perform at the Olympics, and have performed with the Wally Cardona Dance Quartet in New York as part of a National Endowment for the Arts grant. She currently teaches 7-12 band.
Keedy is also a former principal and school founder pioneering new educational opportunities for K-12 students that include an emphasis in arts integration. Under her leadership, her school implemented a building-wide multiyear social emotional learning program that greatly improved school culture and connection to community. She now acts as a consultant and trainer to schools and districts that are implementing SEL in their arts programs.
Keedy is a doctoral candidate at the University of Northern Colorado where she teaches undergraduate music education courses, supervises student teachers, and provides annual festival support for the UNC/Greeley Jazz Festival. She serves on the National Practices Board for The Center for Arts Education and Social Emotional Learning where she co-authored an article on empowering arts staff during times of trauma. She lives with her husband Paul and cat Norman in Broomfield, Colorado.
Dylaya (Dee) Butler-Simms and Mark Wong
Beatmaking and digital music creation in your learning space
Beatmaking and digital music creation in your learning space
This professional development session introduces K-8 educators to Beatmaking as a method or activity to bolster existing arts curricula in multiple learning spaces. In this session we will explore various simple browser-based music-making tools, including Soundtrap, the digital audio software our #PhillyBeatz after-school residency program utilizes to empower 6th graders. Participants will learn how to:
Create and complete original beats
Collaborate digitally with each other
Utilize free #PhillyBeatz programming for their 6th graders
Participants will receive a free one-year subscription to Soundtrap as a teaching tool.
Dylaya (Dee) Butler-Simms
Dylaya Butler-Simms is the Education Program Manager at the Kimmel Cultural Campus. She is a musician, artist and entrepreneur with a passion for education, social justice and impact. After attending The Art Institute of Philadelphia where she received her bachelor’s degree in fashion design, Dylaya discovered the joy of teaching youth as an afterschool arts volunteer. Dylaya had an extensive arts administration career as Director of several arts organizations in the city of Philadelphia providing arts education, programming, and service to at risk youth, those suffering from homelessness and adults with intellectual, developmental, and physical disabilities. Her greatest accomplishment is the daily ability to utilize music, art and fashion to impact change, connect people with the knowledge that their humanity is tied to another person’s humanity.
Mark Wong
As an educator, Mark matriculated from the pilot cohort of UArts’ Teaching Artist Certificate 2-year program. He then co-founded the award-winning educational ensemble Hip Hop Fundamentals, a group of Philadelphia-based teaching artists dedicated to empowering youth through Breaking. With HHF, Mark has served hundreds of schools and community sites, providing workshops, performances, and arts-integrated residencies for students, primarily in the Tri-State area and California. He now works with the Kimmel Cultural Campus as the Education Program Coordinator to deliver free arts programming to Philadelphia area youth. He will always chase the unique spirit of fun, freedom, and creativity that only teaching art and dance can give.
D’quan Tyson
Intentional Culture Building
intentional culture building
In this session, we will take an in-depth look at arts programming with a focus on meeting students where they are, ensuring their voices take utmost precedence. We will address some of the more frequent challenges that those operating in our field of arts education may encounter. Attendees will discuss various approaches on finding effective and productive resolutions. Attendees will be invited to speak on their challenges and successes in making the transition back into the classroom from a virtual space. Session attendees will leave with additional tools to promote their own well-being that can translate into their teaching practices.
Session Goals/Learning Objectives
How can we as art-makers build curriculum, across our disciplines, that is truly student centered?
What are some of the common issues that educators face going into classrooms and what are some solutions?
How can we as educators prioritize our personal well-being?
D’quan Tyson is a freelance performing and teaching artist hailing from East Stroudsburg, Pennsylvania. In 2016, he graduated with his BM; Vocal Performance degree from Ithaca College and has actively been performing as a section leader in the Mendelssohn Chorus of Philadelphia and Old Pine Presbyterian Church. Recently, he has become a roster singer with the Philadelphia Symphonic Choir and joined chorus members at Opera Philadelphia in their productions of Verdi's Requiem and Stravinsky's Oedipus Rex. Through the Sounds of Learning Residency program, D’quan has served as Lead Teaching Artist over the past year-and has been afforded the opportunity to go into classrooms engaging students in the multi- dimensional art form that is opera! As of May 23rd, he will be the newest addition to Opera Philadelphia’s educational programming team as Education Coordinator for In-School Programming. He has also completed two seasons as a teaching artist in the Kimmel Cultural Campus’ One Musical Program. In September of 2022, he will begin his graduate studies in Arts Administration at Drexel University.
Steve Selfridge
virtually possible: Online tech tools and strategies for the music teacher
virtually possible: Online tech tools and strategies for the music teacher
Over the past two years, teachers around the world have done the impossible! Adapting and learning on-the-fly, we worked overtime to learn zoom teaching strategies, find online resources, and create a virtual learning environment that would enable students to learn and grow in a very challenging time. Now that many schools are returning to in-person learning, it’s time to reflect on what we have learned from this experience, keep what worked, and explore how these new teaching tools can continue to enhance our classrooms. In this interactive session, we will explore online teaching tools and learn how to create online resources and teaching videos. Participants in this session are encouraged to come ready to share their own online-teaching successes and practical applications for others to use in their classrooms.
Steve Selfridge is the band director and music department coordinator at Garnet Valley High School in Glen Mills, PA. Steve regularly presents sessions at professional conferences on the topics of Blended Learning, Teaching Videos, and Jazz Improvisation, and currently serves as Vice President of District 12 PMEA (Pennsylvania Music Educators Association). His YouTube channel "Dr. Selfridge Music" reaches over 240,000 subscribers and features lessons on a variety of band instruments and music topics.
Steve is a proud graduate of Temple University (B.M. in Music Education ‘01, Ph.D. in Music Education ‘18) and Rowan University (M.M. in Jazz Performance ‘08). An active performer on saxophone, Steve has had the honor to share the stage with many music greats in both performance and educational settings, including Clark Terry, Terell Stafford, Jon Faddis, Stevie Van Zandt, and Darlene Love.
Noa Kageyama
Research-based strategies for practice that “sticks” - and also transfers better to the stage
Research-based strategies for practice that “sticks” - and also transfers better to the stage
Olympic diving coach Jeff Huber once remarked that he had two goals for his athletes. One, was to help them learn how to dive better. The other, was to help them learn how to dive better in competition.
Indeed, we’re all familiar with “but it sounded better at home!” syndrome, because learning a skill and being able to perform that skill under pressure are unique challenges, requiring different methods of preparation.
In this session, we will experiment with research-based strategies for practice that "sticks” and transfers better to the stage, as well as the two causes of “choking” under pressure, and an attention control strategy that many elite performers use to get into flow states and perform their best when it counts.
Performance psychologist Noa Kageyama is on the faculty of The Juilliard School and the New World Symphony. Formerly a conservatory-trained violinist with degrees from Oberlin and Juilliard before completing a Ph.D. in counseling psychology at Indiana University, Noa specializes in teaching musicians how to utilize sport psychology principles and demonstrate their full abilities under pressure.
Noa's work has appeared in media outlets such as The Wall Street Journal, NBC News, WNYC radio, Musical America, and Lifehacker. He maintains a coaching practice and online mental skills courses, and authors The Bulletproof Musician blog and podcast.