Florida Music Director - August 2023

Executive Director Florida Music Education Association

Kathleen D. Sanz, PhD Hinckley Center for Fine Arts Education

402 Office Plaza Tallahassee, FL 32301 (850) 878-6844 or (800) 301-3632 (kdsanz@fmea.org)

Editor-in-Chief

Kelly Miller, DMA University of Central Florida 12488 Centaurus Blvd. Orlando, FL 32816-8009 (407) 823-4545 (kelly.miller@ucf.edu)

Editorial Committee

Terice Allen (850) 245-8700, Tallahassee (tallen1962@hotmail.com)

Judy Arthur, PhD Florida State University, KMU 222 (850) 644-3005 (jrarthur@fsu.edu)

William Bauer, PhD University of Florida, Gainesville (352) 273-3182; (wbauer@ufl.edu)

Alice-Ann Darrow, PhD College of Music, FSU, Tallahassee (850) 645-1438; (aadarrow@fsu.edu)

Jeanne Reynolds (jeannewrey@gmail.com)

John K. Southall, PhD Indian River State College, Fort Pierce (772) 462-7810; (johnsouthall@fmea.org)

Advertising Sales Valeria Anderson (val@fmea.org) 402 Office Plaza Tallahassee, FL 32301 (850) 878-6844

Official FMEA and FMD Photographers

Bob O’Lary Amanda Crawford

Art Director & Production Manager

Lori Danello Roberts LDR Design Inc. (lori@flmusiced.org)

Circulation & Copy Manager

Valeria Anderson, (800) 301-3632

Copy Editor

Susan Trainor

Jason P. Locker President Florida Music Education Association

Music Education Begins with ME! MEmbership

Weare so fortunate! Of all the professions we could have chosen, we became educators. An unknown author once wisely observed that “teaching is the one profession that creates all other professions.” Despite the challenges educators face in today’s politically charged climate, the opportunity we have to facilitate learning and discovery, as students journey toward choosing their own career paths and becoming their future selves, remains a privilege. The joy we experience when a student unlocks understanding of previously undiscovered knowledge is an adrenaline rush like no other. And for us, perhaps the best part about our choice to become educators is that our medium is something truly essential to the human experience: music!

As Florida music educators, we have greatly benefited from the wisdom, guidance, and foresight of visionary leaders over the course of many years. On behalf of all FMEA members, I want to express gratitude to Dr. Steve Kelly, who has just completed his six-year term of office on the FMEA Executive Committee. Dr. Kelly’s conference theme Celebrating Musical Excellence: Past, Present, & Future invited

us to honor our past, acknowledge present challenges and opportunities, and cast a vision for the future of music education in Florida. Dr. Kelly’s calm and steady leadership through the worst days of the pandemic (and the unprecedented transition to virtual conference and all-state experiences) ensured we would weather the storm and continue toward a bright future on sure footing. Our immediate past president, Dr. Shelby Chipman, inspired us through his theme of Unity in Music Education: Building Communities One Note at a Time.

Under Dr. Chipman’s leadership, we returned to Tampa in person in January 2022 and celebrated rebuilding and reuniting our Florida music education community with a warm welcome and a place at the table for all members and students. We thank you for your extraordinary service, Dr. Chipman!

The theme I have developed for 2023-25 is Music Education Begins with ME! This is not intended to be a self-centered sentiment, elevating teachers above students. Rather, as current and future music educators decide whether to pursue this pro -

fessional pathway, we will focus on how to equip and empower them in order to maximize their positive impact on student and community needs. In order to ensure the future Dr. Kelly helped us to envision, and to realize the sense of community Dr. Chipman helped us to feel, we must see, support, and celebrate the value of every Florida music educator.

Just as the words Music Education begin with the letters M and E, we will use other words that begin with ME to explore some of the ways in which our community may come alongside our colleagues to support them in feeling success and fulfillment, both professionally and personally. The first of those words is MEmbership! To be a member of a group means that one has a feeling of acceptance and belonging. When we experience a sense of belonging, we are more likely to feel secure about our place within the professional community and feel more freedom to be our authentic selves without fear of judgment, as well as display resilience and an ability to cope more effectively in difficult times.

Membership in the Florida Music Education Association is about much

2023-24 FMEA Membership:

You are eligible for membership in the Florida Music Education Association if you are an individual engaged in the teaching, supervision, or administration of music in elementary and secondary schools, colleges, or universities within the state. Visit FMEA.org/membership to learn more about the benefits of active membership.

SUBSCRIPTIONS:

Direct correspondence regarding subscriptions to: Hinckley Center for Fine Arts Education 402 Office Plaza, Tallahassee, FL, 32301-2757

more than our annual Professional Development Conference (though the conference is phenomenal). It is about finding a place of belonging among a caring community of professional colleagues. It is about making connections and working together as a team to promote the success of each member and therefore the positive musical experience of thousands upon thousands of students. And the best part is that FMEA is not an exclusive club! It is open to every music education practitioner in Florida without exception, and we strive to draw the circle ever wider. As we begin a new academic year, please make sure you join or renew your membership as soon as possible, and invite other music educators in your area to join as well—perhaps for the first time. They can visit FMEA.org/ Membership and click on the red “Join or Renew” button.

In the coming months, you will see and hear about the new #FMEACares campaign, the goal of which is to spotlight and elevate the work of FMEA members from all over the state who are positively impacting their students and communities through music. Teaching has never been easy work, but now more than ever, I’m proud to be a Florida music educator! And I’m proud to be your president!

Sincerely,

Jason P. Locker, President Florida Music Education Association

Subscription cost included in FMEA membership dues ($9); libraries, educational institutions, and all others within the United States: $27 plus 7.5% sales tax.

CIRCULATION:

The circulation of the Florida Music Director is 4,500 educators. Published eight times annually by The Florida Music Education Association, Hinckley Center for Fine Arts Education: 402 Office Plaza, Tallahassee, FL 32301-2757. FMEA reserves the right to approve any application for appearance and to edit all materials proposed for distribution. Permission is granted to all FMEA members to reprint articles from the Florida Music Director for non-commercial, educational purposes. Non-members may request permission from the FMEA office.

SUBMISSIONS:

Article and art submissions are always considered and should be submitted on or before the 1st of the month, one month prior to the publication issue to: Kelly Miller, DMA, kelly.miller@ucf.edu.

All articles must be provided in digital format (e.g., Microsoft Word). All applicable fonts and images must be provided. Images must be at least 300 dpi resolution at 100% of the size. All submissions must be accompanied by a proof (color, if applicable). Ads may be submitted via email to val@fmea.org

Advertiser Index

The Florida Music Director is made possible by the participation of the following businesses whose advertisements appear in this issue. They make it possible to provide you with a high-quality publication, and we gratefully acknowledge their support of our mission. We hope you will take special notice of these advertisements and consider the products and services offered. It is another important way you can support your professional association and the enhancement of Florida music education.

The publisher does not endorse any particular company, product, or service. The Florida Music Education Association (FMEA) is not responsible for the content of any advertisement and reserves the right to accept or refuse any advertisement submitted for publication. Information for advertisers (rate card, insertion orders, graphics requirements, etc.) can be found at FMEAMediaKit.org Florida Music Director reserves the right to refuse any ad not prepared to the correct specifications OR to rework the ad as needed with fees applied.

ADVERTISER

Breezin’ Thru, Inc. IFC

This advertiser provides additional support to FMEA members through membership in the Florida Corporate and Academic Partners (FCAP) program. FCAP partners deserve your special recognition and attention.

FCAP Partners Make It Possible

For more information, visit: FMEA.org/partners

2023-24 Board of Directors

Ex-Officio Members

Sandra Sanchez Adorno, PhD FCMEA President

FL-NAfME Collegiate President

FVA President

Ashley Peek FEMEA President

Scott Evans President-Elect

Member-at-Large

Mark A. Belfast, Jr., PhD FL-NAfME Collegiate Advisor

Shelby R. Chipman, PhD Past President

Jason P. Locker President

Kelly Miller, DMA Florida Music Director Editor-in-Chief

Jane Goodwin FSMA President

Mary Palmer, EdD Hall of Fame Chairperson

John K. Southall, PhD Conference Planning Chairperson

2023-24 Committee Chairpersons

For information about the Florida Music Education Association, please call us at 1-800-301-3632. 402 Office Plaza Dr.; Tallahassee, FL 32301-2757

President Kathleen D. Sanz, PhD (kdsanz@fmea.org)

Director of Operations ..................................................................................................... Valeria Anderson, IOM (val@fmea.org)

Technology Director Josh Bula, PhD (josh@fmea.org)

Marketing & Membership Coordinator Jasmine VanWeelden (jasmine@fmea.org)

Administrative Assistant Siena Deaton (siena@fmea.org)

Christine Lapka, EdD Diverse Learners

Sondra A. W. Collins Awards

Jason P. Locker Budget/Finance, Development

Dakeyan C. Graham, PhD, EdD, DMA Emerging Leaders

Fred Schiff — Florida Corporate & Academic Partners

Jeanne W. Reynolds Advocacy

Ajori Spencer Professional Learning

William I. Bauer, PhD Research

Michael Antmann, EdD Student Engagement

Ed Prasse Secondary General Music

Arnekua Jackson, PhD Multicultural Network

Clint Randles, PhD Contemporary Media

Aaron Kass Health & Wellness

NAMM Names 2023 BEST Communities for MUSIC EDUCATION

TheNational Association for Music Merchants (NAMM) recognizes the 2023 BEST Communities for MUSIC EDUCATION. The Florida Music Education Association congratulates the six school districts that are among the Best Communities in the nation for music education. The award program recognizes outstanding efforts by teachers, administrators, parents, students, and community leaders who have made music education part of a well-rounded education. Designations are made to districts and schools that demonstrate an exceptionally high commitment and access to music education. The six school districts in Florida are:

Broward County Public Schools

Escambia County School District

Hillsborough County Public Schools

Orange County Public Schools

Pinellas County Schools

School District of Palm Beach County

Keynote Speaker

Dr. Rebecca B. MacLeod

FromThe Editor

Kelly Miller, DMA Editor-in-Chief Florida Music Director

Musiceducation is one of the most rewarding and important professions in the world. Music education shapes lives. The following are the topic sentences of my philosophy of education: Music motivates. I believe students learn best through positive influences. To me, music embodies the true definition of teamwork. Music meets special needs and serves many roles. Music celebrates diversity. Music builds community. I believe in servant leadership, and I am excited to step into the role of editor-in-chief of the Florida Music Director.

This fall I begin my 30th year of teaching and my 12th year as coordinator of music education at the University of Central Florida where I conduct the SoAl (Soprano/Alto) Chorus, SoAl Ensemble, TeBa (Tenor/Bass) Chorus, and the UCF Community Choir. While at UCF, I have taught introduction to music education, secondary choral methods I and II, music learning theory and assessment, beginning conducting, choral conducting, music and students with exceptionalities, and graduate classes in music education, during which I coordinate and supervise student teachers through their junior and senior clinical internships. Prior to my appointment at UCF, I taught at Western Illinois University as assistant professor of choral music education, where I conducted the Concert Choir and Vocal Jazz Ensemble. I conducted the Women’s Glee Club at Michigan State University for three years and taught choral music at the high school level for 13 years in Michigan, Florida, and Nebraska. While in Orlando, I founded the choral/vocal program at Timber Creek High School, served as District 8 chairperson of the Florida Vocal Association, and received my national board certification in secondary choral music. Before directing choirs, I was a concert band director for grades 5 through 12, instructing marching and jazz bands, music theory, and elementary general music in Nebraska. I was honored by the Florida Music Education Association to be named the 2022 Collegiate Music Educator of the Year. I am a past president of the Florida American Choral Directors Association and a member of the professional women’s ensemble mirabai. This November I look forward to teaching and conducting in Portugal, and in January I get to fulfill my dream of conducting Florida’s All-State Reading Chorus.

SPOTLIGHT #FMEACares

We need YOUR help! We would like to feature articles in the FMD that highlight music educators and their accomplishments. For example, we want to hear about the music teachers who have extraordinary programs while demonstrating a positive work/life balance and share how they accomplish so much within a healthy schedule. Let’s celebrate young teachers who successfully have buses show up to take their students across town for a performance and return with all those students, providing them with a transformative trip experience. Let us shine a spotlight on all the positive stories. If you know of one such story, please contact me!

Kelly Miller, DMA Editor-in-Chief Florida Music Director

Advocacy Report

The Six-Word Memoir

Jeanne W. Reynolds Chairperson Advocacy Committee

Family and music define my life. When asked to write about myself for this month’s column, the first thing that came to mind was the six-word memoir prompt. “One life, six words. What’s yours?”

From my earliest memories, music, and more broadly the arts, spoke to me in ways words never could. By age 3 or 4, I was playing piano by ear inspired by my favorite musician uncle. My mother’s father worked for the Schubert Theatre Organization, my dad was a wonderful singer, and my older sister was (and is) my best friend and a wonderful pianist herself. Family was (and is) everything.

My parents taught us that the idea of “family” is broad and inclusive. Our house was frequently filled with friends, family, neighbors, and work colleagues, often singing around the piano. Music and family were inseparable. The day before we moved to Florida, scores of these “family” members spontaneously lined the sidewalk to say their goodbyes. We were so touched by what we later referred to as the impromptu “wake” for our move from Long Island.

I was an accomplished pianist by the time we moved to Florida. I did not get involved in any school music program until late in my junior year of high school. My high school choral director, Jim Johnston, had a profound effect on me that clearly inspired a passion for music education. His classroom was also a place where the idea of family and music were inseparable. After high school, I went to Boston University, as a performance major, confident I would NEVER teach. After a summer job teaching music, education became my passion and I transferred to the music education program at FSU. My first teaching job was at Everitt Junior High in Panama City. My husband and I later moved back to Clearwater, where I taught off and on at Clearwater High. On the “off” years, I was at home with my daughter Eileen. Once my husband and I became parents, family took on a new, profound meaning.

After working as a music resource teacher, completing graduate school at USF, and the birth of my second daughter, Jocelyn, I served as the performing arts supervisor for Pinellas County Schools for 23 years. During that time, I served on the FMEA board in a variety of capacities as well as on the NAfME Innovation Council and the Program Leaders Council. I have been honored to serve as president of the Florida Music Supervision Association, the Florida School Music Association, and the Florida Music Education Association and have been humbled to receive many awards. These recognitions inspire me to reflect on the power of music and family and how lucky we are to be part of this FMEA family. I am passionate about ways to broaden our family to make sure all teachers and students feel as welcomed as my parents made their friends and “family” feel in their home.

My current work with other arts groups and organizations such as the League of Women Voters has echoes back to family and music as do my passions for travel, hiking, nature, and reading.

So, it is not a job, rather it is my joy to serve as FMEA advocacy chairperson. It is who I am. Family and music define my life.

Sincerely,

Jeanne W. Reynolds

Now Accepting Booth Space Reservations for the 2024 Conference!

Please register and pay your deposit as soon as possible. We are assigning booth space in the order deposits are paid.

2024 FMEA PROFESSIONAL DEVELOPMENT CONFERENCE

MUSIC

FLORIDA MUSIC EDUCATION ASSOCIATION

2022-2023 DONORS

Thank you to all of the donors who have shown their dedication to the improvement of music education in Florida by supporting our Mission through financial contributions.

Our donors support specific causes by donating to the FMEA funds of their choice:

FMEA Scholarship Fund

Music Education Advocacy General Fund

June M. Hinckley Scholarship

Professional Development for Members

Mel & Sally Schiff

Music Education Relief Fund

The following have graciously donated to FMEA from April 1, 2022, through July 5, 2023.

$1,000 – $9,999

All County Music

In Honor of June Audrey

&

$100 – $999

Carlos Abril

In Honor of Dr. Nicholas DeCarbo & Dr. Joyce Jordan

Andre Arrouet

Lucinda Balistreri

In Honor of music educators in Sarasota

Christopher Banks

Kasia Bugaj

Dale Choate

Dayna Cole

In Memory of Linda Mann

Deborah Confredo

In Honor of the fine folks of FMEA who work hard to keep the music education fire lit!

Alice-Ann Darrow

In Memory of Mr. & Mrs. O.B. Darrow

Virginia Densmore

In Honor of Vicki Rhodes & Dr. Shelby Chipman

Virginia Dickert

In Memory of Lindsay Keller & Debbie Liles

Michael Dye

In Honor of Mark & Brenda Scott for their lifetime dedication to Florida vocal music education

Scott Evans

Kristin Greene

In Memory of Charles E. Inderwiesen, Jr.

Rita Hersom

In Memory of Billy Bryant, Jr.

Stanley Hoch

Dennis Holt

Frank Howes

In Memory of Richard Bowles & Harry Grant

Marsha Juday

Steve & Beth Kelly

Sheila King

In Memory of John W. King

Aaron Lefkowitz

Kevin Liotta-DeVivo

On Behalf of HCEMEC

Jason Locker

In Memory of

June M. Hinckley

& In Honor of those impacted by Hurricane Ian

David Martinez-Cooley

Robert McCormick

Brenda McGlohon Mitchell

In Memory of Dorothy Wells Skinner

Carolyn Minear

John Nista

On Behalf of Stanley Dmitrenko

Mary Palmer

In Memory of Amy Catherine Palmer

David Pletincks

In Honor of Alexis & Jonnie Pletincks

Jeanne Reynolds

In Honor of Pinellas County Performing Arts Teachers

Rollins College

Department of Music

Mary Catherine Salo

In Memory of Gary Rivenbark & Wes Rainer

Steven Salo

In Honor of Mr. John “Buck” Jamison & Dr. William Prince

Kathleen Sanz

In Memory of June M. Hinckley

Fred Schiff

J. Mark Scott

In Honor of Dr. Andre Thomas, Dr. Judy Arthur, & Dr. Judy Bowers

Scott Sheehan

In Honor of those impacted by Hurricane Ian

D. Gregory Springer

Jeannine Stemmer

In Memory of Barbara Kingman & Lauren Alonso

Artie Almeida

Grace

Katie Grace Miller

Clifford Madsen Russell Robinson

Valerie Terry

Leiland Theriot

In Memory of Clayton Krehbiel

Richard Uhler

David Verdoni

James Weaver

Sandra Adorno

Raine Allen

Scott Apelgren

Michael Antmann

Judy Arthur

In Honor of Raymond Kickliter & Nancy Marsters

William Bauer

Gale Baker

In Memory of William Bryant, Jr.

Garza Baldwin

In Memory of Dorothy Wells Skinner

David Bayardelle

On Behalf of Harry Spyker

Mark Belfast

In Memory of Dr. Mark A. Belfast, Sr. Antonio Borges

SUSTAINERS continued

$100 – $999

Howard Weinstein

In Memory of Barry Weinstein

Doris Elaine Wells

In Memory of Dorothy Wells Skinner

Donald West

In Memory of Ron Powell, Vista Audio Productions, Inc.

Richard Bradford

In Honor of William S. & Helen H. Bradford

Melanie Brown

In Memory of Dorothy Skinner

Jamie Bryan

Greg Carswell

Jeff Cayer

Shelby Chipman

In Memory of Herbert Rhodes, Sr.

Blair Clawson

In Honor of Ginny Densmore, Alice-Ann Darrow, & Vicki Rhodes

Paul Davis

Marc Decker

Dewey Dodds

Sheila Dunn

Judith Evans

Crystal Berner

Karen Bishop

In Honor of

Claudia Davidsen

Laurie Bitters

Jessica Blakley

In Memory of John Rose

Thomas Brown

In Honor of Dr. Samuel A. Floyd

Joseph Callaway

Gwendolyn Carroll

Bethany Confessore

Beth Ann Delmar

Jodie Donahoo

Revae Douglass Ross

Denise Dumala

Christopher Dunn

Monica DuQuette

Debbie Fahmie

Shelby Fullerton

Michael Gabriel

Tina Gill

In Memory of Gary Rivenbark

Bruce Green

Walter Halil

James Hammond

Angela Hartvigsen

William Hazlett

Ciara Hill

Blair Williams

David Williams

Kenneth Williams

In Honor of our extraordinary Florida Music Educators

Billy B. Williamson

PATRONS

$25 – $99

Bradley Franks

In Memory of Gary W. Rivenbark

Sandra Geres

In Memory of Dorothy Wells Skinner

Julie Hebert

Bernie Hendricks

Julia House

In Memory of Dr. Kimberle Moon McKee

Martha Huntley

In Memory of Dorothy Skinner, Safety Harbor, FL

Alexander Jimenez

Catherine Kersten

D. Tina Laferriere

Monroe Lewis

Joseph Luechauer

Kevin Lusk

FRIENDS

up to $24

Jon Hutchison

Jason Jerald

Kathleen Kerstetter

Mary Keyloun Cruz

In Memory of George Paul Keyloun

Marsha Kindall-Smith

Kyle Matthews

Katie McGuire Menges

Ethan Morency

Chad Norton

In Memory of Cassandra Jean Norton

Jessica Oyster

In Honor of the new band director in my family

Marilyn Wirsz

In Memory of Bill & Shirley Head

Anonymous (1)

In Memory of Bonnie Nista

Deborah Mar

In Dedication to Mrs.

Barbara Kingman

John Marshall

Lloyd McIntyre

In Memory of Bob Hager

Kim Miles

Katie Grace Miller

In Honor of Artie Almeida

Victor Mongillo

Daniel Murphy

In Memory of Billy Bryant

Ree Nathan

Stephen Nelson

Galen Peters

Edward Prasse

Marie Radloff

Melissa Rawls

William Rose

John Sinclair

Joanna Sobkowska

Parsons

John Southall

Mark Stevens

In Honor of Dr. Clifford K. Madsen

Kathleen Thompson

Ellen Turko

In Memory of Billy Bryant

John Watkins

Sondra Wenninger Collins

Graeme Winder

On Behalf of all our hardworking music educators

Anonymous (7)

John Parris

Mikael Patriarca

Hank Phillips

Amanda Quist

In Memory of

Patricia Koning

Diana Rollo

Phil Tempkins

In Memory of

Susan McCray

Melissa Salek

Ian Schwindt

Joani Slawson

Karen Smith

Kelly Southall

Eddie Steadman

Andrea Szarowicz

Mark Thielen

Gary Ulrich

Noiree Weaver

Bradley Wharton

Julian White

In Memory of Kenneth Tolbert

Lindsey Williams

Jennifer Zahn

Anonymous (15)

In Memory of William Bryant, Jr.

Redefining Success Through

STUDENT SUCCESS

by Steven N. Kelly, PhD

TThis summer I attended the FMEA Summer Institute Think Tank that focused on recruiting and retaining Florida music teachers. Some of the top young educators and administrators in the state were invited to attend along with Deb Confredo, president-elect of the National Association for Music Education. We had no illusions of solving the music teacher shortage in Florida. However, we were determined to make this group a working group that could help develop events and activities to attract and retain our music educators.

One of our first discussions focused on success. What is success, and better yet, who or what defines success? We were particularly interested in success coming out of COVID and the new “normal.” We discussed what music education was like before COVID. We talked about how much of our success at that time dealt with performances, competitions, and the desire to achieve superior ratings. It was surprising that this thinking included many of our K-12 teachers in every area, including elementary and guitar. Everyone concluded that much of pre-COVID music education focused on external rewards.

The conversation then changed to successes during COVID. As everyone knows, COVID was a crazy time. But it was also a time when teachers basi-

continued on page 15

Success Through

STUDENT SUCCESS

continued from page 14

cally pivoted in about 30 days to create some semblance of education. Not that anyone was happy with what was created, but we did continue schooling in some manner. The same is true for music education. We lost our ensembles, our performances, our opportunities for superior ratings, and other external rewards. In order to survive, music educators across the state, and our country, created new ways to experience music. In doing so, teachers recreated, perhaps redefined, what determined a successful music education experience. The Think Tank group noted that during COVID many educators expressed concern for their students. They missed seeing students, their interactions with students (both socially and musically), and indeed missed being in school buildings themselves. Perhaps for the first time in a long time, the definition of “success” shifted from external rewards to a greater concern for students as individuals rather than just members of an ensemble. Again, no one was satisfied, but we survived, and Florida music educators can take great pride in adjusting to the conditions they had no control over.

Now we face life after COVID and new opportunities that present choices for Florida music educators as we create the new “norm” in music education. Once again, the

question of what and who defines success is in question. Do we return to post-COVID approaches focusing on external rewards of performances and superior ratings, or do we continue to focus on individual student success? Additionally, we experienced new lifestyles that caused us to rethink our work/life balances. How might these new ideas mesh to define success both for our students and ourselves?

Keys to Success

The concept of “success” is so individual that it may be impossible to define objectively. Perhaps a start is to define success as an accomplishment of an aim or purpose. Accepting this definition requires an understanding that teachers create their goals and the accomplishments that define the achievement of those goals. Therefore, music teachers decide what success is, and success is different for each individual and program! For some, success is a terrific performance; for others it is getting students enrolled in a class. Both are important successes. The choices teachers make create the tasks to achieve success. Consequently, when teachers are often overly stressed, this condition may be caused by the choices they make (Scheib, 2003; Taft, 2022). High standards and goals are

great, but at what cost? Researchers have shown that music educators who are considered successful and effective by their students tend to place greater focus on their students’ successes and not their own successes (Napoles, Kelley, & Rinn, 2022; Ryan & Andrews, 2021). A greater emphasis on individual student growth and development is great at creating a sense of teacher success, and minimizes stress and anxiety for both teachers and students!

Research findings have also shown that a primary reason for student attrition and teacher burnout is the stress and anxiety created due to over rehearsing and performing (Taft, 2022; Yoo, 2021). A balance between program goals and individual student growth and development is needed. Over programing and not programing to appropriate age and ability levels of students has been shown to cause an imbalance in rehearsals (Ryan & Andrews, 2021; Yoo, 2021). Consequently, it is important that educators consider the age and ability levels of their students by selecting age and ability appropriate music, and then expecting age and ability appropriate responses. This approach can lead to better musical growth and ultimately success. Yes, it is important to challenge every student. However, music experiences can be lost when too much stress and strain are created.

When considering stress and anxiety, it is important that music teachers take care of themselves and their students. Not surprising, researchers have shown that teachers who have a better work/life balance are also seen as more successful (Napoles, Kelley, & Rinn, 2022; Scheib, 2003). A better balance between home and school helps teachers to stay more positive, create better vision, and have more achievable goals. Concentrate on what makes you happy, even if it is just 30 minutes each day. Findings have shown that better work/life balances include having non-music hobbies and friends that create opportunities to “get away” from music. Consider creating a folder to collect little notes of appreciation and thanks from students, colleagues, and friends. Above all, never forget to laugh and to show your passion through the support and success of your students.

Finally, it is vital that we remember that though we are musicians, we are first and foremost teachers. Yes, most of us direct an ensemble and we may be viewed as music directors, but in reality, we are teachers whose primary job is to educate students to become knowledgeable musi-

cians so that after they leave our classes they can continue to be active in music. Success in active music participation means performing in community ensembles, attending performances, listening to music, being advocates for future music-making, and supporting others in making music in ways that are unique to each individual.

I encourage Florida music teachers to take pride in being a music educator. Tell students the importance of being a music educator, be a role model, and encourage them to follow in your footsteps and consider becoming a music teacher. Show your students what successful music educators do and include a strong focus on their individual musical success. Music teachers change lives unlike any other profession. I cannot think of a more noble occupation. When you feel down and have doubts, remember that you get to make music with your students every day. Florida music teachers are successful, and they change lives through making music. Bravo!

Steven N. Kelly, PhD, is a professor of music education in the College of Music at Florida State University. Prior to FSU, he taught in the Virginia public schools and on the faculties at Brevard College and the University of Nebraska (Omaha). He is an active clinician, adjudicator, consultant, and guest conductor across the United States and is the author of the book Teaching Music in American Society: A Social and Cultural Understanding of Music Education. Dr. Kelly is a past president of the Florida Music Education Association.

References

Napoles, J. Kelley, A., & Rinn, T. J. (2022). Burnout and perceived agency among Texas choir teachers, Journal of Research in Music Education, 0(0). https://doi.org/10.1177/00224294221126889

Ryan, C., & Andrews, N (2021). High school musicians: Performance anxiety and post-secondary plans. Journal of Band Research, 57(1), 54–71.

Scheib, J. W. (2003). Role stress in the professional life of the school music teacher: A collective case study. Journal of Research in Music Education, 51(2), 124–136. doi.org/10.2307/3345846

Taft, S. A. (2022). Music teacher role stress: A structural equation model. Journal of Research in Music Education, 0(0), https://doi. org/10.1177/00224294221134538

Yoo, H. (2021). A motivational sequence model of high school ensemble students’ intentions to continue participating in music. Journal of Research in Music Education, 69(2), 167–187. https://doi.org/10.1177/0022429420954880

A balance between program goals and individual student growth and development is needed.

The Grit

Four

Ways to Help Music Students Develop the Determination to Succeed

by Gregory W. LeFils Jr.

Introduction

In music education, we often hear about the importance of practice, talent, and hard work in achieving success. While all of these factors are undoubtedly important, there’s another, less-discussed quality that can make a huge difference in a student’s ability to succeed: grit. In essence, grit is the combination of intense perseverance + intense passion toward a long-term goal that matters to the individual or group. In her book Grit: The Power of Passion and Perseverance, psychologist Angela Duckworth argues that grit is not simply an innate trait that some individuals possess and others lack, but a skill that can be developed through intentional practice

and effort (Duckworth, 2016). This is an encouraging message for music educators, as it suggests they can play an active role in helping students develop the grit they need to succeed in music and in life. This article will explore four ways to develop grit in music students, drawing on Duckworth’s research and other resources. It will look at how grit can be developed through a growth mindset, the role of deliberate practice, strategies for developing resilience, and the importance of sustained and harmonious passion. Each section will offer specific techniques and examples that music educators can use to help their students develop grit and achieve their musical goals.

Factor

Grit Can be Developed

In a music program, a lack of grit can manifest in various ways. Students who lack grit may feel bored or disinterested, lacking the motivation to improve their skills or master musical pieces. This lack of motivation can result in a lack of purpose and meaning when approaching rehearsals and concerts. Without intrinsic motivation, students may struggle to persevere through challenges and setbacks, feeling hopeless and ready to give up. Furthermore, without effective practice habits, students may become frustrated and lose belief in their ability to improve. In any case, a lack of grit hinders students’ musical growth and achievement. Recognizing these feelings and understanding the negative impact of grit’s absence in the music program high-

lights the importance of intentionally developing grit in music students. Doing so becomes crucial for their success and overall enjoyment of music.

The Growth Mindset

Grit, once thought to be an inherent trait, can be intentionally developed through targeted practice and effort. Developing grit involves fostering a growth mindset, which recognizes that intelligence, ability, and talent can be improved through hard work, perseverance, and dedication. Students with a growth mindset bounce back from setbacks, learn from mistakes, and persist in pursuing long-term goals. Conversely, continued on page 20

The Grit Factor

continued from page 19

students with a fixed mindset, who believe abilities are predetermined and unchangeable, are more likely to give up or become discouraged when facing obstacles (Hochanadel, 2015).

To cultivate a growth mindset in the music classroom, educators should prioritize effort and progress over natural talent. Emphasizing regular practice and achievable goals helps students understand the rewards of hard work and dedication. By realizing that success is not solely reliant on innate ability, students develop a growth mindset.

It is crucial to teach students that mistakes and failure are integral to the learning process. Encouraging them to take risks and explore new approaches to music performance fosters a sense of comfort and resilience. Rather than viewing mistakes as failure, students should see them as opportunities for growth and learning.

Teachers should provide specific and constructive feedback that highlights progress and improvement rather than just achievement. By tailoring feedback to areas

requiring improvement, teachers help students understand that progress is achievable through practice and effort. Additionally, goal-setting strategies keep students motivated and engaged in their skill development. By intentionally cultivating a growth mindset through these approaches, music educators empower students to embrace challenges, persevere through setbacks, and continually strive for improvement in their musical journeys.

The SMART Goal-Setting Model

The SMART goal-setting model is a valuable tool for helping students develop grit in their musical pursuits. By setting SMART goals, students can gain clarity on their aspirations and identify the specific steps they need to take to achieve them (Teaching S.M.A.R.T., 2023). Specific examples of how music teachers can incorporate the SMART goal-setting model into their teaching are as follows:

Building Grit: S.M.A.R.T. Goal-Setting Model in Music Education

Specific

Encourage students to set specific goals that are related to their musical aspirations. For example, a student who wants to become a better violinist might set a specific goal to practice their scales for 30 minutes every day.

Measurable

To help students monitor their own learning and celebrate their achievements, goals should be specific and measurable. For instance, a student who wants to get better at sight-reading could set a clear goal of reaching a certain grade level or playing a new piece of music without mistakes within a given time frame.

Achievable

Relevant

Time-bound

To feel accomplished, students should set goals that are challenging but within their reach. For instance, a student who wants to learn a difficult musical piece could divide it into smaller parts and aim to master each part.

Goals should be relevant to the student’s musical aspirations and interests. For example, a student who is interested in jazz music might set a goal to learn a new jazz standard every month.

Goals should be time-bound so that students have a deadline to work toward. For example, a student who wants to audition for a music school might set a goal to have their audition piece memorized by a specific date.

By incorporating the SMART goal-setting model into their teaching, music teachers can help students develop a sense of agency, purpose and direction, as well as the ability to persevere through challenges and setbacks. When students achieve their goals, they gain a sense of accomplishment and self-efficacy that can help them develop the resilience and grit needed to succeed in music and in life.

Reflection and Self-Awareness

Encouraging student reflection in ensembles is key to developing grit. Teachers can foster regular group discussions about progress and obstacles, both in rehearsals and performances. This cultivates reflection, self-awareness, and a growth mindset, supporting longterm musical success. To implement this, allocate time for reflection and discussion at the end of rehearsals or performances. Ask students to share what went well, challenges faced, and areas for improvement, setting specific goals for future sessions. Creating a safe environment for sharing fosters student ownership of learning and progress.

Peer feedback and reflection are also effective. Group students within their sections to provide constructive criticism respectfully. This develops listening skills and facilitates learning from one another. Additionally, assign regular reflective writing or journaling tasks to encourage deep thinking about ensemble participation, challenges, and achievements.

By incorporating these strategies, music teachers help students develop essential qualities like a growth mindset, goal-setting skills, and reflective habits. Empowering students with persistence, resilience, and passion, teachers support their pursuit of musical passions.

Grit Requires Deliberate Practice

Deliberate practice is a focused and purposeful way of practicing that leads to expertise in any field, including music. It involves mastering complex skills by practicing each part systematically until it becomes automatic (Adams, 2019). Music educators should teach students not only how to play or sing, but also why and how to practice deliberately. Ensemble rehearsals are a form of deliberate practice, but students need to understand the purpose and vision behind them. By doing so, music teachers

continued on page 22

Required Conditions for Deliberate Practice

Motivation

Motivation is key in deliberate practice. Music teachers can help motivate their students by setting clear goals, promoting a positive and psychologically safe environment, and emphasizing the importance of regular practice.

Prerequisite Knowledge and Skill

Design musical tasks that are appropriate for the students’ current skill level to ensure they can understand and perform them after brief instruction. By considering students’ prior knowledge and skills, music teachers can create meaningful and effective practice tasks that will challenge and inspire their ensemble members to improve.

Immediate Feedback

When students receive immediate feedback about their performance, they can make corrections and adjustments in real time, leading to more efficient learning and improvement in their musical skills. This feedback is best received when it is constructive, mostly positive, specific to music (“great [o] vowel!”, “that phrase needs more cresc. in the half note,” etc.), and related to the direction given.

Productive Repetition

Repetition plays a crucial role in the learning process, and repeated practice of the same or similar tasks can help to solidify the neural pathways involved in executing those tasks, leading to more automatic and efficient performance over time. As music educators, it is important to encourage students to engage in repeated deliberate practice of key musical skills and concepts. Help them to be actively involved rather than passively doing another repetition. Oftentimes, critical thinking or transfer questioning can assist in these scenarios.

The Grit Factor

continued from page 21

can foster grit in students, which is the persistence to overcome challenges and setbacks. Deliberate practice differs from work, play, and passive repetition. It requires effort, has no immediate reward or pleasure, and aims to improve performance gradually and consistently, with a specific goal in mind. However, deliberate practice can be enjoyable if designed well,

even if it is not naturally so. Listed on the previous page are four conditions of deliberate practice that improve technical accuracy and speed on cognitive, perceptual, and motor tasks (Ericsson, 1993).

Grit Requires Resilience

Teaching resilience is essential for music students as they navigate the challenges

of becoming musicians. Resilient students are better prepared to face performance difficulties, cope with setbacks, and work collaboratively in ensembles (Siebert, 2005). To foster resilience, music teachers can focus on adaptability, communication, and bouncing back.

Adaptability is nurtured by introducing unfamiliar music styles to ensem-

Examples of Developing Harmonious Passion for Music

w Surround yourself and your students with passionate people who share a love for music and can inspire and support each other

Musical Culture

w Expose yourself and your students to diverse musical genres, styles, traditions, and perspectives

w Collaborate with other music educators or musicians in your community to exchange ideas, resources, feedback, or mentorship

Eager to Learn

w Remain eager to learn more about music and encourage your students to do the same by providing them with opportunities to explore new genres, styles, techniques, or instruments

w Show enthusiasm for new music or styles that you encounter or teach

w Model curiosity and openness to learning from others

w Challenge yourself and your students to set learning goals that stretch your musical abilities but are also attainable

w Take your students to inspiring performances and/or events such as all-county, all-state, professional ensembles, local colleges and/or universities, or festivals

Inspiring Performances

w Expose your students to high-quality musical examples, role models, and potential career paths

w Motivate your students to aspire to higher levels of achievement and enjoyment

w Invite guest performers or speakers to visit your classroom or school and share their musical stories, insights, or advice

w Help your students find a balance between their musical activities and other aspects of their lives such as school, family, friends, or hobbies

Music-Life Balance

w Avoid obsessive passion, which shuts out other aspects of life and leads to negative outcomes such as burnout, anxiety, or depression

w Help your students manage their time, priorities, and expectations effectively

w Encourage them to engage in self-care practices such as exercise, relaxation, or meditation

bles, challenging students to learn new techniques. Changing performance settings, such as outdoor or informal spaces, also helps students adapt to diverse environments. This enhances their confidence and versatility as musicians.

Effective communication is crucial for resilience, as it enhances emotional intelligence, collaboration, and feedback receptivity (Ononye, 2022). Teachers can facilitate peer assessment, group discussions, and presentations to encourage students to share their experiences and opinions. By creating a supportive environment, teachers empower students to ask questions and seek help when needed, fostering independence and resilience.

Improvisation, regardless of musical style, develops communication and resilience skills. Through improvisation, students learn to listen, respond, and create together, adapting to changing musical situations. Experimenting with different improvisational styles and techniques enables successful musical collaborations.

Bouncing back from setbacks is vital for resilience. Music educators should emphasize that setbacks and failures are natural parts of the learning process (Galef, 2012). Creating a positive and supportive environment encourages risk-taking through activities like improvisation and composition. Regular reflection on progress and modeling resilience through personal experiences further promotes bouncing back. Encouraging students to support each other fosters collaboration and resilience as a group.

By implementing these strategies, music teachers empower students to thrive as resilient musicians. Developing adaptability, communication skills, and the ability to bounce back equips students with the grit needed for success in music and beyond.

Grit Requires Passion

Harmonious passion is crucial in music education, as it aligns with other life goals and values. This passion brings happiness and fulfillment, motivating students to regularly practice and to improve their skills. It leads to long-term psychological well-being and prevents negative outcomes. On the other hand, an obsessive passion driven by pressure can result in stress and burnout (Vallerand, 2012).

To develop harmonious passion, educators can surround students with passionate individuals who share a love for music. Exposure to diverse musical genres and collaboration with other music educators foster deep and lasting passion. Maintaining enthusiasm and exposing students to inspiring performances contribute to higher levels of achievement and enjoyment.

However, it is crucial to help students find a balance between their musical activities and other aspects of life to prevent negative outcomes (Vallerand, 2012). By implementing these strategies, educators can nurture students’ skills, knowledge, motivation, and passion, setting them up for success in their musical pursuits.

Conclusion

In conclusion, grit is an essential quality for music students to develop if they want to succeed in their musical journeys. This article outlined four ways to teach grit in music education: developing a growth mindset, practicing deliberately, building resilience, and fostering harmonious passion. By following these strategies, teachers can help students develop the mental toughness and perseverance necessary to overcome obstacles, set and achieve goals, and maintain their passion for music over the long term. It is crucial to remember that developing grit is not a one-time

event but rather an ongoing process that requires continuous effort, reflection, and feedback. With the right guidance, support, and mindset, students can develop grit and achieve musical excellence.

Gregory W. LeFils Jr., PhD, is a visiting assistant professor of choral music education at Stetson University in Florida, holding the PhD in music education from Florida State University. His experience encompasses directing choral music programs, conducting, presenting at state and national music education conferences, and maintaining an active agenda as a speaker, clinician, and adjudicator.

References

Adams, K. (2019). Developing growth mindset in the ensemble rehearsal. Music Educators Journal, 105(4), 21–27.

Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner.

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363.

Galef, D. (2012). Japanese Proverbs: Wit and Wisdom: 200 Classic Japanese Sayings and Expressions in English and Japanese text. Tuttle Publishing.

Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research (JIER), 11(1), 47–50.

Music Educator Resources. (2021). Teaching S.M.A.R.T. Goals. Retrieved February 22, 2023. https://musiceducatorresources. com/2021/01/22/teaching-s-m-a-r-t-goals/ Ononye, U., Ndudi, F., Bereprebofa, D., & Maduemezia, I. (2022). Academic resilience, emotional intelligence, and academic performance among undergraduate students. Knowledge and Performance Management, 6(1), 1.

Siebert, A. (2005). The Resiliency Advantage: Master Change, Thrive Under Pressure, and Bounce Back from Setbacks. Berrett-Koehler Publishers, Inc.

Vallerand, R. J. (2012). The role of passion in sustainable psychological well-being. Psychology of well-being: Theory, Research and Practice, 2, 1–21.

Component News

Wecontinue our quest of Building Better Bands, Through Camaraderie, Community, and Creativity. It has been an honor and pleasure to serve as your FBA president this past year, and I’m looking forward to continuing the momentum in year two. Before we move forward, I’d like to go back and say thank you to all of the band directors for the never-ending work you pour into your programs. I’d also like to say thanks to our FBA district officers. You go above and beyond the call of duty to make things work for our directors and for band students all over the state.

We had an epic FBA Summer Conference in Orlando with more than 325 registered directors in attendance. Our 7-Star and 9-Star Honor Bands were fantastic, and Dr. Rodney Dorsey delivered a timely and important message as our keynote speaker. The 9-Star Honor Band commissioned the piece Let Me Sing You to Sleep composed by Florida native Kim Archer, who was an FBA composition contest winner as a high school student. We finally had the much anticipated FBA Summer BBQ provided by Swinos BBQ (Jeff Cayer) and Baconfats BBQ (me), which was a huge hit for all. We are looking forward to doing it again next summer. Thank you, Cathi Leibinger, summer conference coordinator, and Neil Jenkins, executive director, for coordinating the conference.

As we move into the 2023-24 school year, I want us all to remember the SelfCare Summer ‘23 message and make our personal well-being a top priority in all we do. It was cool to see so many of you posting the #SelfCareSummer activities you were involved in and making your personal well-being a priority. Now that we are headed back to school, be sure to continue to keep that priority. As you have heard me say before, if we’re not good to ourselves, we cannot be good

FLORIDA BANDMASTERS ASSOCIATION

Bernard (Bernie) Hendricks, Jr. President

to our students! This school year will bring new challenges as well as recurring opportunities, all which can and should be used as growth experiences for us as music educators and for our students. We’ve put a lot of emphasis on personal well-being and building relationships among our FBA members to ensure no one is doing this “band director thing” alone. We are much stronger in community with each other than as individuals, so I encourage everyone to continue to reach out and stay connected to your FBA family. We will get back on track with our Hi-Five Focus group this fall, for any teachers in years 0-5. We will continue the “Celebrating Success” series with a fall

edition, and we have a few other things in the works that will expand the mission of Building Better Bands, Through Camaraderie, Community, and Creativity. Be on the lookout for more information on these and other FBA activities and events, including Hall of Fame Weekend November 18-19 at Stetson University. I wish everyone a successful, healthy, and enjoyable school year.

FBA Summer Conference in Orlando

FLORIDA COLLEGE MUSIC EDUCATORS ASSOCIATION

Sandra Sanchez Adorno, PhD President

Ihopeeveryone had a great summer and feels invigorated for the new school year. My name is Dr. Sandra Sanchez Adorno, and I am extremely excited to serve as president of the Florida College Music Educators Association (FCMEA). First, I would like to say thank you to Dr. Stacie Rossow for her service on the FCMEA board. Dr. Rossow has been integral to our organization’s growth, and we appreciate her dedication to FCMEA. Second, I would like to welcome Drs. Marc Decker, past-president, and Kyle Prescott, president-elect, to their new positions on the board and thank them for their continued support.

With the new school year approaching, I encourage you to become active in our organization and take advantage of the various initiatives we offer to support your professional growth. Our mentorship program will launch on September 1, so if you would like to join as a mentor, mentee, or both, please fill out the form on our website, FCMEA. org. Additionally, we are in our third year of offering the FCMEA Creative Explorations Grant. This grant offers financial support for members’ research and creative projects that align with our association’s mission (up to $1,500). Please consider submitting a proposal on our website by our December 1 deadline. The winner(s) will be announced at the FMEA state conference in January 2024.

In addition to our professional development initiatives, we also have a few meetings scheduled throughout the year. Our first general business meeting of the new school year will be held on Sunday, October 1, 2023, at 3 pm during the Florida NAfME Collegiate Fall Conference at Florida Southeastern University. Our second meeting will occur during the FMEA state conference on Thursday, January 11,

2024, at 5:30 pm. All of our meetings are offered via Zoom for those who cannot attend in person, so please join us from afar if you must!

In addition to our general business meeting at the January conference, we have developed a new opportunity named “The Collaborative Connections in Higher Education Meeting.” This meeting aims to open space for higher education faculty and administrators to discuss contemporary trends and issues in music teacher

education. This year’s topic focuses on recruiting and retaining preservice music teachers from diverse musical, cultural, and racial backgrounds and will occur Saturday, January 13, 2024, at 8:45 am. Be sure to visit our website (FCMEA.org) and check your email for any updates. I look forward to supporting and growing with each other over the course of this school year.

Dr. Sandra Sanchez Adorno is an assistant professor of music education at Florida International University where she teaches courses in elementary general music, assessment, psychology, and modern band. In addition to her role as president of the Florida College Music Educators Association, Sandra also serves on editorial boards for The Orff Echo and Research Perspectives in Music Education She is a native of Florida and holds degrees in music education from the University of Florida (BA) and the University of Miami (MM, PhD).

FLORIDA ELEMENTARY MUSIC EDUCATORS ASSOCIATION

Ashley Peek President

Mrs. Ashley Peek is a native of Oxford, Alabama and resides in Gulf Breeze, Florida. She is a graduate of Auburn University. She is in her 12th year at Holley Navarre Intermediate School in Navarre, Florida where she teaches third through fifth grade general music, fifth grade chorus, and fifth grade percussion ensemble and “Orff-estra.”

For the 2014-15 school year, she was awarded Fine Arts Teacher of the Year for Santa Rosa County. She has served two terms as chairperson of District VI for the Florida Elementary Music Educators Association, two years as the FEMEA member engagement co-chair, two years as the FEMEA president-elect, and now serves as the FEMEA president.

In addition to her work with FEMEA, she has served two terms as southern division representative for the National Association for Music Education Council for General Music, as well as two years on the council as a member at large. Mrs. Peek also holds publications in Florida Music Director and Teaching Music Magazine, as well as lesson plans published through the National Association for Music Education.

Component News A Fresh Start

Have you ever seen Captain Underpants? It’s hilarious and one of my favorite animated series. You should check it out if you haven’t already! In several episodes, when the main characters (George Beard and Harold Hutchins) get a do-over, the show kicks into a musical interlude reminiscent of a 1980s sitcom title sequence. The song is called Fresh Start, and the lyrics are great:

They started anew

What a great way to think about the coming academic year! We’re back at square one, with a clean slate, and nothing but potential for great experiences ahead. Take time, now, to remember why we do what we do! Think of the fun you’ll have hanging with friends, eating good food, learning new skills, and making a positive impact in your community.

FRESH START!

They could do what they want

FRESH START!

They could eat a croissant

What do you want to do this year? Try setting some reasonable and attainable goals! I’ve found it helpful to organize goals into three categories:

w Personal Goals: Would you like to complete a 5K, join a gym (and actually use it), learn to play a new instrument, or read a good book?

w Professional Goals: Perhaps you might like to improve upon a secondary instrument, attend a songwriting workshop, or travel to a conference. Have you considered taking time to talk to a master teacher about how and why they do what they do?

w Community Service Goals: Are you able to volunteer to assist a local music teacher? What about tutoring your peers in music theory? You might even create musical experiences at a local shelter, church, or children’s home.

Mark A. Belfast, Jr., PhD Advisor

They could swing for the fences with no consequences

Oh, FRESH START!

I know, I know. We can’t exactly operate with “no consequences,” but let’s reframe that idea. We are all learning. The time to step out and try new and exciting things is NOW! The phrase “swing for the fences” is a reference to attempting to hit a home run in baseball. Whatever you do, do it with tenacity! Even then, things might not turn out the way we hoped, and that’s O.K. We often learn as much in failure as we do in success. It is better we fail now, when we still have mentors and supervisors to provide cover and minimize negative consequences.

(Fresh Start is filmed before a live studio audience)

You’ve heard it said “we teach people, not music.” What you do, and for whom you do it, matters immensely! You have an opportunity to directly impact the lives of not just your students, but everyone with whom you interact. So, as we enter this next season of life, I encourage you to view it as a fresh start. Now, get out there and knock it out of the park!

FLORIDA NAfME COLLEGIATE

Colin Urbina President

Myname is Colin Urbina, and I am the president of Florida NAfME Collegiate. I am about to start my fifth year at the University of Central Florida and will be serving as your president for the remainder of the 2023 year.

I am super excited to be serving you all, and we have a lot in store to finish out the year. One of the things to look forward to is our fall conference. We are working hard to secure clinicians, different music-making opportunities, and our keynote speaker. Without giving too much away, we’re hoping to have a hands-on experience this year, filled with wonderful opportunities to make music and forge connections with your peers. We cannot wait to see you there! More information will be coming out soon regarding dates, location, and hotel options.

On a personal note, I would like to give a huge shout-out to the NAfME Collegiate chapters at Florida Gulf Coast University and the University of Miami. Both were recognized and received awards at this year’s National Hill Day Summit. FGCU was awarded the Chapter of Excellence in Recognition of Professional Development, and Miami was awarded the Chapter of Excellence in Recognition of Advocacy. We are extremely proud of both chapters and thankful for the work they are putting into each of their communities.

If any of you have questions or would like to reach out, please feel free to email me at co006947@ucf.edu. I am looking forward to what we have planned for the rest of the year and to meeting many more of you in the process. Good luck with the upcoming school year, and again, please don’t hesitate to reach out!

FLORIDA ORCHESTRA ASSOCIATION

Cheri A. Sleeper President

Iamlooking forward to the 2023-24 school year and to the next two years serv ing as your president. Working with you, getting to know you, and moving our organization forward are at the forefront of my mission as president. I must start with thanking our past president, Laurie Bitters. Her outstanding leadership and dedication are noteworthy models to follow. Next, I would like to welcome our new president-elect, Andrea Szarowicz, and I must also thank our executive director, Donald Langland, for his continued guidance and support. Finally, I want to extend a huge thank you to our FOA board members. Your service and commitment to the association and your district members are what helps to keep our state association alive and thriving.

Please review and keep in mind registration deadlines. FMEA/NAfME/FOA memberships dues need to be paid by September 10, 2023. Check with your district chairperson for postmark versus online deadlines. All-state registration/eligibility information can be found on the FMEA website (FMEA.org) or the FOA website (myfoa.org all-state recording window is September 18-23. Be sure to check with your district chairperson for your district’s recording date. Remember, in addition to your membership dues (FMEA/ NAfME/FOA), you want to make sure your FSMA (Florida School Music Association) dues are paid so your students are eligible to participate in MPAs for the coming school year. September 15, 2023, is the deadline for an early discount. You can check to make sure your school’s dues are paid by going to the FSMA website (floridaschoolmusic.org).

Please make plans to attend our 2023 FOA/FLASTA Fall Professional Development Conference, “Re-Energizing the Music Education Classroom and Teacher.” The conference will be held October 12-13, 2023, at the Hilton Orlando Hotel. Our keynote speaker is Dr. Rebecca MacLeod, professor of music education at the University of North Carolina Greensboro. This conference is a fabulous time to learn and to network with your colleagues. You can check out the exciting sessions and register NOW on the FOA website.

Need another reason to attend the fall conference and get involved? Participate in the all-state adjudication process on Saturday, October 14, following the conference. Listening to the recordings will give you insight into the level of preparation invested in these auditions by our students. Contact your district chairperson if you are interested in assisting in this important activity.

Make certain to get involved and stay informed in your district by attending your district meetings, which start soon! If you don’t know your district chairperson, information is available on our website (myfoa.org). I welcome our new educators to the profession and urge you to reach out to your peers for support. They have “lived” that first year … use their insights and experience to guide you.

Thank you, fellow music educators, for choosing to be part of the greatest and most important profession in the world. The 2024 FMEA Professional Development Conference theme is Music Education Begins with ME. YOU are the ME!

Component News

Welcome to another great school year! I am honored to represent the FMEA general membership on the FMEA Board of Directors, serving as your member-at-large. This position is a unique and important one on the board, serving as one of your voting voices for the organization. I take great pride in represent-

ing you—our general membership—in conducting the business of FMEA. Our teachers are our greatest asset, and your voices are imperative to the success of our organization and our profession.

Now more than ever, we must teach incessantly, communicate often, collaborate freely, and advocate openly to meet

MEMBER-AT-LARGE

Harry “Skip” Pardee

our vision for a robust music education for all of Florida’s students. This will take a commitment from all of us: teachers, administrators, board members, superintendents, parents, community members, all categories of FMEA membership (introductory, full active, collegiate, retired, corporate partners, and

Itis my distinct pleasure to address you as the newly elected president of the Florida Music Supervision Association. I am filled with enthusiasm as I embark on this journey alongside some of the most passionate arts leaders in our nation, advocating for a rich music education for all of Florida’s students!

First and foremost, I would like to express my heartfelt gratitude for being entrusted with the role of president of the Florida Music Supervision Association. I am truly humbled by the faith that has been placed in me by the association members, and I pledge to fulfill my responsibilities with utmost dedication and passion. The opportunity to lead this esteemed organization is both an honor and a privilege, and I am committed to strengthening the association in the coming years.

Music has always held a special place in my heart, and it is through the arts I have found inspiration, joy, and a means of self-expression. It is my belief that music has the power to connect people, bridge cultural divides, and enrich lives in profound ways. I am dedicated to championing the importance of music in education and to ensuring every student in Florida has access to a comprehensive music education that nurtures their creativity and enhances their overall learning experience.

I encourage all of our valued members to maintain open lines of communication with the Florida Music Supervision Association, frequently engaging with us and sharing your insights and experiences. Together, we can work collabora-

tively to champion a comprehensive music education across our state. Whether you have suggestions, concerns, or success stories to share, please do not hesitate to reach out to me or any of the amazing supervisors. We are here to assist and support you in your dedication to providing a well-rounded music education for your students.

As the new president of the Florida Music Supervision Association, I have several key initiatives that I plan to prioritize during my tenure. First, I aim to strengthen the association’s partnerships with schools, colleges, and universities across the state to create more opportunities for collaboration and professional development for music educators, specifically in areas that do not have a music supervisor. By fostering a network of support and resources, we can empower educators to inspire the next generation of musicians and cultivate a vibrant music community in Florida.

Furthermore, I intend to explore innovative approaches to music education, incorporating emerging technologies and digital platforms to engage and inspire students in new and exciting ways. By embracing technology, we can provide immersive and interactive music experiences that resonate with today’s digitally native generation, ensuring that music remains relevant and accessible to all.

Again, I am honored to have been elected president of the Florida Music Supervision Association, and I am truly excited about the possibilities that lie ahead within the state of Florida and beyond. Together, let us celebrate the power of music and its ability to uplift, inspire, and unite us all.

FLORIDA MUSIC SUPERVISION ASSOCIATION

Christopher Burns, PhD President

nonteaching members), and of course— students! The ever-swinging pendulum of politics, academic priorities, assessment and accountability models, one-size-fitsall teacher evaluation systems, and a host of other issues can all distract from the true purpose of our profession: to teach people and to use the limitless subject of music to do it. Considering that collective heavy lift, and relying on what I think to be one of the most important parts of developing a healthy music program (relationships), I promise the following to our FMEA members:

1. Provide dedicated time to any member of this great organization who would like to discuss anything they believe contributes to our worthy mission of FMEA. My direct line is open to you (239-377-0087). I would love an opportunity to get to know you, understand your perspective on music education in our state, and learn how I can best serve you on the board of directors.

2. Present the FMEA Executive Committee and Board of Directors with thoughtful, experience-based input and ideas (from the classroom, administration, and community perspectives) to help move our organization forward into the future. The collaboration and communication mentioned earlier will be paramount in fulfilling this promise.

3. Be an aggregate voice for all FMEA members when called upon, in board business and in advocacy work with our colleagues.

As we open another school year in our communities, please know you have a colleague and friend in your FMEA memberat-large. I hope you find great joy in the school year ahead through music-making with your students!

FLORIDA VOCAL ASSOCIATION

David Pletincks President

Iamincredibly humbled to be serving the Florida Vocal Association as president for the next two years. The FVA has had a huge impact on myself and my family for over 18 years. Most of my dearest friends have been made through this organization, and it is truly an honor to serve in this position.

Having taught middle school band and choir for 26 years, I found this past school year to be one of the most difficult for me in motivating my students. We had a great year, with several concerts, public performances, and many other exciting events. However, encouraging my students to participate in activities like all-state, solo and ensemble, and even singing daily with energy and enthusiasm, was a constant struggle. As I shared this thought with colleagues, I found I was not alone in my experience. Almost every teacher I spoke with agreed the struggle is real to keep kids focused and actively engaged. As we know, this can be completely exhausting. Combine that daily exhaustion with added expectations of more paperwork, policies, procedures, and politics, it’s no wonder so many teachers are losing their passion to be in the classroom. All this led me to our theme for the FVA Summer Professional Development Conference: IGNITE the Passion for Choral Music in Your Students … and YOU!

As we navigate this post-pandemic era, it’s clear that the time lost in the classroom continues to affect our programs. We rely on the culture created in our classrooms to be carried on by students who move through our programs for three years of middle school and four years of high school. When we went on spring break in 2020 and didn’t return to school, we interrupted that sequence dramatically. We came back in fall 2020 with many, or all, of our students attending school digitally.

This school year will be the first year for middle school teachers to have eighth graders they have taught face-to-face for three years. It won’t be until fall 2024 that high school directors will have seniors they have taught in person for four years.

This gets me excited for this school year. Students returning for a third year, who have participated in two concert MPAs, solo and ensemble, and all-state auditions, understand the expectations I have for our choirs and will return ready for an exciting year.

To our new choral directors, welcome. We are here for you and want to help you thrive. You will be hearing more about our new mentoring program at your fall district meetings. Have a wonderful year, everyone.

David Pletincks has taught in Florida public schools at the middle school level for 26 years. He taught middle school band for seven years and then taught both band and choir for four years. He has been at Powell Middle School in Spring Hill for 21 years. He has served the FVA as a district chairperson, middle school chairperson, and music committee chairperson.

ResearchPuzzles FOR MUSIC TEACHERS

William I. Bauer, PhD FMEA Research Committee Chairperson, University of Florida

Self-Care for Music Teachers

Itis well-documented that people who work in the helping professions (e.g., health care, law enforcement, social work, and education) have stressful jobs that sometimes lead to a variety of physical and mental health concerns (Abramson, 2022). Music teachers are certainly not immune to these issues, often experiencing stress and a hectic pace of life due to professional responsibilities that include attending to the needs of many others while simultaneously trying to balance those duties with their personal lives. It can sometimes feel overwhelming. As a new school year begins, it may be beneficial to consider how the realities of this problem might be proactively addressed through self-care

Table

Dimension Strategies

w Engage in physical activity

w Maintain a proper diet

Physical care

w Wear hearing protection as needed

Psychological and emotional care

w Regulate personal emotions

w Recognize personal strengths and limitations

w Use stress reduction techniques

w Participate in your community

Social engagement

w Be present when with others

w Stay in touch with important people in your life

w Create a gratitude list

Spiritual engagement

This on-going column seeks to stimulate awareness of research issues for FMEA teachers and researchers.

Leisurely activities

w Engage in purposeful reflection

w Experience music that is personally enjoyable

w Participate in hobbies

w Take a vacation

w Participate in sports

In a recent issue of Update: Applications of Research in Music Education, John Rine A. Zabanal provided an overview of the research related to self-care, providing suggestions on how it can apply to music educators. While acknowledging that there is no universal definition of self-care, Zabanal (2022) described it as “a preventive health care measure used to promote physical and mental health as well as personal well-being” (p. 5). Further, the author discussed how a self-care model that originated in the field of social work may apply to music teachers, pointing out that to be able to serve students requires one first to be sure they are taking care of themselves. In the article, Zabanal also discussed the challenges to self-care that music teachers faced during the COVID-19 pandemic; however, the focus of this Research Puzzles article will be on general strategies for self-care.

Lee and Miller (2013) developed a research-based self-care framework for social workers that accounts for both personal and professional life roles. While these personal and professional dimensions of the framework have discrete elements, they also overlap and interact with each other. They need to be considered by themselves, but also in terms of how one may influence the other. The personal and professional dimensions each comprise several domains. Zabanal (2022) pointed out that music teachers often have a strong identity as a musician, which can result in challenges in separating the personal and professional aspects of their lives.

Personal Self-Care

Personal self-care is defined as “purposeful engagement in practices that promote holistic health and well-being of the self” (Lee & Miller, 2013, p. 98). The five domains of personal self-care are (a) physical care, (b) psychological and emotional care, (c) social engagement, (d) spiritual engagement, and (e) leisurely activities. Some suggestions Zabanal (2022) provided for addressing the domains of personal self-care can be found in Table 1.

Professional Self-Care

Professional self-care is the “process of purposeful engagement in practices that promote effective and appropriate use of the

Table 2

Strategies for Addressing Dimensions of Professional Self-Care

Dimension Strategies

Workload and time management

w Make lists

w Prioritize tasks, delegating when possible

w Maintain an organized workspace

Attention to the professional role

w Consider your beliefs about music education and use them as a guide

w Honestly assess personal strengths and weaknesses

w Be realistic about contextual factors that impact your work environment

Attention to reactions at work

w Avoid immediate reactions to situations

w Engage in mindfulness activities

w Keep a journal

Professional social support and selfadvocacy

w Develop meaningful relationships with other teachers, staff, and administrators

w Work with colleagues to solve problems in your school

w Advocate for needed change in your school and/or program

Professional development

w Read professional journals and books

w Attend conferences and workshops

w Seek advanced degrees

Revitalization and generation of energy

w Make time to do things that restore your physical and mental energy; this will vary from person to person

self in the professional role within the context of sustaining holistic health and well-being” (Lee & Miller, 2013, p. 98). It comprises six domains: (a) workload and time management, (b) attention to the professional role, (c) attention to reactions at work, (d) professional social support and self-advocacy, (e) professional development, and (f) the revitalization and generation of energy. Some suggestions Zabanal provided for addressing the domains of professional self-care can be found in Table 2.

Summary

Start the new academic year off right by not only planning for students but also considering how you will nurture your personal and professional selves so you maintain your physical and mental health. When flying on an airplane, flight attendants remind you to put on your oxygen mask first before helping others. Similarly, if you don’t take care of yourself, personally and professionally, you will not be able to help others in your life. To learn more about this topic and explore the research on other aspects of music teaching and learning, access the NAfME journal UPDATE: Applications of Research in Music Education website, which can be found at https://bit.ly/ nafme-update. The mission of UPDATE is to bring “research in music teaching and learning close to everyday practice to help teachers apply research in their music classrooms and rehearsal halls” (National Association for Music Education, 2023, para. 1). All FMEA members can access and read UPDATE as part of their FMEA/NAfME membership.

References

Abramson, A. (2022, January 1). Burnout and stress are everywhere. American Psychological Association. https://www.apa.org/ monitor/2022/01/special-burnout-stress

Lee, J. J., & Miller, S. E. (2013). A self-care framework for social workers: Building a strong foundation for practice. Families in Society, 94(2), 96–103. https://doi.org/10.1606/1044–3894.4289

Zabanal, J. R. A. (2022). Research-to-resource: Applying a self-care framework to music education. Update: Applications of Research in Music Education, 40(3), 5–10. https://doi.org/10.1177/87551233211056995

Committee Reports

My name is Sondra A. W. Collins, and I joyously serve on your board of directors and as your chairperson of the Awards Committee of your Florida Music Education Association! I am also beginning my 15th year of teaching music in Marion County Public Schools, the last 10 of which have been with the Shady Hill family at Shady Hill Elementary in Ocala.

I also serve on the board of directors of Fine Arts for Ocala and as a member of the Advocacy Committee of your Florida Music Education Association. In the past I have served a four-year tenure as the District 5 chairperson on the board of directors of the Florida Elementary Music Educators Association, as president of the Heart of Florida Orff Chapter of the American Orff-Schulwerk Association,

and as president of the Marion County Music Association. I have also served as a member of the Conference Planning Committee and the Strategic Planning Committee of your Florida Music Education Association, and I have completed the Emerging Leaders program and have attended two Summer Institute programs. I hold the MM in voice performance from Georgia State University and the BM in voice performance from the University of Florida (Go Gators!). After graduate school I first worked in retail management, while performing professionally, but changed careers to make a difference and change lives through music education (and ultimately found my true passion).

Speaking of passion, please allow me

AWARDS COMMITTEE

Sondra A. W. Collins Chairperson

to share a favorite quote of mine to help introduce you to our FMEA Awards Program, spoken by the immensely popular 2017 National Youth Poet Laureate Amanda Gorman: “For there is always light. If only we’re brave enough to see it. If only we’re brave enough to be it.”

The past few years have been a whirlwind in music education, with visionary thinking, creativity, unique programming, and innovation. Amidst the trauma of a pandemic and now a post-pandemic world, we know there IS light. We must only be brave enough to see it and then be it for our students.

Your FMEA Awards Committee wants to recognize the heroes among us who have been the light this past year. We want to shine a light on those who have demonstrated visionary thinking, resiliency, positivity, innovation, and a collaborative spirit. We want to hold up and empower those who persevered through a constantly changing year of music education and continued to be the light for their students and others.

The 2024 FMEA award nominations period is now officially OPEN! Your FMEA Awards Program offers several awards in recognition of the efforts and accomplishments of those who have made outstanding contributions to music education. Your active involvement in the nomination process ensures that FMEA recognizes the most deserving individuals throughout our state.

The deadline for all categories (except the Music Education Service and the Music Enrollment Awards) is September 11, 2023.

Please check the FMEA website at FMEA.org/programs/awards for details, and nominate someone deserving—today!

Share Your Victories

Iamexcited and honored to serve as chairperson of the Diverse Learners Committee. While I am somewhat new to Florida (2019), I served the Illinois Music Educators Association as the learners with exceptionalities chair for 15 years. It is my passion to share information and to find out what you need to know to break down barriers for students in special education or for students who need different teaching strategies in typical classrooms (elementary and secondary). Therefore, please contact me with questions and/or victories. I would love to share both in journal articles and at the conference.

I was fortunate to complete a double major in music therapy and music education. In fact, during my first professional year, I had a part-time position as a teacher and a second as a therapist. I believe I did just about everything involved in my college education: middle school band, middle and high school choir, marching band, elementary music, music therapy, and adult residential counseling. What a ride! That first year and the subsequent 10 years in public school teaching helped me to see the challenges of a range of students who deserve the best music education we have to offer. As mentioned in the first paragraph, diverse learners are in our classes and ensembles. Sometimes we see them separately as part of exceptional student education (ESE). Some are included with typical students. More than likely, every student we see is an individual with a barrier we need to support; those students have mental stresses, physical differences, intellectual disabilities, giftedness, and a host of learning challenges. They may not have an individualized learning plan (IEP), but they all deserve our attention.

At the current time, I guide teacher edu-

cation candidates in the areas of exceptionalities in music, music learning theory, assessment, and elementary music methods at the University of Central Florida (UCF). Before UCF, I was a professor of music at Western Illinois University. You might want to read the following chapters, “Including Students with Disabilities in Instrumental Ensembles” in Exceptional Pedagogy for Children with Exceptionalities: International Perspectives (Oxford University Press) and “Breaking Down Barriers for Students with Disabilities in Your Choir” in The Choral Conductor’s Companion (GIA).

I am honored to follow the past chairperson, Dr. Alice-Ann Darrow. She has been a great leader and is graciously facilitating the transition. I encourage everyone to read her May 2023 report, “Rocking

DIVERSE LEARNERS COMMITTEE

Christine Lapka, EdD Chairperson

With Ruby: When Inclusion Works” and watch the story at https://www.youtube. com/watch?v=ZgRigs3I3ac. In addition, refer to the Teacher Tips for Inclusion. If you run into a challenge, these tips will more than likely save the day!

Please take me up on the offer to contact me with challenges; sometimes I can help. Also, share your victories. As a musician, we know that positive role models are one of the best ways to teach a skill. Be that role model!

Reference

Darrow, A. A. (2023). Rocking with Ruby: When inclusion works. Florida Music Director, 76(8) 38–41. https://issuu.com/ cfaefl/docs/florida_music_director_ may_2023?fr=sNzhjNTIwMTc4MDA

CONTEMPORARY MEDIA COMMITTEE

Clint Randles, PhD Chairperson

Greetings! My name is Clint Randles. I am professor of music education at the University of South Florida, where I teach courses to undergraduate, master’s, and doctoral students in learner-centered pedagogy, songwriting, creativity, philosophy, research, and music production. I am excited to collaborate with you to grow the curricular offerings in schools around Florida.

The key that can unlock many doors is you growing your own musicianship. What do you know about writing a song? Can you record yourself with a DAW? What do you know about recording microphones? I can help you understand this world.

I look forward to sharing with you all in the coming months. This is the best time in the history of music to be a music teacher!

Committee Reports

Itis such an honor and privilege to serve as the new chairperson for the FMEA Multicultural Network. The FMEA Multicultural Network strives to implement resources and support for all teachers and the diverse student populations we teach in the music classroom. Our mission is to change the outlook of marginalized and disadvantaged communities in the music setting by providing professional developmental opportunities, specialized training, and mentorship through advocacy for teachers and students. I am filled with excitement and joy to work with music educators across the state to continue to implement the importance of inclusion and to promote cultural representation in all areas of music because “Representation Truly Matters.” This net-

work is instrumental in advocating the needs and concerns of students and teachers especially related to increasing representation in music ensembles, culturally relevant teaching materials, and equal opportunities for students and teachers.

Dr. Arnekua Jackson has served as the director of choral activities at Boynton Beach Community High School (BBCHS) for the past three years. She graduated with the BME from Florida Agricultural and Mechanical University (FAMU) and received both the MME and PhD in music education from Florida State University (FSU). In her 13-year teaching career, she has taught general and choral music on the elementary, middle, and high school levels in North and South Florida regions. Most of her experience has been in Title I schools. Dr. Jackson is a mem-

MULTICULTURAL NETWORK

Arnekua

Jackson, PhD Chairperson

ber of the Florida Vocal Association (FVA) and serves as the ethnic music chair for the American Choral Directors Association (ACDA). She is also BBCHS department chair of fine arts, a beginning teacher mentor, children’s book author, and has been selected for many prestigious awards such as Teacher of the Year, Glenn-Howell Distinguished Educator of the Year finalist, Palm Beach County’s William T. Dwyer Award District finalist, and Alumni Spotlight honoree for FAMU and FSU. Dr. Jackson resides in Boynton Beach, Florida.

PROFESSIONAL LEARNING COMMITTEE

Ajori Spencer Chairperson

EMERGING LEADERS COMMITTEE

Dakeyan C. Graham, PhD, EdD, DMA Chairperson

Dr. Dakeyan C. Graham (Dr. Dré) serves as director of educational equity and outreach for Alachua County Public Schools. He served as director of instrumental studies at his alma mater, C. Leon King High School (2009-2020). In 2020, he served as Florida Teacher of the Year and the Christa McAuliffe Ambassador for Education. He holds bachelor’s and master’s degrees in music education (UF), the MA in educational leadership (Concordia University), the PhD in music education (USF), the EdD in learning design and performance technology (FSU), and the DMA in instrumental conducting (UF). A past president of the Hillsborough Secondary Music Council and founder of the Eastern Coalition of Music Directors, Dr. Graham travels the state adjudicating for FBA and FOA. He serves as chairperson of the FMEA Emerging Leaders and FBA Health and Wellness committees. His passion is to continue to positively impact the next generation of world changers.

My name is Ajori Spencer, and I am your new professional learning chairperson for FMEA. I am honored to be serving in this role, and I am excited to work with all of you to provide high-quality professional learning opportunities to music educators across the state. I believe professional learning is essential for us to stay up-todate on the latest trends and to keep us EXCITED. I know we can create a vibrant and supportive community that will help music educators across the state reach their full potential. Let’s make a difference together.

Please take time to thank and support our 2022-2023 & 2023-2024 Academic Partners.

GOLD PARTNERS

SILVER PARTNERS

University of Central Florida

BRONZE PARTNERS

Cannon Music Camp - Appalachian State University

Florida Southern College

Rollins College Department of Music

St. Thomas University

Partners as of July 5, 2023.

University of North Florida

University of North Texas

University of Tampa

Valdosta State University

*Please visit FMEA.org/partners for partnership details or call 850-878-6844.

Please take time to thank and support our 2022-2023 & 2023-2024 Corporate Partners.

PARTNERS

Head’s House of Music

HeartSong AV Services

Meloquest, Inc.

Music & Arts

Music Man, Inc.

BRONZE PARTNERS

National Concerts

Orlando Philharmonic Orchestra

Orlando Sings

Romeo Music

West Music Company

ExecutiveDirector’sNotes

The mission of The Florida Music Educators Association is to promote quality, comprehensive music education for all Florida students as a part of their complete education.

It’s Full Steam

FMEA Executive Director Kathleen D. Sanz, PhD

Ahead to 2023-24!

It’sbeen a hot and very steamy summer. In spite of that, I hope you enjoyed your summer and are gearing up for a great 2023-24 school year. At FMEA, it’s full steam ahead as we continue our work to fulfill our association’s great mission to promote quality, comprehensive music education in all Florida schools.

FMEA convened a Summer Institute Think Tank in June. Last year, in the August 2022 Florida Music Director, I included a comment that the “biggest threat” to music education in Florida is the teacher shortage. One of the major areas of focus for the Institute was music education workforce recruitment and retention. Therefore, FMEA is convening committees to address areas of concern. One of the areas is teacher satisfaction. FMEA is working with the National Federation of High Schools (NFHS) to review the survey that was conducted in fall 2022. In addition, FMEA will be looking at possibly expanding the music teacher satisfaction survey to add qualitative questions. The survey will be conducted August 15 through September 8, 2023. This will allow us to review the data for changes and additional information.

Student Opportunities

w TriM – Consider starting a TriM chapter for your middle and high school students. TriM is the only national music society for student musicians. Through performance and community service they will develop confidence, creativity, critical thinking, compassion, and leadership skills. If you need assistance, call the FMEA office for more information or visit the NAfME.org website.

w NAfME Collegiates – The Florida NAfME Collegiates are planning their annual Fall Conference. Information will be coming soon on this annual event planned by college students. Encourage your students to participate in this event.

Legislative Session/Government Relations

FMEA is reviewing laws that will take effect July 1, 2024. We will be providing an updated report on the FMEA website. Several new laws will have an impact on education. Please be sure to stay alert to your school and school district’s notifications about new laws that became effective July 1, 2023.

The 2024 Legislative Session will begin January 9, 2024, and will end in March 2024. Please look for requests from FMEA to assist us on reviewing the bills. If you have any questions about the bills as they move through the process, please call Dr. Kathleen Sanz at the FMEA office.

Professional Development Opportunities for Members

The 2024 FMEA Professional Development and All-State Concerts theme is Music Education Begins with ME. We’re looking forward to Jason Locker’s leadership for this conference. Registration will be available in September, and we look forward to coming together January 10-13, 2024, in Tampa.

The Professional Development Committee is planning several professional development opportunities for teachers. Please watch for announcements about upcoming training sessions.

FMEA is here to provide opportunities for teachers and students. Stay tuned in to the FMEA website and read our monthly eNews to keep apprised of FMEA projects.

Florida School Music Association

The Florida School Music Association (FSMA) hosted a Leadership Symposium for secondary teachers to assist in developing leadership for our components FBA, FOA, and FVA. FSMA works with secondary component organizations to provide oversight for interscholastic music activities.

FMEA is looking forward to the 2023-24 school year! Keep in tune and involved with your state professional association.

If you have any questions, please call the FMEA office.

Kathleen D. Sanz, PhD