Florida Music Director February-March 2022

Old Live Classroom:

New Tech Tools

Outreach and Integration Possibilities as We Return to Class

Teaching Strategies for High School Group Piano Classes

PLUS: FSMA SPECIAL SECTION FMEA Steel Band Festival 2022 FMEA Hall of Fame Congratulations to the 2022 FMEA Award Winners February/March 2022

1

Music Education Scholarship Are you a high school senior who intends to major in music education at a Florida college or university?

Consider applying to FMEA's June M. Hinckley Music Education Scholarship.

Selected winners will receive a $1000 scholarship award.

Scan the QR code to learn more about the scholarship and apply.

The postmark deadline to mail your application is April 22, 2022.

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www.FMEA.org Music Director

1-800-301-3632

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

D. Gregory Springer, PhD Florida State University College of Music 122 N. Copeland Street Tallahassee, FL 32306 (850) 644-2925 (office) (dgspringer@fsu.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)

Contents February/March 2022

Volume 75 • Number 6

F E AT U R E S

FMEA Summer Institute. . . . . . . . . . . . . . . . 6 FSMA Special Section. . . . . . . . . . . . . . . .

9-12

2021 All-National Honor Ensembles. . . . . . . . 14 Old Live Classroom: New Tech Tools Outreach and Integration Possibilities as We Return to Class . . . . . . . . . . . . . . . . . . . . 16

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 Debby Stubing

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

Teaching Strategies for High School Group Piano Classes. . . . . . . . . . . . . . . . . . 20 FMEA Steel Band Festival. . . . . . . . . . . . . . . 26 2022 FMEA Hall of Fame. . . . . . . . . . . . . . . 38 Congratulations to the 2022 FMEA Award Winners. . . . . . . . . . . . . 39 D E PA R T M E N T S President’s Message. . . . . . . . . . 4

From the Editor.. . . . . . . . . . . 29

Advertiser Index. . . . . . . . . . . . 5

Research Puzzles. . . . . . . . . . . 32

Advocacy Report . . . . . . . . . . . 7

2021-22 FMEA Donors. . . . . 34-35

Academic Partners . . . . . . . . . . 8

Committee Reports. . . . . . . . . 36

Corporate Partners. . . . . . . . . . 13

Executive Director’s Notes. . . . . 48

Component News.. . . . . . . . . . 27

Officers and Directors.. . . . . . . 49 February/March 2022

3

Shelby R. Chipman, PhD

President’sMessage

President Florida Music Education Association

United in Music: Believing Strength Is in Shared Experiences

G

reetings, colleagues! Wow! I must pause to express my utmost appreciation to members of the Florida

Music Education Association (FMEA) and your students

for your individual and collective roles in the 2022 FMEA Professional Development Conference in Tampa. There

were so many great takeaways, and kudos are to be

extended to each of you. I especially would like to com-

mend the FMEA staff in Tallahassee, led by Dr. Kathy Sanz, executive director. Your work behind the scenes is extraordinary, and we could not function in the manner

we do without your valued contributions and hard work.

Kudos to our Pre-Con clinicians, FMEA President-

« « « «

“Great to see so many collegiate students involved in

our association. They represent the future of music education in Florida, and beyond.”

FMEA is designed to promote and enhance students

and music teachers who desire to learn for the betterment of our communities.”

“Should have more access to larger rooms that can accommodate attendees during specific clinic presentations.”

“Can’t wait to see what is in store for our 2023 FMEA Conference.”

Music connects different cultures, promoting diversity

Elect Jason Locker, facilitators, every all-state ensemble,

and growth. Music encourages creative thinking, disci-

FMEA Student Conference Experience, Emerging Leaders,

for individual and group expression—as Hans Christian

clinic presenters, Professional Development Committee, awardees, volunteers, FEMEA, FBA, FOA, FVA, produc-

tion crew, decorating crew, hotels, Tampa Convention

pline, leadership, and problem solving. And it’s a medium Andersen said, “Where words fail, music speaks.”

The FMEA board knows there is still much work to be

Center, City of Tampa, and all.

done as we celebrate our music teachers. As Steve Kelly

together music teachers, all-state participants, corporate

Stronger Music Communities” moving forward. To build

FMEA certainly plays a significant role in bringing

partners, exhibitors, and community supporters to work

collaboratively and strategically, through an open and inclusive participatory process, to shape the future of

music. The awesome clinics, performances, social events,

and comradery revealed a substantive degree of common good that our association provided during a most difficult time in our lives as we continue to deal with COVID. I

believe we made the right decision to have the conference in-person, which brought enthusiasm, smiles, hope, and prosperity to us all. (We needed it!)

« «

Here are some members’ takeaways from the FMEA

conference:

“Safe environment in which attendees followed the protocols established by our association.”

emphasized as FMEA president, we also must “Build our communities, we must address the issues that cause barriers, whether policies, funding, access, inclusion and equity biases, parent involvement, school-site support, or other. We are challenged to ensure that music’s existence remains inclusive in the classroom.

Anything worth having is worth fighting for.

— Susan E. Phillips

Consider the following in establishing worldly

approaches to meeting your communities where they

are and focusing their needs on multicultural and shared musical experiences.

Helping others is at the crux of community build-

“Very enthusiastic General Sessions, who would’ve

ing, and you’ll find that the more you put yourself out

bring spirit to the atmosphere.”

you’ll build for yourself and your cause. Music and its

thought having Junkanoos and a workout session to

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Music Director

there and help others, the more credibility and visibility

2021-22 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 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:

future will be predicated on many factors; however,

five skills are significant in this process: Creativity,

Communication, Collaboration, Critical Thinking, and Community/Cultural recognition. Oh, by the way, then we make music through shared experiences.

As I stated in December’s column, it is our respon-

sibility to ensure that music is provided in urban and

rural settings, where in some cases children are not

receiving music instruction due to multiple problems.

There will be forthcoming professional development

webinars, clinic presentations, and mental and physical

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: D. Gregory Springer, PhD, dgspringer@fsu.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.

health sessions. I wish everyone much success as your music programs commence their solo and ensemble, as well as other music performance assessment (MPA) events.

I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.

— Maya Angelou

Let us all continue to study the language of music

and how it influences communities! Continue to be

amazing. I look forward to hearing from you as we make progress and build stronger music communities—together.

Shelby R. Chipman, PhD, President

Florida Music Education Association

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 Mississippi State University.................................................................................. 27

February/March 2022

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FMEA Summer Institute The FMEA Summer Institute brings together music educators across all components and grade levels to envision future trends and discuss how to embrace the changes in music education. Join a small group of current and future leaders in music education in an inspiring multi-day training program.

All full active FMEA members are encouraged to apply!

Cost to apply is $75. Applications must include 2 letters of references.

Apply by April 10, 2022 Visit FMEA.org for more details and to apply.

20 Summer 22 Institute 6

Florida Music Director

June 5-8, 2022 USF School of Music

AdvocacyReport

Jeanne W. Reynolds Chairwoman Government Relations Committee

It Takes a Village

O

ur FMEA village is nothing short of amazing.

It takes each FMEA member advocating every

day. All Florida students deserve to have access to high-quality music education programs. Fortunately,

we are led by a great advocacy committee. The follow-

« « « « « « «

« « « « « « «

ing colleagues lead our work: Corey Alexander

Anthony Atkinson Andrew Burk

Sondra Collins

Beth Cummings

Alice-Ann Darrow Scott Evans

Debbie Fahmie

Vivian Gonzalez

Angela Hartvigsen

Bernard Hendricks Jason Locker

the session Spreading the Great News About Music Education. Both sessions were packed with great strategies for all FMEA members.

Legislative Session

The session runs through March 11. We are watching

many education-related bills. Please take note of the following:

«

Bradley Parks

current form since these bills eliminate an elective opportunity for students. One of our suggestions

tee members Andrew Burk, Sondra Collins, Vivian

Communities United to Create Successful Advocacy

Strategies. Congratulations also to Scott Evans, who presented with James Weaver, director of performing arts from the National Federation of High School

Associations. Scott and James inspired all of us with

Of course we

support the concept of financial literacy for Florida

dents to learn. We simply oppose the bills in their

Special thanks and congratulations to commit-

FMEA session they presented in January, Diverse

closely related House Bill 1115.

and a

students. These concepts are important for our stu-

Annie Yacoub

Gonzalez, and Bernie Hendricks for the outstanding

Financial Literacy, Senate Bill 1054

«

is to include the financial literacy content in the already required economics class.

Seal of Fine Arts, Senate Bill 318.

This is the

third year Senator Rouson has sponsored this bill.

While it is still a long shot for passage, we are hope-

ful that near the end of the session we may be able to make progress on this bill.

What can you do?

Every FMEA member is part of the village. Together we can ensure that music education remains strong and vibrant in Florida. These items should be on your to-do list!

� Take action when an FMEA advocacy committee member asks you to call or email your legislator with a specific “ask.” You will be provided all the information needed. Just do it!

�

Be informed and proactive. Learn about the local policies that affect access to arts education in

your community. Be part of the conversation. Offer solutions.

� Talk to your colleagues, friends, and neighbors about the Seal of Fine Arts bill and how important it is to recognize high-achieving arts students.

� Celebrate great music education in your community. This includes sharing the good news about what your music education colleagues are doing. We don’t do this often enough.

Let’s get to work. Together we can make our village even stronger.

February/March 2022

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Please take time to thank and support our 2021-2022 Academic Partners.

GOLD PARTNERS

BRONZE PARTNERS Cannon Music Camp - Appalachian State University Florida Southern College Orlando Philharmonic Orchestra Rollins College Department of Music

University of North Texas The University of Tampa Valdosta State University

Partners as of February 10, 2022.

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

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FLORIDA SCHOOL MUSIC ASSOCIATION N O T E S

An Overview of the Florida School Music Association and Its Accomplishments

The mission of the Florida School Music Association (FSMA) is to provide leadership, advocacy, and services for school music programs in support of quality music education experiences for students. The FSMA Board of Directors has identified the following areas of importance to accomplish this mission: � Provide oversight to ensure music performance assessments (MPAs) shall be of the highest quality in the nation by continually evaluating for quality/improvements. � Cultivate excellence in Florida music programs for all students. � Provide models and tools to identify examples of best practices in music programs, recognized as exemplary by the FSMA. � Provide guidelines for adequate performance facilities for the MPA events sponsored by the FSMA. � Inspire advocacy with all stakeholders.

BACKGROUND In 1997, the Florida Statutes redefined the activities of the Florida High School Activities Association 1 (FHSAA) to provide governance of school athletic events only.

Recognizing that this change created a void for governance of interscholastic music activities, the Florida Department of Education (DOE), the Florida Music Educators’ Association (FMEA), and the component associations that sponsor music interscholastic activities—the Florida Bandmasters Association (FBA), the Florida Orchestra Association (FOA), and the Florida Vocal Association (FVA)—formed the not-for-profit, 501(c)(3) Florida School Music Association (FSMA), which began operation in 1998.

FSMA is an association of member schools (public, private, and home-school organizations) that coordinates and oversees all interstate music activities in Florida. Membership Continued on page 10 February/March 2022

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FLORIDA SCHOOL MUSIC ASSOCIATION N O T E S Continued from page 9

in FSMA is required for those educational institutions that wish to participate in state-sanctioned activities. Thus, FSMA sanctions the activities of FBA, FOA, and FVA and their sponsorship of district and state music performance assessments, including evaluation and solo and ensemble festivals for bands, orchestras, and choruses in Florida high schools, junior high schools, and middle schools.

Headquartered in Tallahassee at the Center for Fine Arts Education, FSMA is governed by a board of directors with representation from the Florida Association of District School Superintendents, Florida Association of School Administrators, Florida Association of Secondary School Principals, Florida Association of Elementary and Middle School Principals, Florida School Boards Association, Non-Public Advisory Council, Florida Parent Education Association, FMEA, FBA, FOA, and FVA. FSMA’S ACCOMPLISHMENTS � Created FSMA’s rules and regulations to provide consistent, equitable codes of conduct for each component organization, its activities, and the students who participate in sanctioned activities. � Facilitates collaboration between and for the component organizations. By serving as the oversight organization for each component group, communications have improved so that each organization knows what the other organizations are doing and understands what happens in education on a statewide level. � Unified the collection of ensemble assessment data to illustrate to lawmakers what occurs within the music education community and its value to the overall education of Florida’s students. FSMA compiles the data collected and ensures its dissemination to appropriate audiences to further the efforts of arts advocacy groups. Although this data is not the “final word” on the intrinsic value of music education in Florida’s schools, it is a good indicator of the status of music programs and their functionality (i.e., number of enrolled students and levels of participation) from year to year.

� Promotes music advocacy jointly with FMEA to ensure representation in each of Florida’s 67 counties. � Provides training and support for each component organization. FSMA created management tools for use by each component organization to ensure uniform, consistent financial reporting in accordance with generally accepted accounting practices. In addition, FSMA conducts an annual audit of each component’s accounting documents to ensure fiscal responsibility of each organization and its district offices. � Created a Committee for Adjudication Certification Review.

The certification process for adjudicators of interscholastic music activities sponsored by FBA, FOA, and FVA has ensured consistent standards for adjudicators of each component organization’s performance activities. This has resulted in professionalism, quality of adjudication, quality of comments provided, and reinforced music education at the highest levels. � Redefined “festivals” as music performance assessments (MPAs). The redefinition of this decades-long evaluation competition more accurately reflects the achievements of the performing ensemble, is in keeping with the National Standards for the Arts, is consistent from one component group to another, and can be used comparatively with Florida’s educational standards and testing methodology.

1. FSMA annually audits each component’s MPA accounting documents to ensure financial records are kept in accordance with acceptable accounting procedures.

2. FSMA annually compiles MPA results for each component organization to use in comparative evaluations of performing groups.

ENDNOTES 1 Florida Statutes § 232.60 Athletics; governing nonprofit organization.—The Florida High School Activities Association is designated as the governing nonprofit organization of athletics in Florida public schools, provided that the organization operates pursuant to the provisions of this act by July 15, 1997.

CONTACT INFORMATION Florida School Music Association: 402 Office Plaza, Tallahassee, FL 32301-2757 Phone: (850) 878-6844 � Fax: (850) 942-1793 � flmusiced.org Kathleen D. Sanz, PhD, Executive Director

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2022 STATE MPA CONCERTS Concerts open to the public!

Full schedule at FloridaSchoolMusic.org BAND North West Site April 26-27 NWFSC Mattie Kelly Arts Center Niceville North Site April 21-22 Faith Presbyterian Church Tallahassee

North Site April 21-23 UF Phillips Center for the Performing Arts Gainesville

VOCAL

Central Site April 25-29 First Presbyterian Church Lakeland

Central/South Site April 27-30 Vero Beach High School Vero Beach South Site April 18-20 American Heritage School (Broward) Plantation

ORCHESTRA

April 25-27 Howard W. Blake High School Tampa Photos provided by the Florida Music Education Association

February/March 2022

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1-800-301-3632

FloridaSchoolMusic.org

FSMA

Leadership Training Building the Team: Equipping the Music Leaders of Tomorrow July 17-20, 2022 Renaissance Orlando at SeaWorld Orlando, FL FSMA has designed a professional learning opportunity for current and future component leaders to have the necessary skills to find success in their position.

Become a part of a select group and apply for the 2022 training today. Scan the QR code for further details and to apply.

Application Deadline: April 1, 2022

About the Training This professional development opportunity will provide communication training, team-building, scenario-based problem-solving, and other skills identified by participants as a need to find success as a leader in Florida.

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Music Director

Please take time to thank and support our 2021-2022 Corporate Partners.

GOLD PARTNERS

SILVER PARTNERS

The Horn Section, Inc. Cardinal Digital Marketing Cathy’s Choir Class Eastman Music Company Excelcia Music Publishing Head’s House of Music J. W. Pepper & Son, Inc.

BRONZE PARTNERS

Music & Arts Music is Elementary Music Man, Inc. Romeo Music West Music Company

Partners as of February 10, 2022.

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

February/March 2022

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2021 All-National Honor Ensembles

The Florida students listed below joined the best of the best for the National Association for Music Education’s (NAfME) 2021 All-National Honor Ensembles, held virtually January 22-24, 2022. The event included several rehearsals with the 2021 ANHE conductors and workshops with renown clinicians, and each ensemble created a final, recorded performance to be premiered online during the 37th annual Music in Our Schools Month. Congratulations to these exceptional students, their schools, and their teachers!

CONCERT BAND ROSTER STUDENT

INSTRUMENT

SCHOOL

TEACHER

Brian Blackwood*

Clarinet 1

Seabreeze High School

John Rivers

Andres Diaz

Flute 1

Milton High School

Michael Schultz

Olivia DuQuette

Percussion

J.W. Mitchell High School

Joshua Hobbs

Kannon Goodman

Euphonium

Fort Walton Beach High School

Derek Fields

Yuliang Huang*

Clarinet 3

Edgewood Junior/Senior High School

Bryan Fenzl

Michael Jagiello

Trumpet 1

Forest High School

David Jones

Sean McBride

Bass Clarinet

Osceola County School for the Arts

William Molineaux

Stefano Pace*

Tenor Saxophone

American Heritage School Broward Campus

Kimberly Imerbsin

Alessandra Skarshinski-Fred*

French Horn 3

Sickles High School

Keith Griffis

Haley Sprague*

Double Bass

Venice High School

Christopher Riley

SYMPHONY ORCHESTRA ROSTER STUDENT

INSTRUMENT

SCHOOL

TEACHER

Grace Barrett*

French Horn 3

T.R. Robinson High School

Chris Revett

Vanessa Clavell

Double Bass

Howard W. Blake High School

Jason Jerald

Sara Fernandez*

Bassoon 1

Gaither High School

Luis Alvarez

Georgie Gonzalez

Cello

Alonso High School

Kathleen Francis

Alex Karstedt*

Trombone 3

Christ’s Church Academy

Lee Ponder

Collin LeBlanc

Double Bass

George Steinbrenner High School

Andrea Szarowicz

Dhyana Mishra*

Viola

Holy Trinity Episcopal Academy

Lorie Wacaster

Sophia Nguyen*

Trumpet 2

American Heritage School Plantation

Kimberly Imerbsin

Isabelle Tseng

Violin 1

F.W. Buchholz High School

Lindsey Tran

Ian Woodrich*

Viola

Edgewood Junior/Senior High School

Joseph Franco

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* Member of the Tri-M Music Honor Society

MIXED CHOIR ROSTER STUDENT

INSTRUMENT

SCHOOL

TEACHER

Jonah Berkun*

Bass 2

Pine Crest School

Michael Testa

Sergei Drozdovitch Scheen*

Tenor 1

Saint Thomas Aquinas High School

Wanda Drozdovitch

Laura Garzon*

Soprano 2

Saint Thomas Aquinas High School

Wanda Drozdovitch

Liana Genao*

Soprano 1

Saint Thomas Aquinas High School

Wanda Drozdovitch

Priya Ghanta*

Alto 1

Pine Crest School

Michael Testa

Ellie Gomez*

Alto 2

Pine Crest School

Michael Testa

Francisco Gomez*

Tenor 1

Saint Thomas Aquinas High School

Wanda Drozdovitch

John Marshall*

Bass 1

North Broward Preparatory School

Elizabeth Korkosz

Julia Mergen

Soprano 1

Alonso High School

Kathleen Francis

Robert Messingschlager*

Tenor 1

Saint Thomas Aquinas High School

Wanda Drozdovitch

Delaney Ocock*

Alto 2

Olympia High School

Janet Le

Sean Regan*

Bass 2

Saint Thomas Aquinas High School

Wanda Drozdovitch

Jazzmyne Roberson

Alto 2

Blake High School

Joseph Galeczka

Mattia Santoro*

Alto 2

Saint Thomas Aquinas High School

Wanda Drozdovitch

JAZZ ENSEMBLE ROSTER STUDENT

INSTRUMENT

SCHOOL

TEACHER

Nathan Delgado

Tenor Saxophone

Alexander W. Dreyfoos School of the Arts

Christopher De León

Brandon Goldberg*

Piano

Pine Crest School

Jamie Roth

Christopher Goldwire

Trumpet

Dillard School for the Arts

Christopher Dorsey

Alexander Kaufman*

Bari Saxophone

Edgewood Junior/Senior High School

Bryan Fenzl

MODERN BAND ROSTER STUDENT

INSTRUMENT

SCHOOL

TEACHER

Jeremy Berkun*

Guitar

Pine Crest School

Michael Testa

Carys Edwards*

Vocals/Rap

Pine Crest School

Michael Testa February/March 2022

15

Old Live Classroom:

New Tech Too

Out reach and Integ ration Possibilities as We Ret

by Fred Kersten, EdD

Welcome Back, Kotter!

As we return to the live classroom and go back to our “old” teaching methods, let’s take some of our

“new” technology communication techniques with us.

Technology has taken music education to a new level. We can now provide increased 24/7 music education outreach to all of our students. Additionally, let’s not forget the

awesome prospects for establishing communications with

community members, parents, and senior citizens! There are so many dissemination, collaboration, and integration

possibilities. Try to use technology to extend involvement of music education into students’ lives at home. Think of

your technology as an internal tool to make understanding the material you are teaching more illuminating.

What to Consider

As our ensemble musicians work with dedicated remote assignments, they can learn about composers they are

performing, as well as elements and aspects of the

compositions, without taking precious time away from

rehearsals. Composition collaboration between students

can now happen outside of class via online cloud tools such as Soundtrap (soundtrap.com

). We are fortunate

to be able to add immeasurable hours of instruction to our music programs that have been reduced greatly in the

past because of limited class time or conflicts with other courses.

16 F l o r i d a

Continued on page 18 Music Director

ools

turn to Class

February/March 2022

17

Old Live Classroom: New Tech Tools Continued from page 16

Utilize and extend your district’s adopted learning

reliable way to add depth to your on-campus instruction

and Google Classroom to supplement your live classes

enced with these technology options, and many are still

management systems (LMS) such as Schoology, Canvas, for additional class-time exposure. Use these structures

as an opportunity to provide supplemental materials

to augment your live teaching in the brick-and-mortar

classroom. Videos, blogs, and online discussions are a

by utilizing remote resources. Students are now experia part of the school-supported LMS sites for connectivity

opportunity. Employ these options for their instructional support potential.

Reach-out videos can be helpful because they can

illustrate your interpretations of a composition you are rehearsing. You likely have specific directions for the

E R I C S S ON 5 G T E C H N O LO G Y

phrasing of certain clarinet ensemble passages from a composition your band is performing. So, record these

sections as you wish for them to be played, and post the video on your LMS. Students can listen to and rehearse

these segments outside of class. They can review these

before the band rehearsal, saving so much total group rehearsal time.

Explore the new fifth generation network (5G) tech-

nology possibilities that are starting to be accessible for

instant online communication. Many new opportunities

for low-latency music interaction are becoming available through companies that are implementing 5G. As JOANA CARNEIRO

an example of what is in the future, note what music communications are happening overseas with Ericsson 5G technology. Ericsson is providing systems that have

developed into a highly connected network. They have

established an online virtual orchestra conducted by a major conductor, Joana Carneiro.

Essentially, with 5G

in place you can rehearse from the associated sites (living

room to living room, if you wish) at very low latency levels, allowing almost immediate interaction. The con-

nectivity will be as if you were in the same room with the other musicians. This opportunity is becoming increasingly available to students in the United States and proJA M E S S W I S LO C K I

vides so many opportunities for individual woodshed-

ding of parts without scheduled full ensemble rehearsals.

Create a music department webpage, and use it to

communicate with parents, students, and the community.

James Swislocki, music teacher at LaMuth Middle School

in Ohio, provides an excellent example of this possibility

as he reaches out to his beginning band students and their families via video to communicate procedures at the

beginning of the school year. Check out an example of his YouTube video posts HERE.

Do you want to tell the

parents about the music program? Show them, especially

18 F l o r i d a

when you are looking for additional financial support!

Music Director

A blog, or a dedicated webpage, can be so valuable to

the local civic population of friends and neighbors.

you are doing in the ensembles and general music classes

spotlight local music activities and individuals.

music classes. Here are some examples to illustrate what

vious high school students who have graduated from the

Your course content in the various classes offered to

or some of the past recorded concerts you have available

illustrate what you need and why. Weekly videos of what can be helpful as we look to support the return to live

« « « « «

you might showcase in these videos: students

How a new keyboard lab will help your general music students

Where your choral ensemble will be performing this fall

Why a new piano would be so valuable and necessary What you need to modernize your choral rehearsal room and, most importantly, why

Construct an outreach program to provide composition

activities for all of your students at your school. Open

Make a music outreach page for the public that will Create a “What are they doing now?” webpage for pre-

music programs. Incorporate some present performances

as an impetus for them to listen to their past achievements.

« « «

Here are some other ideas to create:

A community music information page

A webinar demonstrating your ensemble (chorus, band, orchestra, jazz ensemble, etc.)

A music recruitment website in the spring for potential new students

There are so many tech-supported ideas for music edu-

cation program outreach and improvement!

Are these “pie in the cloud” ideas? Not really! By now,

a site that will be available to all, and develop proce-

we are experienced with technology support for music

create simple overall composition templates to share

a great time to develop new ways to enhance, improve,

dures for those who wish to try to compose. You might

with everyone at your school for composition creation.

This is a neat way to develop an overall curiosity in the

music program and a potential avenue to alert students of possible participation in ensembles should you wish to

recruit new members from the general school population.

A new in-the-cloud site is Flat.

This online notation

education. We can communicate well with it, so now is and promote our music education endeavors with our

students, parents, and community members. You can be creative by bringing the new technology tools you worked

with during the pandemic back to your old classroom situation to improve your program.

opportunity allows for collaborative music composition

Feedback Requested

such as Finale or Sibelius. Off-campus involvement will

tools in your classes and music program? What oppor-

for creation activities.

education in your district through technology? What are

from anywhere without buying major notation software be possible as students can work from remote locations

Develop a senior citizen music interaction site. So

many senior citizens are proud of the music program

in their region. Many senior citizens went through their school’s music program, as did their children. Their

grandchildren may even currently participate. Senior citizens go to your concerts. And they vote on the bud-

get! Establish a basic online or hybrid music appreciation

What are your thoughts about including technology

tunities do you see for future improvement of music

you doing as you implement and include technology?

The author of this article would welcome your response.

Contact Dr. Fred Kersten at any of the following: fredkers@fredkersten.com http://fredkersten.com

bu.edu/cfa/profile/fred-kersten

course site for them. Let them build the content. You will

Fred Kersten, EdD, is an online graduate facilitator for Boston

technology and music background that can help in devis-

years. He works with graduate music educa-

be surprised to note how many senior citizens have a ing such an offering. You can develop extensive support for your program from your senior citizen community by

providing communications, activities, or musical learn-

ing opportunities, especially if the site is oriented toward

University, a position he has held for 12 tion majors around the world who are com-

pleting their master’s and doctoral degrees in music education. He is instructor-in-charge of BU online music technology courses.

February/March 2022

19

Teaching Strategies for

High School Group Piano Classes

by Ricardo Pozenatto, PhD

L

Learning how to play the piano is frequently viewed as

interpersonal influence and conflict also have an impact

advancements in technology have made it possible to

Educators from the past have discussed their ideas

a practice that requires one-on-one instruction; however,

on the success of a group’s activity.

group electronic keyboards in the same space, enabling

surrounding group dynamics. The Swiss psychologist

same time. The first electronic piano lab—a music labo-

ticipants will engage in discussions in which cognitive

more than one student to receive music instruction at the ratory including digital pianos interconnected through

wires—was developed in 1956 at Ball State University

(Fisher, 2006). After that, the presence of group piano classes increased in colleges and universities around the country as well as in public schools. In this article, I

present a few strategies for teaching group piano classes, based on cooperative learning theory.

Group Dynamics and Cooperative

Jean Piaget argued that “during cooperative efforts, par-

conflicts will occur and be resolved, and inadequate reasoning will be exposed and modified” (Johnson & Johnson, 1994, p. 39). Similarly, Lev Vygotsky suggested

that “group members exchange information and insights,

discover weak points in each other’s reasoning strategies,

correct one another, and adjust their understanding on

the basis of others’ understanding” (Johnson & Johnson, 1994, p. 40).

Cooperative learning is “an instructional method

Learning Theory

in which students work in small groups to accomplish

ple in groups appeared in the 20th century in the United

teacher” (Rigacci, A., 2020, para. 1). It is a learning

The study of group dynamics and the interaction of peoStates with the work of the educator John Dewey, whose

“concept of education put a premium on meaningful activity in learning and participation in classroom democ-

racy” (Public Broadcast Service, 2021, para. 2). Group

dynamics involve the interaction between members of a group. These interactions influence how the groups func-

tion. Factors such as emotions, individual differences, and

20 F l o r i d a

Music Director

a common learning goal under the guidance of the theory that was originally designed for use in the pub-

lic school classroom. The teacher facilitates students’ learning experiences by helping them to collectively discover the concepts that are being introduced or reviewed. The five essential elements of cooperative learning theory are:

Continued on page 22

February/March 2022

21

High School Group Piano Classes Continued from page 20

« «

Positive interdependence: the frame

constructive criticism while the teach-

two, groups of four, and groups of more

promotion of other students’ learn-

decision-making are more effective

ing setting, although beneficial in many

ing and achievement.

Face-to-face interaction: the com-

munication among members of the group to explain how to solve a proposed problem. It includes person-

« «

er demonstrates that leadership and

of mind that results in each student’s

al insights, connections, and transfers from past to present learning.

«

when participatory.

Group processing: members of the group check for their progress and

(Fisher, 2010)

dents in pairs is the Think-Pair-Share,

age and enhance their advancement.

Simply

organizing

students

into

and responsible for their contribution

result. Successful cooperative learning

vidual understanding and success.

Social skills: the element where

teachers should model positive social

behaviors to the class, offering praises to the students. Students acknowledge

together will not guarantee the desired experiences happen through well-structured group settings. Based on coopera-

tive learning theory, many structures can be utilized for group instruction. Four

settings can be used in a group piano

classroom: individual setting, groups of

Figure 1

Diagram of the Think-Pair-Share structure

Note. Each number represents one student of the class.

22 F l o r i d a

Music Director

ative learning.

Groups of Two (Dyads)

groups and instructing them to work

to the group in addition to their indi-

circumstances, does not promote cooper-

broaden their techniques to man-

Individual accountability: the ele-

ment that holds students accountable

than four students. The individual learn-

The main structure when grouping stuwhich is particularly useful for shortterm activities (Figure 1) (Brame & Biel,

2015). It can be employed with students of any age and especially those who are

new to cooperative learning activities. In this structure, students independently

think about a topic or a given question and then are put in pairs to discuss their

ideas. They are challenged to reach a

consensus and provide justification for

Figure 2

Diagram of the Jigsaw structure

Note. Each number represents one student of the class.

their reasoning. Following, they share their thoughts with the class. This struc-

ture facilitates students’ participation and involvement.

Groups of Four

«

One of the main structures when group-

the opportunity not only to acquire new

and the class may attempt to achieve

«

knowledge, but also to benefit from a pos-

directly through lectures or discus-

the teacher presented. Next, students divide up to play games that cover the

class content. Although students are

take turns with their teammates.

recognized by their accomplishments

Each student is offered the chance of

inquiring for perspectives from class-

For

this structure, the teaching happens

that all in the group understand what

motes team building while students

able for reviewing class concepts or

Teams-Games-Tournament.

or five to study together, ensuring

Round-Robin. This structure pro-

participation. This structure is suit-

generated.

levels are grouped in groups of four

Groups of Four or More

sharing their opinions through fair

a collective response to the questions

sion. After that, students of different

itive social environment.

«

concepts. “Each student from a group

all the groups discuss their answers,

coach while solving a proposed problem.

«

at the end of a teaching cycle while

scores are added. The teams with the

utilized to summarize or review class

to answer” (Fisher, 2010, p. 60). Finally,

nate between being the pupil and the

games. A combination of individual

Send a Problem. This structure can be

can be forwarded to a different group

cepts. Within their pairs, students alter-

ages students to share, allowing them

and group improvement is recognized

consensus answer. The same question

when reviewing or practicing lesson con-

their answer. The Pairs Check encour-

viding opinions about a given topic.

students answering questions or pro-

mates, who in turn respond with a

Check. This effective structure works best

they have achieved a consensus about

a quiz every week instead of playing

proposes a question to their group

ing students in groups of four is the Pairs

Afterward, the students’ pairs check if

mates. Round-Robin activity includes

and game points are marked, grades are stipulated on an individual basis.

Student Teams-Achievement Divi-

sions. In this structure, students take

«

highest scores receive some sort of reward.

Jigsaw. This structure is a method where the teacher assigns the same

broad topic for each group of the class.

Next, each student of each group,

consisting of four or more students, becomes responsible for learning one

portion of the topic and teaching it to the other students of the new group to which they have been assigned. With

the contribution of all, the whole class

combines their discoveries to create a complete understanding of the topic

(Figure 2) (Brame & Biel, 2015). With this structure, the only way a student can gain comprehensive knowl-

edge about the material is if the other

members of the group complete their assigned tasks, which encourages students to take ownership of the learn-

ing of their assigned portion of the topic and sharing their discoveries with their teammates.

Continued on page 24 February/March 2022

23

High School Group Piano Classes Continued from page 23

Application of Teaching Structures to Class Piano Activities Playing Scales

period can be reserved so students who

Pair-Share structure can be utilized within

such as scales, can be boring for some stu-

may experience the full performance of

chance to express and share their ideas

Practicing technical elements of the piano, dents. Understandably, some students feel that way, especially if they cannot see how

the benefits of these technical elements can enhance their playing. Although the

practice of scales can be done individu-

ally, it can be enjoyable when it happens

collectively. For that, I have encouraged my students to practice and present their

scales to the class in diverse ways. I often pair students so they can play the scales together, or even observe each other’s

playing to provide constructive feedback through the Think-Pair-Share or RoundRobin structures.

If I want to hear all students, I ask the

students to play the scale together, aloud,

so they can also hear one another. If there

are students at different levels attending the same class, some can play two notes

per beat while the other students play one note per beat. If that is the case, the more

advanced students should also play an additional octave, so all students start and

finish at the same time (e.g., beginners

play one octave up and down one note per beat while advanced students play two octaves up and down twice as fast—

two notes per beat). Students can also

play scales in the form of a canon, where the second group of students starts the playing as the first group plays the third

scale degree. Discussion must follow the performance.

are practicing the same musical selection the piece even when they cannot yet play

it completely from the beginning to the end. To achieve that, the teacher may

assign a specific portion of the piece to

be prepared by each student. A certain

amount of time is given so students can practice their assigned parts. In large

classes, more than one student can be

they discuss aspects of the playing (e.g.,

fingering, articulation, dynamics) and

even play for each other while generating

ideas, offering solutions for issues, and

sharing constructive criticism. Next, the teacher groups students whose assigned parts are not the same so they can fur-

ther their discussion (Jigsaw structure).

Following, the teacher may request that

students play their assigned parts in the

proper order, in a continuous manner— no stops in between measures—result-

ing in a complete performance of the piece. Students should be accountable for learning their parts for the class per-

formance, and a discussion including all

students could facilitate students’ sharing

through to the end and others about to start reading and learning it). A class

24 F l o r i d a

Music Director

monic choices and accompaniment style needs to occur. At that point, the whole class can engage in ensemble playing.

The advanced students accompany

ody. When the tune utilized is short,

the accompaniment after the tune ends,

and a selected student may improvise on those harmonies (Figure 3). Other stu-

dents can continue improvising or go back and forth from improvisation to the written melody in a continuous loop. This is an example of how a simple tune can be

utilized for ensemble playing and impro-

visation practice through an activity that accounts for students’ diverse levels of

playing and reinforces principles of coop-

erative learning theory. Longer and more complex tunes may offer diverse harmon-

ic options, which would possibly further

engage students in deeper discussions and reflections.

of constructive criticism. As each student

Sight-Reading Practice

play on a steady beat so the performance

dents and assigns them the practice of

continues the “musical chain,” they must

is unified. This demands the attention of

all students involved, even when they are

For this activity, the teacher divides the

of practicing the piece (e.g., some halfway

After that, a consensus regarding har-

advanced students may continue playing

group of class piano students, several repertoire. They may be in different stages

paniment style, fingering, dynamics, etc.).

whose assigned parts are the same and

piece. Then, the teacher groups students

Ensemble and Improvisation From a

students are learning the same piece of

types of chords for accompanying, accom-

the beginner students who play the mel-

The structure utilized for this activity is the Jigsaw. It is possible that in a large

and thoughts about the materials (e.g.,

assigned to prepare the same part of the

not actually playing.

Collective Playing

each group; that way, students have a

Simple Tune

class into two groups. While beginner students learn how to play the melody of

a simple tune, more advanced students can use the same material to harmonize

and accompany the melody. The Think-

In this activity, the teacher pairs stusight-reading. The music selections should come from the students’ current reper-

toire: one student practices sight-reading a piece that the other student is current-

ly learning and vice-versa. This works best when students will end up learning the same piece they sight-read during

this activity. A short length of time— between five and ten minutes—should be

offered for individual practice. Following this time, the paired students play for each other while providing constructive

Figure 3

Tune of “A Tisket, A Tasket” including an example of an accompaniment style

feedback and possible solutions for issues

they see. This is an effective way for stu-

activities and the strategies that can be used for enhancing students’ coopera-

dents to review and reinforce concepts

tive learning experiences. Most likely,

es, and this happens while they coach

the students would need to be adapted

they are currently learning in their piecthe other student who is practicing the sight-reading.

the music selections currently utilized by and/or arranged while teachers develop such activities. Although these adapta-

References Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. https://cft. vanderbilt.edu/guides-sub-pages/settingup-and-facilitating-group-work-usingcooperative-learning-groups-effectively/

ing-based activities.

Fisher, C. C. (2006). Applications of selected cooperative learning techniques to group piano instruction (Publication No. 3212008) [Doctoral dissertation, University of Oklahoma]. ProQuest Dissertations & Theses Global.

an entire class period, or even a term or

Ricardo Pozenatto, PhD,

Fisher, C. C. (2010). Teaching piano in groups.

Oxford University Press.

could easily be incorporated or generate

Tampa Piano and Pedagogy

Final Thoughts

Some of the activities suggested will last

very few minutes while others may last teaching unit. The structures presented other types of activities, accounting for students’ different playing abilities, the

number of students and instruments in

the classroom, and the repertoire that students learn. Music teachers should understand the principles behind these

tions might seem laborious, students will

greatly benefit from cooperative learn-

is a faculty member at New

Academy. He has appeared as

a presenter in national and state conferences

(Florida State MTA, New York State MTA,

NCKP, and MTNA Collegiate Symposium)

and serves as the coordinator of international engagement at the Frances Clark Center.

Johnson, D., & Johnson, R. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn and Bacon.

Public Broadcast Service. (n.d.). Only a teacher: Schoolhouse Pioneers – John Dewey. https:// www.pbs.org/onlyateacher/john.html Rigacci, A. (2020, September 1). What is cooperative learning? Strategies for your classroom. https://www.teacheracademy.eu/ blog/cooperative-learning-strategies/

February/March 2022

25

FMEA Steel Band Festival April 1-2, 2022 • Matanzas High School • Palm Coast, Florida

T

he purpose of the FMEA Steel Band Festival is to provide

Sight-Reading: Sight-reading is an optional component in

steel band students and directors a positive performance

the festival. Sight-reading music will be produced by the Sight

teachers, and to create an event that allows teachers to become

When completing your online application, you will choose from

outlet and motivating goal, to share ensemble literature among more knowledgeable in their craft through clinician contact

time, all to ultimately advance the experience of steel band students throughout the state of Florida.

Overview: The focus of this event will be on the performance

of steelpan solos and ensembles. Every performance will receive a supportive clinic by this year’s clinician.

Teacher Qualifications: Each director should be a certified

member of FMEA by March 1, 2022.

Student Qualifications: Steel band members must be a part

of an elementary or secondary school curriculum either during school or extracurricular.

Performance Time: Each entry will have 20 minutes of per-

formance and a 10-minute clinic. If a band chooses to do sightreading, they will get an additional 15 minutes in their timeslot to complete the sight-reading process.

Performance Subdivision: Each steel band entry can divide

the performance time into smaller ensembles if desired. For example, an entry of 20 can play one song utilizing all 20 stu-

dents, followed by one song of 10 students, followed by the other 10. For smaller musical selections, directors are encouraged to

submit them as separate chamber ensemble entries.

Music Selection Criteria: Due to the variance in curricu-

lum and class structure, directors should select music that is appropriate and challenging to the students in their classroom.

If music being performed is published, the director must bring the original score for the clinician. This is to assist the clinician in providing useful comments and also to discourage unlawful

photocopying. Directors are, of course, able to perform their own unpublished arrangements. Directors are encouraged to program

at least one selection that includes a traditional soca or calypso style including typical engine room instruments.

26

Florida Music Director

Reading Factory, and every band will be given unique music.

« « « « « « « « «

the following options: No Sight-Reading Easy Unison

Easy Two-Part (treble & bass)

Easy Three-Part (tenor, seconds, backline) Easy Four-Part

Challenging Unison

Challenging Two-Part (treble & bass)

Challenging Three-Part (tenor, seconds, backline) Challenging Four-Part

“Easy” will consist of quarter note and longer note duration

with no leaps larger than a 3rd in the key of C and 4/4 time (Level 1 on SRF). “Challenging” will include eighth and six-

teenth rhythms with no leaps larger than a 4th in the key of C, F, or G in 4/4, 3/4, or 2/4. (Level 3 on SRF). Bands requesting to

sight-read will be given an additional 15 minutes in their time slot for sight-reading and feedback from the clinician.

Equipment: Music stands will be provided for each perform-

ing group. Performing groups must provide all instruments and

instrument stands used in performance, including drum set and engine room. There will be access to electrical outlets.

Entry Fee: $90 per steel band, regardless of size. Each solo or

small ensemble entry is $25. Checks are to be made payable to FMEA, 402 Office Plaza, Tallahassee, FL 32301-2757. The entry form, generated by the online entry application on the FMEA website,

must be printed and signed by the principal and

director and mailed along with the check.

QUESTIONS:

Jared Allen, Festival Coordinator allenja@flaglerschools.com

ComponentNews s we enter the final part of this school year, I want to

express my gratitude to my colleagues in FOA. It was a

pleasure to spend time with you during the FMEA Professional Development Conference. Our all-state ensembles were amazing, thanks to the preparation and encouragement by their

FLORIDA ORCHESTRA ASSOCIATION

Laurie Bitters, President

It’s hard to believe we are already planning for our 2022-23

Fall/FMEA conferences! If you have any questions, concerns, or session ideas for next year, please feel free to contact me at lbitters@myfoa.org.

We have a wealth of knowledge in our organization, so don’t

string teachers. A huge thank you to the all-state orchestra coor-

be afraid to tap into these resources as you prepare your groups

Will Sanderson, and Roland Forti—whose outstanding dedica-

people—let’s work together to keep our programs alive, vibrant,

dinators—Andrea Szarowicz, Steven Bossert, Jarrod Koskoski,

tion and tireless work are greatly appreciated. The concerts and

clinics were well attended and well received. Thank you for all of the hard work and dedication!

I would also like to extend a thank you to the membership for

attending our FOA General Membership meeting. The following positions were announced:

Mary Lubaroff....................7/8 Middle School All-State Orchestra Coordinator

Jarrod Koskoski.....................9/12 Honors Orchestra Coordinator Katherine Ng........ 9/10 All-State Concert Orchestra Coordinator

for MPA. We know how important music is in the lives of young

«

and growing! Here are some dates to keep in mind:

«

State Solo & Ensemble will be held on April 2 at Strawberry Crest High School. Registration opens on February 11 and closes on March 12.

State Concert MPA will be held April 25-27 at Blake High School. Registration opens on March 14 and closes on April 4.

As we take steps to finish out this year, I hope we can focus

on the fact that we are making music as an ensemble—and that this fact is something we will never take for granted again! Best wishes on all your concerts and performances.

MASTER OF

MUSIC EDUCATION ®

MISSISSIPPI STATE UNIVERSITY® College of Education

MME at MSU THREE TRACKS: Choral Elementary Instrumental THREE SUMMERS: Complete the MME with a Combination of Summer and Online Courses

W W W. M U S I C . M S S TAT E . E D U / M M E MSU’s Master of Music Education program is both unique and practical, designed to fit into the busy lives of current music teachers. It is a hybrid program (a combination of summer and online courses) designed to support music professionals in the advancement of both their pedagogical and musical skills.

Included in the degree is performance practice, conducting, pedagogy, curriculum, music theory, history, and the essentials of research in music education.

February/March 2022

27

ComponentNews

FLORIDA NAfME COLLEGIATE

Mark A. Belfast, Jr., PhD, Advisor

FMEA Professional Development Conference Recap

Dr. Tyson Voight presents a session on building independence.

Florida NAfME Collegiate business meeting

you certainly responded in kind with your presentations. We all know that classroom management, not just behavior management, is one of the most significant challenges for novice educaParticipants collaborate during a session on classroom management.

W

tors and that an inability to effectively manage the classroom is

a common characteristic of those who suffer burnout. Be sure to visit the conference website

to download the clinic’s handout

ow! Florida NAfME Collegiate really made an impact

and PowerPoint, and put them in the big binder of things you’re

Conference. First, you coordinated two fantastic sessions! Dr.

In addition to the great sessions, I could not have been more

during January’s FMEA Professional Development

going to need to help you thrive during your first five years!

Tyson Voigt’s session, Building Independence, Critical Thinking, and

proud of how you showed up in droves! With more than 520

insightful and spurred wonderful discussions related to how

was well known. Music supervisors and members of the FMEA

Social Unity Through Unconducted Chamber Music, was incredibly

we might best assist our students to develop a sense of agency

throughout their music education. None of us deny that doing so would greatly benefit our students far beyond the music classroom, but our challenge is learning how to let go and allow

students to learn from their successes and their failures. Let’s

continue to think about this and to explore ways for our students

collegiate members attending the conference, your presence Board of Directors were excited to see so many future music

educators fully engaged in preservice professional development.

Check out this video!

We are all excited to see the amazing

things you will do as you enter the profession in the coming years.

A huge thank you is in order to our outgoing executive board

to discover and demonstrate they are indeed capable! One of

and advocacy chairwoman: Alexis Hobbs, David Lugo, Samuel

educator is to become dispensable by teaching students how to

commitment to excellence helped to make last year one of our

my mentors used to posit that the only true responsibility of an think. So … think on that for a spell.

Dr. Annalisa Chang, Dr. Angela Ammerman, and Dr. Blair

Williams provided a thrilling, hands-on session related to classroom management. I thoroughly enjoyed watching you collab-

orate in groups to develop the lesson you were going to teach,

and it was nice to see how well you received the feedback you were given. Drs. Chang, Ammerman, and Williams were fantas-

tic models for high-intensity, high-affect teaching, and many of

28 F l o r i d a

Music Director

Estes, Kenysha Johnson, and Megan Wright. Your leadership and most successful yet. We wish you all the best as you complete

your degrees and transition into one of the other component organizations! Congratulations to the 2022 Florida NAfME

Collegiate board: Allison Yopp (president), Colin Urbina (pres-

ident-elect), Veronica Jacob (secretary), Sunny Lulla (treasurer), Chloe Calderon (parliamentarian), and Annie Yacoub (advocacy

chairwoman). We look forward to supporting you throughout the year!

FLORIDA MUSIC SUPERVISION ASSOCIATION

Lindsey R. Williams, PhD, President

FromTheEditor

D

r. Chipman’s theme for his tenure as FMEA president, Unity in Music Education:

Building Communities One Note at a Time, exemplifies a gratitude-laden approach to

moving and growing through the continued challenges of this pandemic and reaching

the other side … together. It is our connections with one another that will help us all

Gregory Springer, PhD

to learn and to have meaningful arts experiences. The concepts and belief systems

Editor in Chief Florida Music Director

stabilize in these uncertain times and continue to create safe spaces for our students attributed to Dr. John Wooden, longtime UCLA basketball coach, have been making

themselves apparent to me lately, so I decided to accept these messages and thread a few throughout this brief message.

It’s the little details that are vital.

Little things make big things happen.

Some of these “little” things may be the very essence of the relationships and

environments we create and cultivate for our students. A place where they are free to

explore. Free to fail. Free of criticism. It’s the moment when you are simply exhausted, and a colleague or a parent reaches out just to check in with you.

Don’t let yesterday take up too much of today.

Many of us are still struggling with our current setting related to the pandemic and

focused on where our programs or our students “should be” rather than focusing on

where they are. I, too, am guilty of lamenting what a normal semester “should” look like, and yet I’m finding so much to be grateful for.

In the end, it’s about the teaching, and what I always loved about coaching was the practices. Not the games, not the tournaments, not the alumni stuff. But teaching the players during practice was what coaching was all about to me.

Our students are “behind”—they are where they are. When you consider what their

education looked like over the past two years, it’s astounding what the talented and

persistent music educators and music students have managed to accomplish in chal-

lenging settings. Spend time looking at what your students can do, and revel in this

opportunity we have to help our students make wonderous growth both individually and within our music communities.

Just do the best you can. No one can do more than that.

We may not be where we think we “should be,” but we can get there with that deep

well of patience and persistence we have honed over these past two years. As I reflect on our most recent conference, I cannot help but focus on the value of relationships and

how this concept is persistent throughout our lives. I was reminded that whether we are apart or able to convene together, we are surrounded by people who can and will support us as we all move forward … one note at a time.

Want to contribute a feature article to Florida Music Director?

W

e invite you to submit a feature article to be considered for

publication in Florida Music Director.

Florida Music Director is a previous

recipient of the Music Educators National

Conference

Award

for

Excellence. It is the official publication of the Florida Music Education

Association, the largest unit in the 11-state NAfME Southern Division

and one of the largest MEAs in the nation. Florida Music Director contains articles of interest to music educators of all levels—from kindergarten through college. It is published

eight times annually and distributed

to more than 5,000 music teachers, district music supervisors, and other subscribers.

Please

consider

sharing

your

knowledge with other music educators by writing an article and submitting it for consideration. You can

view our submission guidelines for authors at FMEA.org/FMD. As FMEA

members, you can view the current

issue and past issues of Florida Music Director at FMEA.org/FMD.

If you have any questions about

submissions, please contact me at dgspringer@fsu.edu.

February/March 2022

29

ComponentNews I

FLORIDA COLLEGE MUSIC EDUCATORS ASSOCIATION

Marc Decker, DMA, President

t was great to see so many friends

with it many emotions: eager anticipation,

be able to help. Mentors are irreplaceable

Professional Development Conference!

and a modest amount of nervousness and

repertoire that highlights the strengths

what works for me, and so today I’ve

challenging for the students. One of my

music educators who are still working to

score at MPA was determined the moment

back in time and be a new teacher again,

an oversimplification, but there is some

It seems obvious, but the most import-

of exploring the vast body of repertoire

a mentor. If you’re in a new area this

style and our students’ capabilities. No

FMEA component organizations that will

existence, and we all need someone with

tedious planning, tremendous excitement,

resources. Early on they can help you find

stress. It was during these years I learned

of your ensemble and is achievable yet

decided to leave a few thoughts for newer

mentors told me long ago that my band’s

establish their teaching style. If I could go

I selected literature. This old adage is

these are the things I wish I had known.

truth to it. Selecting music is a process

and high school band, choir, and orches-

ant thing for the newer teacher is to find

available as it relates to our own teaching

director, I vividly remember my first few

can be challenging, so reach out to your

one can possibly know all the music in

and colleagues at the 2022 FMEA

Thanks to all those who helped plan,

present, exhibit, and attend. Special recog-

nition needs to be given to the Conference Planning Committee and members of the FMEA Executive Committee. Bravo!

Spring is here, and with these slight-

ly warmer months comes music performance assessment (MPA) for our middle

tra teachers. As a former high school band years of teaching. MPA always brought

whom to bounce off ideas.

If you’re reading this in early March,

my second suggestion is more relevant FLORIDA VOCAL ASSOCIATION

Jeannine Stemmer, President

with regard to the time remaining. That’s to invite colleagues, friends, and mentors

to give you and your students feedback.

O

I have noticed the strangest thing about

leave the house. She had played a special role in the relationship between my little

the concept. But the moment a stranger

xford Languages defines community as “a feeling of fellowship with others, as

a result of sharing common attitudes, interests and goals.”

A sweet friend of the family had terminal cancer and had become too sick to

brother and my sister-in-law. She had been at every event during the course of

their union, yet was not able to attend the baby shower for their first baby. The next week, we surprised her by decorating her house and having a mini baby shower

with her in her home. She was so excited to be a part of this event. She held on and was able to meet baby Jane but passed away two weeks later.

Fellowship is so important. Humans have a predisposition to belong, and the

desire for community is natural and necessary. It supplies us with the energy we

need to impact others and to fulfill our callings. Fulfilling the calling of music

education is hard work, and at times we can feel lonely. I am grateful for the fel-

lowship we received from our community at the FMEA Professional Development Conference and All-State Concerts. This event is a super-booster for our souls.

Jake Runestad, Dr. Amanda Quist, Dr. Kelly Miller, Elena Sharkova, Dr. Andrew

Minear, and Francisco Nuñez inspired our students. This inspiration is a catalyst

to help ignite a powerful and impactful music community. The conference speakers, the clinicians, and our colleagues did the same for us. We were recharged not

inviting friends to conduct my ensembles.

Sometimes I can say something 100 times and the students won’t quite understand

steps onto the podium they can say this same thing just once—and like an epiphany—it fixes everything! Every commu-

nity in Florida is filled with qualified and knowledgeable musicians who, if you

ask, will probably make a trip to your rehearsal space. These are retired edu-

cators, college teachers, and music store

representatives, all willing to help. You can also share recordings with friends or invite them to attend an evening concert.

What matters the most is to know you

are not alone within the Florida music

community and we all rely on each other.

The greatest strength of music edu-

only in our minds but in our spirits. We need to protect ourselves from negative

cation in Florida is our comradery and

stuff. I know my calling, and I know what it takes to make a difference; therefore,

the final weeks leading to MPA by talking

energy and take advantage of the experiences and people that fill us with the good I will continue to surround myself with my FVA and FMEA community.

30 F l o r i d a

Music Director

unity. Take advantage of this strength in

with friends, colleagues, and mentors.

Stay safe and teach well!

FLORIDA ELEMENTARY MUSIC EDUCATORS ASSOCIATION

Joani Slawson, President

2022 All-State Elementary Chorus

W

hat an amazing FMEA Professional

information in the coming weeks about

wonderful to reconnect with so many of

working on bringing back the summer

Development Conference! It was

you. I was impressed with the caliber of musicianship in the All-State Elementary Chorus and Orff Ensemble. Thank you

for preparing your students well, even

in difficult times. There were also many excellent sessions to attend. It made my

heart happy to see teachers singing, play-

these exciting opportunities. We are

conference and hope to have details very soon. I hope you are feeling inspired and ready to make beautiful music with your students for the remainder of the year! As

always, please let us know how we can help you.

2022 All-State Elementary Orff Ensemble

ing, dancing, and making music together again. You are an inspiration to me!

A conference like this does not come

FLORIDA NAfME COLLEGIATE

together without the help and support of

Alexis Hobbs, Past President

many people. Thank you to the members

of the FEMEA Board of Directors for all

your hard work in preparing for and coordinating at the conference. Thank

Greetings, collegiate students!

works tirelessly behind the scenes to keep

I

you to the amazing Jennifer Sullivan who

this organization moving forward. Thank you to all-state coordinators Lisa Hewitt, Rosemary Pilonero, Ruthie Antmann, and

Alex Gartner. Your preparation and attention to detail ensured our smooth all-state

events. Thank you to all our fabulous

presenters. Thank you to West Music and Peripole for your support. Thank you

to Pinellas County for supplying instruments. Thank you to the FMEA Board

of Directors and all the amazing people who work behind the scenes. Thank you

to Kathy Sanz and Val Anderson for your

dedication to the teachers and students of Florida. Finally, thank you to Dr. Shelby

Chipman for your vision and leadership at this conference.

I am excited to announce that we will

be starting our scholarship and grant

« « « « « «

t is with great honor that I introduce your new 2022 Florida NAfME Collegiate State Executive Board:

President Allison Yopp, Southeastern University

President-Elect Colin Urbina, University of Central Florida Secretary Veronica Jacob, Florida State University

Treasurer Sunny Lulla, University of Central Florida

Parliamentarian Chloe Calderon, University of Central Florida

Advocacy Chairwoman Annie Yacoub, Florida Atlantic University

As I pass the torch to Allison, I would like to say a huge thank you to my

executive board members for your hard work and dedication to the collegiate organization. Thank you to Dr. Mark Belfast, our collegiate advisor, for guid-

ing us and providing your wisdom. Finally, thank you to the FMEA Executive Board. Without your support and dedication to the future of music education, we would cease to exist.

It has been an honor and a privilege to serve you all. There were countless

hours spent on planning our Fall Conference, emails, Zoom calls, and more, but I would not have traded it for anything. Congratulations to our new Florida

NAfME Collegiate Executive Board. I am very excited to see all you have planned!

programs again this year. Please look for

February/March 2022

31

ResearchPuzzles FOR MUSIC TEACHERS

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

Aural Versus Notated Approaches to Teaching Jazz Improvisation Background

The ability to improvise is an important learning outcome for students at all levels of music education. It is an integral part of

the National Music Standards. Yet, improvisation is not frequently taught by music

teachers, especially at the middle school, high school, and collegiate levels. Even in jazz ensembles, it is not unusual to hear groups that are technically and musically

proficient but whose members are unable

to improvise. In addition, and likely related to this lack of improvisation instruction,

many music teachers are not confident in

including improvisation in the curriculum because they cannot improvise themselves

and have not studied improvisation pedagogy. In fact, some people believe that the

ability to improvise is inborn and can’t be taught. While there

Method

teaching improvisation, the efficacy of those approaches has

Midwestern universities. The participants reported having

is growing availability of published pedagogical materials for

Participants were 62 music majors scattered among six

not been extensively studied. Researcher and music educator

little to no previous experience with jazz improvisation. They

Kevin Watson (2010) was interested in learning more about effective strategies that could be used to help students learn to

improvise and decided to compare two common pedagogical approaches.

Purpose of the Study

The purpose of Watson’s study was … to investigate the effects of aural versus notated ped-

agogical materials on achievement and self-efficacy in instrumental jazz improvisation performance. A secondary purpose of this study was to investigate how achievement and self-efficacy may be related to jazz ensemble experience, experience improvising with a jazz ensemble,

and previous instruction in jazz improvisation. (Watson, p. 243)

32 F l o r i d a

were assigned to one of two instructional groups—one that

used aural imitation as the primary approach or another that emphasized notated exercises while learning to improvise.

Both groups studied the same musical content (e.g., rhythmic and melodic patterns); the mode of learning is what was varied, focused on either aural or notation-based pedagogies.

Participants were given 3.5 hours of instruction (three

70-minute sessions) that took place over four days. During the

first session the participants completed a background survey and a measure of their self-efficacy (an individual’s belief in

their ability to perform at the level necessary to accomplish a specific task) for jazz improvisation. They also recorded a

pre-instructional improvisation, playing along to a recorded

chord progression accompaniment. At the end of the third session, participants completed the self-efficacy questionnaire

a second time and recorded another improvisation to the same Music Director

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

accompaniment. Four expert judges assessed the partic-

ipants’ pre- and post-instructional improvisations using

the researcher-developed Jazz Improvisation Performance Achievement Measure, which included 24 items related to rhythm, melody, harmony, and style/expression.

Results

A statistical comparison of the aural- and notation-based

groups’ post-instruction improvisation scores revealed that the adjudicators rated the improvisations of the aural-based group significantly higher than they did those of the nota-

tion-based group. However, no significant relationships

were found between prior experiences and improvisation achievement scores. In addition, the self-efficacy for improvisation of both groups increased significantly, but no rela-

tionship was found between self-efficacy and achievement.

Implications

Watson’s results provide evidence that improvisation is a skill that can be developed through instruction, not an

innate gift that only some people possess. In addition, when seeking to assist people in learning to improvise, it

appears to be important to incorporate aural-based pedagogies, in particular activities that involve aural imitation and modeling, as Watson did. Approaches that only employ

Partners Make It Possible The Florida Corporate and Academic Partners help strengthen music education in Florida through their tireless work to support teachers.

FMEA expresses its greatest thanks to each of our Partners, Corporate and Academic, for their partnership over the past year. We hope that FMEA members from across the state support our partners as they support FMEA and Florida music educators.

The Academic Partner memberships are for colleges, universities, and military organizations, and the Corporate Partner memberships are for businesses and organizations.

Please choose the appropriate button for more information.

reading notation do not seem to be as effective. Finally, welldesigned learning approaches such as those utilized in this

study can enhance the self-efficacy of learners. Researchers

Corporate Partners

have found self-efficacy to be a very important aspect of learning, affecting a person’s cognitive, motivational, affective, and selection (the activities in which a person chooses to engage) processes (Bandura, 1994).

References Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. #4; pp. 71-81). Academic Press.

Watson, K. E. (2010). The effects of aural versus notated instructional materials on achievement and self-efficacy in jazz improvisation. Journal of Research in Music Education, 58(3), 240259. https://doi.org/10.1177/0022429410377115

Email your questions and feedback to wbauer@ufl.edu with a subject heading Research Puzzles.

Academic Partners FMEA is a not-for-profit professional education association that serves and supports music education across Florida.

FMEA promotes and publishes the Florida Music Director and music education research, organizes professional development programs, and broadens teachers’ knowledge and interest in their profession through affiliation with colleagues. Membership in FMEA is open to music instructors from pre-kindergarten level through college, including music supervisors, and component organization membership is available for your specific music education focus.

February/March 2022

33

FLORIDA MUSIC EDUCATION ASSOCIATION 2021-2022 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 June M. Hinckley Scholarship Music Education Advocacy Professional Development for Members General Fund Mel & Sally Schiff Music Education Relief Fund The following have graciously donated to FMEA from April 1, 2021, through February 10, 2022.

MAESTRO’S CIRCLE $10,000 and up

No current donors at this time.

ARTIST’S CIRCLE

$1,000 – $9,999 All County Music Artie Almeida In Honor of June Audrey Grace & Katie Grace Miller Russell Robinson

SUSTAINERS $100 – $999 Carlos Abril In Honor of Dr. Patricia Flowers Andre Arrouet Lucinda Balistreri In Memory of June Hinckley Katarzyna (Kasia) Bugaj Dale Choate In Memory of Linda Mann Alice-Ann Darrow In Dedication to Mr. & Mrs. O. B. Darrow Virginia Densmore In Memory of Dr. James Croft Anna Marie Friars In Honor of Dr. Andre Thomas Stanley Hoch Dennis Holt Frank Howes In Memory of Ron Powell Marsha Juday Steven Kelly Carlton Kilpatrick In Honor of Cynthia Berry Sheila King In Memory of John W. King Martin Kivell In Memory of Mel Schiff Jason Locker In Memory of June M. Hinckley Robert McCormick Carolyn Minear John Nista Mary Palmer Douglas Phillips In Memory of Dr. Bobby L. Adams & Mr. Lawrence W. Phillips, Jr.

34 F l o r i d a

Music Director

David Pletincks In Honor of Alexis & Jonathan Pletincks Jeanne Reynolds In Honor of Pinellas County Performing Arts Teachers Janice Roberts In Memory of Mel Schiff Mary Catherine Salo In Memory of Gary Rivenbark & Wes Rainer Kathleen Sanz In Memory of June M. Hinckley Heather Sawyer In Memory of Byron & Bobbie Smith J. Mark Scott In Honor of Dr. Andre Thomas & Dr. Judy Bowers D. Gregory Springer Jeannine Stemmer In Memory of Barbara Kingman & Lauren Alonso Ira Strachman In Memory of Mel & Sally Schiff Leiland Theriot In Memory of Clayton Krehbiel Richard Uhler Howard Weinstein In Memory of Barry Weinstein David Williams William Zoch In Memory of Mel Schiff Anonymous (2) In Dedication to Steve & Mary Catherine Salo In Memory of Mel & Sally Schiff

PATRONS $25 – $99 Sharon Adams In Memory of Rosemary Collins Ann Adams-Valle In Memory of Bobby L. Adams Sandra Adorno Michael Antmann William Bauer David Bayardelle In Honor of Harry Spyker Mark Belfast In Memory of Dr. Mark A. Belfast, Sr. Richard Bradford In Memory of William & Helen Bradford Gordon Brock Thomas Brown Dana Burt In Honor of Kathy Sanz Alexander Busby Greg Carswell Patrick Cassidy Shelby Chipman Zachary Chowning Blair Clawson In Honor of Alice-Ann Darrow & Ginny Densmore Dayna Cole In Memory of Linda Mann Beth Cummings In Memory of Jim Urbanski Catherine Dalzell Matthew Davis In Memory of Robert Morrison Nicholas DeCarbo Dennis Demaree

Virginia Dickert In Memory of Lindsay Keller & Debbie Liles Abbey Duncan Christopher Dunn Kathryn Eaton Judith Evans Bradley Franks In Memory of Gary W. Rivenbark Elizabeth Frogel In Memory of one of my favorite uncles and his lifetime dedication to music and education Suzanne Gagliardini Olivia Green Bernie Hendricks Llewellyn Humphrey Jon Hutchinson Michael Johnson Mary Keyloun Cruz In Memory of Laurice Keyloun Joshua Langston Ginger Lerner-Wren In Memory of Mel & Sally Schiff Allie Levine In Memory of Uncle Mel Joseph Luechauer Claudia Lusararian In Honor of Sue Byo-Passell Jeneve Medford Jarvis Kim Miles Katie Grace Miller In Honor of Artie Almeida Ree Nathan In Dedication to Rosemary Caldwell Collins

Chad Norton In Memory of Cassandra J. Norton Galen Peters Edward Prasse In Honor of Nancy Marsters Melissa Rawls On Behalf of Nancy Bartels Kristian Reid-Drummond C. William Renfroe In Memory of James O. Johnston Diana Rollo John Sinclair Harry Spyker In Honor of Fred & Marleen Miller Eddie Steadman In Memory of Janie Walker Valerie Terry Mark Thielen Alex Toussaint John Watkins Brad Wharton Billy B. Williamson

Jesse Hariton Angela Hartvigsen Ciara Hill Sarah Hoover Calvin Jasper Jason Jerald Jennifer Jimenez In Memory of Linda Mann Ronald Jules Kathleen Kerstetter Erika Locke-Williams In Memory of Eunice B. Locke, 40-plus-year Palm Beach County Florida music educator Kevin Lusk Deborah Mar In Memory of Rosemary Collins Mackenzie Meiers Lorri Naylor Kristy Pagan

Katherine Plank Jennifer Ross In Honor of Ms. Helen Bailey Edgar Rubio Ian Schwindt Kelly Southall Mark Stevens Timothy Thompson Christian Torres Michelle Tredway Giovanni Venezia Max Vitagliano Songra Wenninger Collins Richard Yaklich

Anonymous (3)

FRIENDS

up to $24 Carmen Aquino Judy Arthur In Memory of Ray Kickliter Crystal Berner In Memory of Rosemary Collins Joseph Callaway Zachary Charlebois Ernesta Chicklowski Bethany Confessore Christopher Creswell Richard Dasher Liza Dean Marc Decker Beth Ann Delmar Shelby Fullerton Tina Gill In Memory of Gary Rivenbark Lise Gilly Rose Grace Walter Halil

Anonymous (10)

February/March 2022

35

CommitteeReports

EMERGING LEADERS COMMITTEE

Mary Palmer, EdD, Chairwoman

T

his is a don’t-miss opportunity to build leadership for music education

in Florida and beyond! Do you care about people? The future? music? We’re looking for YOU!

Who are FMEA Emerging Leaders?

They are Florida music educators who

«

teach at all levels. They are:

« «

Focused on providing outstanding

music experiences for their students’ schools and communities;

Committed to excellence and caring; and

Dedicated to bringing people together

through music and making the world a better place.

The Emerging Leader program focus-

es on the importance of preparing now

for the future and provides big-picture

opportunities to expand our thoughts about ways to serve our profession. The

one-day Summer Leadership Conference

(this year on June 11 in Central Florida) features the work and stories of outstand-

ing leaders in music education as well

Emerging Leaders at the 2020 FMEA Professional Development Conference

Emerging Leaders will have oppor-

nities, etc. Your support of this program

ings of the annual FMEA Professional

future for music education in Florida

as opportunities to network and build

tunities to be part of the inner work-

from around the state. Some of our past

Development Conference and will have

relationships with like-minded people Emerging Leaders will be on hand to share their leadership learning journeys.

Having informed advocates for music

education in our schools is more critical

than ever before. Some of FMEA’s expert

advocates will share tips on what’s needed. FMEA leaders will be on hand to share their leadership journeys and plans for the future.

a chance to share their ideas in a Pecha

Kucha conference session; coaching sessions help presenters prepare for success.

There is an opportunity to serve FMEA by assisting in various ways to help the conference run smoothly.

District arts leaders, please encourage

and nominate teachers who are destined for leadership in their schools, commu-

will help us continue building a strong and beyond. The deadline for applica-

tions to the FMEA 2023 Emerging Leaders Program is April 23. Self-nominations are also welcome. Please CLICK HERE

to apply or to nominate a music teacher leader.

We look forward to welcoming you and

your nominees to our growing group of FMEA Emerging Leaders. The future is in our hands … let’s make it amazing!

The Tri-M Music Honor Society is a program of the National Association for Music Education, which focuses on creating future leaders in music education and music advocacy.

Learn more at:

36 F l o r i d a

Music Director

musichonors.com

MEMBER-AT-LARGE

Chad A. Norton

W

ow! I am truly elated by the exem-

Conversations are an integral part of

plary and motivational time I

an educator’s growth. Many voices filled

Development Conference this year. I have

motivational words flowing to and from

experienced at the FMEA Professional had the pleasure of attending this con-

ference for the past 15 years, beginning

as a collegiate student at FAMU, and I must say the conference was epic! In

our First General Session we were blown

away by 100-plus elementary vocalists and completely mesmerized by the FAMU

Marching 100, capped off with the Miami Junkanoos who spiritedly led us to the opening of the exhibit hall. All of this was on day one, and this dynamic energy

the convention center, with laughs and

CLICK or SCAN to join the conversation.

SURVEY

our colleagues. This is the premise of

why the conference is so pivotal. Gaining access to knowledge from our musical community across the state can help us home in on different strategies to communicate within our profession effectively. I

value the musical knowledge others have with the understanding that, as someone once said, “The largest room in the world is room for improvement.”

As music educators we must make a

was consistent throughout the conference.

valiant effort to build a congruent musical

to increase the attendance so more music

As educators, the emptiness we expe-

few months many will begin their music

and experience of the FMEA conference.

Our membership needed this experience. rienced over the last year needed to be

filled. When it was time for us to depart,

I was motivated and ready to invigorate our youth through musical excellence.

climate across the state. During the next performance assessments, but before that

I would like us to take a few seconds and consider a few thoughts on ways to continue this energetic path with hopes

educators can consume the knowledge

I am available to have these conversations as they will help gain a ground-level

understanding of how our membership can be better served.

Print. Digital. Direct.

Florida Music Education Association offers advertising in:

� The Florida Music Director Magazine � Conference Program � All-State Concert Program � Conference Sponsorships � Direct Sponsored Emails � Website Banner Ads

February/March 2022

37

2022 FMEA HALL OF FAME This prestigious award honors individuals for outstanding contributions over an extended period of time to music and education in Florida, as well as throughout the nation.

Lucinda (Cindy) Balistreri 2 0 2 2 H A L L O F FA M E I N DUC T E E

Cindy Balistreri believes music and the arts are for all stu-

dents and are a vital part of a complete education. She retired as the fine arts program specialist for the Sarasota County

School District in 2009 after 38 years of service to her community. Cindy has called Sarasota home since early childhood

and attended public schools in Sarasota County beginning

in the second grade. She graduated from Sarasota High School and then earned the AA at Manatee Junior College

in Bradenton, the BME from Florida State University, and

the MS in educational administration/supervision from the

University of South Florida. Mrs. Balistreri taught elementary

music at Booker North Elementary School from 1971 to 1981 and at Phillippi Shores Elementary School from 1981 to 1995.

She was twice named Teacher of the Year for Phillippi Shores (1983, 1992) and was Teacher of the Year for Sarasota County

in 1992. She taught chorus and orchestra at Brookside Middle School (1996-97) before assuming the role of fine arts program specialist for Sarasota County in 1997.

In addition to her roles with the Sarasota County School

District, Mrs. Balistreri consulted with organizations includ-

ing Westcoast Black Theatre Troupe, Sarasota Orchestra,

Perlman Music Program Suncoast/Itzhak Perlman, and The

As a consultant for The Patterson Foundation, Mrs. Balistreri

Patterson Foundation.

served as the co-initiative manager of EdExploreSRQ.com,

Alliance of Sarasota County (formerly the Sarasota County

Sarasota County that include field trips, speakers, and virtual

As the arts education manager for the Arts and Cultural

Arts Council), she worked with schools, teaching artists, and

community organizations, participated in grant writing, and

an online platform for arts and cultural opportunities in activities for K-12 students.

Additionally, Mrs. Balistreri served on the boards of many

more. Mrs. Balistreri received the Arts Leadership Award for

organizations. She was the first president of the Sarasota

The Patterson Foundation contracted with the Arts and

FMEA president (2006-07) as well as president of the FMEA

Education from the Alliance in 1996.

Cultural Alliance of Sarasota County for the opening of Patriot

Plaza, an amphitheater and outdoor art museum at Sarasota National Cemetery. Patriot Plaza includes five large artworks

with 49 documentary photographs embedded in marble. Mrs.

Balistreri wrote scripts for tours, trained docents/guides, and scheduled community tours. She also created scripts and

lesson/activity packets for grades 4-5, grades 7-8, and grades 9-12, and scheduled school tours. All tours focused on Patriot Plaza’s themes of patriotism, service, and freedom.

38 F l o r i d a

Music Director

Association for Music Education (1989-91). She also served as

component organizations FEMEA and FMSA. Her article “Back from the Brink” about Sarasota County’s cutting of the

arts followed by their restoration in just one year appeared in Teaching Music Magazine, published by NAfME (formerly

MENC). Mrs. Balistreri served on Florida DOE Writing Teams for Music K-8, Art K-8, and Music Course Descriptions for 6-12. She received the FMEA Leadership Award in 2003.

Cindy is enjoying retired life, traveling and spending qual-

ity time with her husband, Lenny, and her family.

AWARDS COMMITTEE Sondra A. W. Collins Chairwoman

Congratulations to the 2022 FMEA Award Winners!

I

t is my great honor to introduce our 2022 FMEA award

to showcase exemplary music education throughout our state.

and accomplishments of exemplary music educators, school

have exemplary music educators, administrators, businesses,

winners. The FMEA Award Program recognizes the efforts

and district administrators, businesses, music programs and projects, and others who have made an outstanding contribution to music education. Their efforts help FMEA attain our

mission of promoting a quality, comprehensive music education in all Florida schools. Please applaud these individuals, as well as all the awardees that came before them, as we strive

ELEMENTARY MUSIC EDUCATOR OF THE YEAR The FMEA Elementary Music Educator of the Year designation is

awarded to the music educator who has served their students, community, and profession in an exemplary manner. This award recognizes

outstanding merit in music teaching. The recipient must have demon-

strated notable achievement as a music education professional for 10 or more years.

Beth Ann M. Delmar

Deer Point Elementary School Nominated by Shannon Stem on behalf of FEMEA Beth Ann Delmar grew up in Kenmare, North Dakota, and received the BSed in music education from Minot State University in 1994. She taught in North Dakota and Arizona for four years

and has spent the last 21 years teaching elementary music for

Bay District Schools in Panama City, Florida, with the last 11

As you read about the 2022 FMEA award winners, you may or programs and projects come to mind. Please remember

them when next year’s nomination period begins this spring and nominate them!

Congratulations to all our 2022 FMEA awardees! We honor

you and thank you for your commitment to quality and comprehensive music education for ALL.

District 6 as well as an

adjudicator for FEMEA AllState Elementary Chorus.

She received her Level

1 Orff certification from

Florida State University in 2018.

She has received numer-

ous grants for various projects implementing other curriculum into her music

classes from Bay Education Foundation (local), FEMEA

Beth Ann M. Delmar (left) Elementary Music Educator of the Year

(state), and Toshiba America Foundation (national). Beth Ann serves as a mentor teacher to new music teachers in the district, sharing lesson ideas and best practices and overall making sure

that new music teachers are set up to succeed and to thrive. She serves on the board for the Tallahassee Area Orff Chapter.

Ashley Peek, FEMEA president-elect and member-at-large on

years at Deer Point Elementary.

the NAfME Council for General Music Education states, “Mrs.

Elementary Music Council (current secretary) and served as a

shine for her students and colleagues and make her beyond

She has served in all officer positions for the Bay District

co-chair of the Bay District Elementary Music Festival and as a

festival committee member for numerous years. She represented the panhandle for four years as a chairwoman for FEMEA

Beth Ann Delmar’s passion and determination are what truly worthy of this title.”

Continued on page 40 February/March 2022

39

SECONDARY MUSIC EDUCATOR OF THE YEAR The FMEA Secondary Music Educator of the Year designation is

awarded to the music educator who has served their students, commu-

nity, and profession in an exemplary manner. This award recognizes outstanding merit in music teaching. The recipient must have demon-

strated notable achievement as a music education professional for 10 or more years.

Her choirs have been invited to perform with the Florida

Philharmonic Orchestra under the direction of James Judd and

in festival choruses under the direction of Doreen Rao, Henry Leck, Anton Armstrong, Sigrid Johnson, Jeffrey Benson, and Tesfa Wondemagegnehu.

Florida. For more than 20 years, choirs under Connie’s direction have consistently received superior ratings at music performance

Nominated by Jay Dunn on behalf of FVA Connie Drosakis, a product of Palm Beach County Schools, received the BME and the MME in choral conducting from Florida State University. She was also the recipient of the Irving

Cooper Memorial Scholarship in Choral Music Education at Florida State University.

2022,

Ms.

Young Singers of the Palm a

communi-

ty-based youth choir with

ences, and four National ACDA conferences. Connie has served

on the FVA Executive Board for more than eight years, including

better way to thank her and congratulate her than to honor her with this award.”

Arts in West Palm Beach, In

Florida ACDA conferences, two Southern Region ACDA confer-

year of her illustrious career as a music educator, there is no

as choral director of Bak

Drosakis cofounded the

Middle School of the Arts have been invited to perform at two

in Palm Beach County. As Connie Drosakis completes this final

and is in her 22nd year the

earn this honor. In addition to success at MPA, choirs from Bak

a leader for her District 14 colleagues since beginning her career

in Boynton Beach, Florida,

of

ing and award in 2017, Connie has had at least two choirs yearly

recently as the FVA legacy chairwoman. Connie has also been

McAuliffe Middle School

School

assessments. Since the inception of the Choirs of Distinction rat-

two years as the state middle school chairwoman, and most

Ms. Drosakis taught

for 14 years at Christa

Beaches,

of all-state choirs.

is one the most outstanding music educators in the state of

Bak Middle School of the Arts

Florida.

woman, assuming primary responsibility for the organization

As Jay Dunn, FVA clinics chairman, states, “Connie Drosakis

Connie Drosakis

Middle

chairwoman, treasurer, and junior high/middle school chair-

Connie Drosakis (left) Secondary Music Educator of the Year

COLLEGE MUSIC EDUCATOR OF THE YEAR The FMEA College Music Educator of the Year designation is awarded

six choirs and 330 members ranging in age from 8 to 18. She has

to the college music educator who has served their students, community,

founding. Ms. Drosakis served as a membership chair for the

standing merit in college-level music teaching. The recipient must have

eight years and assisted for many years as the co-coordinator of

10 or more years.

Ms. Drosakis received the R. Wayne Hugoboom Distinguished

Kelly A. Miller, DMA

also served the organization as an assistant conductor since its

and profession in an exemplary manner. This award recognizes out-

Florida Chapter of the American Choral Directors Association for

demonstrated notable achievement as a music education professional for

the Boys Honor Choir at the State Conference. In November 2008,

Service Award from the Florida Chapter of ACDA for dedicated

service, leadership, and constant examples of excellence in choral music in Florida.

Ms. Drosakis is an active adjudicator and clinician for

district and state evaluation festivals throughout Florida,

Associate Professor of Music, Coordinator of Music Education, and Director of Women’s Chorus, University of Central Florida Nominated by Jessica Mongerio on behalf of FVA

Georgia, Alabama, Tennessee, and Mississippi. She has con-

Dr. Kelly A. Miller’s colleagues describe her as a “dynamic

Mississippi, North Carolina, South Carolina, Missouri, and

music education. She is the coordinator of music education at

ducted honor and all-state choirs in Florida, Georgia, Alabama,

California. Ms. Drosakis has served as the FVA District 14

40 F l o r i d a

Music Director

servant leader” who exemplifies the very best in collegiate the University of Central Florida, supporting and guiding the

servant leader, helping others to develop and perform as highly as possible. At the University of Central Florida, she

is a dynamic teacher, well-loved by her music education stu-

dents and singers from throughout the university. Throughout

Central Florida, she is well-regarded for her ongoing support of practicing teachers and their students. Nationwide, she provides opportunities for professional growth at all levels

in our profession. Dr. Miller is a role model for empowering others, building bridges, and supporting lifelong learning. Dr. Kelly A. Miller, DMA (center) Collegiate Music Educator of the Year

Kelly Miller embodies the finest qualities representative of the FMEA 2022 College Music Educator of the Year.”

next generation of music educators under her supervision. She

also instructs several classes, to include undergraduate choral methods, introduction to music education, music assessment, portfolio and internship courses, and graduate literature and

education courses. She conducts UCF’s SoAl (soprano/alto)

Chorus, the SoAl Ensemble, the TeBa (tenor/bass) Chorus, and the UCF Community Choir. Dr. Miller also takes the time to

serve on graduate project and thesis committees, constantly proving her commitment to supporting those driven to grow as music educators.

Dr. Miller is a highly sought-after clinician, presenter, and

festival adjudicator nationally and internationally, in some

years presenting at 20 or more speaking engagements. She is UCF’s Florida NAfME Collegiate advisor and president of the

Florida Chapter of the American Choral Directors Association (ACDA), and she sings professionally with the renowned

professional treble choir mirabai. This is just a small encapsulation of the professional accomplishments of Dr. Miller, as it would be impossible to list them all here.

As an educator committed to creating a caring community

of lifelong learners, she has modeled what it means to be a self-

ADMINISTRATOR OF THE YEAR The FMEA Administrator of the Year designation is awarded to a

school administrator who is not a professional music educator, but who displays ardent support of the school music program. This award recognizes leadership, excellence in encouragement, and promotion of music

education in Florida schools. The recipient must have demonstrated sig-

nificant efforts in support of music education resulting in awareness or

enhancement of the school’s music program and allocation of resources, as well as serving as an active administrator for 10 or more years.

Miguel A. Balsera, EdD,

Principal of Miami Arts Studio 6-12 @ Zelda Glazer (MAS), Miami-Dade County Public Schools Nominated by Erich

Rivero, Band Director, Miami Arts Studio @ Zelda Glazer

less giver—as one of her colleagues said so eloquently, “She

Dr. Miguel A. Balsera has

and grace.” Dr. Miller will always say yes when asked to share

County

asked, sharing her passion for and knowledge of choral music

of those as an adminis-

leadership workshops for students all over the state at no cost

the principal of Miami Arts Studio 6-12 @ Zelda Glazer (MAS)

She has touched countless lives of future, current, and former

sitioned from a traditional middle school to a 6-12 Performing

choral music education shines in Central Florida because Dr.

orchestra, vocal, musical theatre, drama, dance, visual arts,

munity.

boasts a top 3% ranking of high schools by U.S. News & World

is generous with her time and talents, serving with humility

worked for Miami-Dade

her knowledge—even taking time to teach one-on-one when

(MDCPS) for 24 years, 18

to help students achieve their goals. She has created choral

trator. He has served as

to them so others can learn and grow in servant leadership.

for the past eight years. Under his direction, this school tran-

students and educators and continues to do so. The field of

Arts Magnet school. MAS now offers magnet programs in band,

Miller is a leader, mentor, advocate, and friend of this com-

broadcasting, technology, and entertainment law. MAS also

As Carolyn Minear, FMEA Hall of Fame member and FMEA

Report and is rated a Blue Ribbon School by the U.S. Department

past president, states, “Dr. Miller is a true compassionate

Public

Schools

Miguel A. Balsera, EdD (right) Administrator of the Year

Continued on page 42 February/March 2022

41

of Education. Additionally, MAS is rated a School of Excellence by the Magnet Schools of America and a 5-Star School by the

LEADERSHIP AWARD

Florida Department of Education. Dr. Balsera has been instru-

The FMEA Leadership Award is presented to an individual who

and making his school one of the premier arts schools in Miami-

administrative capacity and who carries the mission of the FMEA for-

MAS is nationally recognized by several organizations for

demonstrated notable achievements as a leader in promotion of music

programs. Under Dr. Balsera’s leadership the school has earned

must have served a minimum of eight years in a leadership or admin-

mental in creating and nurturing the magnet programs at MAS

demonstrates outstanding and sustained skill in a leadership or an

Dade County.

ward throughout the state and/or the nation. The recipient must have

delivering excellence through its academic rigor and magnet

education and a continued commitment to the profession. The recipient

numerous national awards, including the Mark of Excellence

istrative capacity and employed in their current position for five years.

State Level Winner for Jazz and Concert Band. In 2019-20, the

Symphony Band and the Wind Symphony earned straight

superior ratings in the Florida Bandmasters Associations music performance assessments. The Concert Jazz Band and Maverick Jazz Band were also awarded straight superiors the same year.

The Level 6 Chamber Orchestra most recently won 1st place in World Strides Virtual Heritage Festival. The Vocal Magnet had

22 students make All-State this past year, the most of any school in the state. Dr. Balsera continues to cultivate growth in these

Dale C. Choate (2nd from right) Leadership Award

music programs, spearheading construction of the Jose Milton Center for the Performing Arts at MAS, including adjoining

band, orchestra, dance, and broadcasting classrooms. He has also procured over $600,000 in brand new instruments for the band and orchestra programs.

With all the struggles and uncertainties during a pandemic

year, Dr. Balsera wanted to ensure that all students at MAS continued to perform. He went above and beyond to help the arts

Dale C. Choate

Instructional Specialist for Secondary Music, Duval County Public Schools Nominated by Elizabeth Phillips on behalf of FVA

programs continue despite the pandemic. He secured bell covers

Dale Choate’s musicianship and teaching skills are a shin-

ensure the safety of students and staff while allowing the arts

President Jeannine Stemmer reflected, “His voice is one of

and plexiglass barriers and researched the ventilation system to to endure.

You will always find Dr. Balsera cheering on the students

from the back of the auditorium. He attends every performance,

and at school he can be seen walking the halls giving kids a

ing example of what is best in Florida’s choral directors. FVA wisdom and experience, and he is a pillar in our organization.”

Wayne Bailey considers Dale “... a person who inspires me on a daily basis.”

Dale began teaching choral music at Jacksonville’s Terry

high five and telling them what a great job they did. Dr. B, as

Parker High School in 1980, and for 27 years, his choral ensembles

music program and will do whatever he can in his power to get

tional performances at the ACDA Southern Division Conference,

the kids call him, is the first to ask you what you need for your it for you. Dr. Balsera is and will continue to be an advocate for the arts and embodies the characteristics that are worthy of the FMEA Administrator of the Year award.

As Patricio Suarez, district supervisor of performing arts for

Miami-Dade County Public Schools, states, “Dr. Balsera is truly a visionary when it comes to leading and supporting the music

programs at MAS. He is always encouraging the students, par-

ents, community, and faculty to dream big. He is a principal who loves hearing a big vision and finding ways to make the vision

come into reality. His commitment and support for music education, music educators, and music students are second to none.”

42 F l o r i d a

Music Director

earned a distinguished reputation, including prestigious invita-

FMEA Professional Development Conference, and with the Jacksonville Symphony Orchestra. Dale has served as the district instructional specialist for secondary music with the Duval

County Public Schools for 15 years, where his efforts have creat-

ed opportunities for Duval students to participate with master conductors in the Duval honor choirs, a fall choral festival, and

collaborative teacher training events in the Chorus After Dark workshops. Dale also continually advocates to increase funding for secondary music programs in the Duval County Schools.

Dale received a bachelor’s degree in 1980 and the MM in

choral conducting in 1985 from Florida State University, where

he studied with Colleen Kirk and Clayton Krehbiel. He has since

studied extensively and performed with the late Maestro Robert

Shaw as a singer with the Robert Shaw Festival Singers and with the Carnegie Hall Workshops.

Dale’s outstanding leadership in FVA includes FVA past pres-

ident, conducting the FMEA All-State Women’s Chorus, devel-

oping the adjudication rubric, serving as adjudication chairman

Marilyn and Gary Wirsz (center), Head’s House of Music Distinguished Service Award in Music Education

since 2000, and serving as district chairman. Dale is a National Board Certified Teacher and a Florida ACDA state past president.

Dale was inducted into the FVA Hall of Fame in 2017.

His leadership can best be summarized by the 2020 Secondary

Music Educator of the Year, FVA Executive Director Michael Dye,

who says, “Dale’s leadership was, and continues to be, steady and based on wisdom and respect for the teachers and students

call in an order, you are greeted with a warm and friendly hello.

This personal touch is one of the many ways they serve music educators in Florida.

As Michael Dye, FVA executive director and 2020 Secondary

he serves.” FVA Executive Director Emeritus J. Mark Scott adds

Music Educator of the Year, states, “Marilyn and Gary Wirsz

leader in the field of music education. His ability to address the

been created. They are people who make a difference in how I

the final punctuation of praise, saying, “Dale is an outstanding situation, with the confident voice of reason, makes him a valu-

able asset to our profession. I can think of no one more deserving than Dale Choate for the 2022 FMEA Leadership Award.”

DISTINGUISHED SERVICE AWARD IN MUSIC EDUCATION

are the kind of people for whom this award seems to have

and hundreds of other music educators are able to serve their students.” J. Mark Scott, FVA executive director emeritus, adds, “The service Marilyn and Gary Wirsz give to Florida teachers is

unmeasurable, and they have done an outstanding job carrying on the mission of Head’s House of Music.”

The FMEA Distinguished Service Award is presented to persons or

EXEMPLARY MUSIC MODEL PROGRAM

award recognizes exceptional service to or support of music education.

individual or group for a meritorious, exemplary, or innovative pro-

organizations outside the field of professional music education. This

The FMEA Exemplary Model Program designation is awarded to an

The recipient(s) must have demonstrated noteworthy contributions to

gram completed in the field of music education. This may include an

music education with statewide impact preferred.

Head’s House of Music

Marilyn and Gary Wirsz, Proprietors Nominated by Elizabeth Phillips and J. Mark Scott on behalf of FVA

As proprietors of Head’s House of Music, Marilyn and Gary

Wirsz have served Florida vocal and elementary music educators for many years. With Marilyn and Gary taking over the busi-

ness after the illness and subsequent death of Marilyn’s father,

exemplary model and/or innovative music education program that provides or continues to provide a significant, positive impact on students, music educators, and/or the state/community.

Rockestra, Shelby Montgomery

George Jenkins High School, Polk County Public Schools Nominated by

Shelby Montgomery

Bill Head, Head’s House of Music has supplied music of many

Rockestra was created in 2016 at George

state for 51 years. For over 40 years, Head’s has sponsored Choral

include more popular music styles in

genres to choral and elementary music programs throughout the

Panorama, a two-day summer conference that features nationally known clinicians who provide reading and interest sessions

that are free to all registrants. Held at the end of the summer, this conference provides teachers with the opportunity to rejuvenate and prepare for the coming school year. As local business

owners, Marilyn and Gary Wirsz know their clientele. When you

Jenkins High School in an effort to the general strings curriculum. Based on

the group The Lakewood Project (Ohio),

Rockestra mixes traditional orchestral

Rockestra, Shelby Montgomery Exemplary Music Model Program

instruments with rock instruments to perform pop and rock

arrangements created by students. These Rockestra sessions Continued on page 44 February/March 2022

43

take place on Fridays during the regular orchestra class and

and promoting individual student creativity while also reinforc-

an instrument. The purpose of Rockestra is to include more

a model for all traditional band, orchestra, and choral programs.

as a club that is open to any student on campus who plays

popular music genres into the general strings curriculum, to expand student repertoire of playing styles, to supplement

skills and techniques taught in traditional orchestra class, and to reach part of the general population not enrolled in a tradi-

ing traditional orchestra techniques. What Shelby has created is

This approach is worthy of support and further dissemination in our state.”

tional music course. By allowing students to customize their

EXEMPLARY MUSIC MODEL PROJECT

arrangement, Rockestra also offers the unique opportunity

individual or group for a meritorious, exemplary, or innovative project

own arrangements as opposed to playing the latest published

The FMEA Exemplary Model Project designation is awarded to an

for students to utilize the sanctioned creative standards often

completed in the field of music education. This may include an exem-

overlooked in an orchestra classroom. In Rockestra, players

learn the skills needed to be in a rock band, all while enhancing their orchestral technique.

In Rockestra, students explore the skills needed to be in a

plary model and/or innovative music education project that provides or continues to provide a significant, positive impact on students, music educators, and/or the state/community.

nontraditional ensemble, including reading chords, backing,

playing by ear, improvising melodies and harmonies, and leading an ensemble. Overall, students’ understanding of

basic music theory, complex rhythms, and time signatures has

improved by using rock music. Intonation and sight-reading has improved among students as well. Students are given more creative opportunities in the learning process and are able to

control and make more of the choices regarding piece selec-

tion, instrumentation, style, and rehearsal direction. Because Rockestra features student-driven rehearsals, the teacher acts as a facilitator, allowing students to engage as leaders and models.

Students learn how to interact and communicate with peers of varying musical backgrounds to have an effective rehearsal.

The only program of its kind in Central Florida, Rockestra is a

unique experience that blends techniques established in orches-

tral music with the experience of a rock group to supplement material learned in class.

Project Grow Music, Alexander Busby (left) Exemplary Music Model Project

Project Grow Music, Alexander Busby Oviedo High School, Seminole County Public Schools Nominated by Zachary Chowning

Shelby Montgomery is the orchestra director at George

Project Grow Music, a creative enrichment grant-funded pro-

Polk County, Florida. She created Rockestra at the high school in

High School in Oviedo, Florida. As musicians and patrons of

Jenkins High School and Lakeland Highlands Middle School in an effort to include more popular music genres into the general

strings curriculum and to expand student repertoire of playing styles. Shelby has served numerous times as coordinator of the

Polk County All-County Orchestra and as an FMEA conference presenter. Outside of the classroom, she is heavily involved

in local theatre as a pit orchestra member. Shelby is a proud

graduate of Florida State University, where she completed both the BME and the MME.

FMEA Immediate Past President Steve Kelly offers strong

support for this model program, saying, “The hybrid approach

of combining both traditional and nontraditional popular music into a single class is innovative in and of itself. But the approach

to Rockestra offers even more, with student-centered learning

44 F l o r i d a

Music Director

gram, serves to inspire musical curiosity in students at Oviedo the arts, Oviedo High School’s keyboarding students experience a once-in-a-lifetime opportunity to work closely with a

composer to develop an original piece of music. This dynamic program enhances students’ understanding of the music-making process as students play an active role in producing, writ-

ing, recording, and performing their own work in partnership with an accomplished composer. The mission of the project is

to: (1) promote the healthy growth and development of student musicians across all skill levels through the study, practice, and performance of an original piece of music commissioned

by the students; (2) build a musical community of students

across diverse socioeconomic and keyboarding skill levels in

order to enrich students’ music education and high school

arts experiences; (3) develop students’ skills in communica-

tion with the performing arts community through firsthand

experience of commissioning a music composer; and (4) create a piece of music that will add to the American tapestry of contemporary music.

Project Grow Music students play an active role as joint

commissioners, which instills a deep level of commitment to

the process of creating new music. This experience helps to

prepare Oviedo students for the future as engaged, creative members of the professional music community, as well as to

provide high-quality music education to multicultural and diverse youth. As a truly diverse melting pot of musical talent,

CONFERENCE SERVICE AWARD The FMEA Conference Service Award is presented only when exceptional service merits recognition to an individual who demonstrates

outstanding and sustained leadership and service towards the annual FMEA Professional Development Conference, and who carries the

mission of FMEA forward in their service to the FMEA Professional Development Conference. The recipient must have demonstrated notable achievement in serving FMEA and continued commitment in pro-

moting and leading the FMEA Professional Development Conference.

This award is not awarded annually.

Project Grow Music enlists the help of a professional compos-

er alongside Mr. Alexander Busby, their teacher, to provide students with the experience of making music and ultimately publishing it.

Alexander Busby is in his second year of teaching at Oviedo

High School as assistant band director. During his time at

OHS, he has been named OHS Teacher of the Week (Sept. 2020), was awarded a grant from The Foundation at SCPS, worked to restructure the band program by adding a third large per-

John K. Southall, PhD (right) Conference Service Award

forming ensemble, and is part of the 2021-22 OHS Leadership Academy Cohort. Mr. Busby is the director of the symphonic and concert bands, teaches group keyboard/music history, and

assists with all aspects of the Marching Lions and the band

John K. Southall, PhD

fessional instrumental magazines Flute Talk and The Flute View.

FMEA Conference Planning Chairman and FMEA Past President

The Foundation at SCPS, Grants for Great Ideas, to fund Project

Your FMEA Awards Committee has reinstated the Conference

students firsthand experience in commissioning and perform-

been awarded only one other time in FMEA’s history, in 1995 to

program. Mr. Busby has been published in the national pro-

In September 2020, Mr. Busby was awarded a grant from

Grow Music. This project was focused on giving OHS keyboard ing a new piece of music. For this project, the keyboard classes

commissioned composer Dr. Travis Alford to write a piece of

music for four keyboards, eight hands. In May 2021, four stu-

dents were chosen as representatives of the keyboard classes to

record the final product, titled “dis connected.” This recording was shared with the school and the community via media and is available on YouTube.

Dr. Lindsey Williams, president of the Florida Music

Supervision Association, best describes the power of this project, saying, “Mr. Busby has developed a safe and creative

classroom environment for a student population that is often taking piano simply as a means to achieving a humanities

credit, perhaps more than a deep-seated desire to learn piano.

Classroom experiences like those provided by Mr. Busby may just have long-term ramifications within his community by

reinforcing music-making and learning far beyond our formal academic settings.”

Service Award as a special award for this year. This award has

Claudia Davidsen. A nomination was brought to the Awards

Committee to award Dr. John K. Southall the Conference Service Award this year, not only for his amazing service for so many

years to our FMEA Professional Development Conference, but specifically for the work of taking our entire conference virtual

during the pandemic (and accomplishing that feat in just a few

short months’ time). The Conference Service Award is awarded only when exceptional service merits recognition of an individ-

ual who demonstrates outstanding and sustained leadership and service toward the annual FMEA Professional Development

Conference and who carries the mission of FMEA forward in their service to the FMEA Professional Development Conference.

The recipient must have demonstrated notable achievement in serving FMEA and continued commitment in promoting and leading the FMEA Professional Development Conference. This award is not awarded annually.

Continued on page 46 February/March 2022

45

Dr. Southall serves as chair of the Performing & Visual Arts

has served as the music curriculum specialist, K-12 (Florida) and

cation at Indian River State College in Fort Pierce, Florida. He

(Florida). He has also served as the director of bands at Western,

Department, director of bands, and coordinator of music eduis chairman of the FMEA Conference Planning Committee and

FMEA past president. He serves as the music director of the Port

St. Lucie Community Band. He also serves on the advisory board

for the Midwest International Band and Orchestra Conference.

Dr. Southall has served as chairman of the FMEA Finance Committee, is an editorial board member for the Research

Perspectives in Music Education journal, and is a contributing

as president of the Broward County Music Educators Association

Piper, and Ely high schools in Broward County, Florida, and is a

member of the Florida Music Education Association, the Florida Bandmasters Association, the National Association for Music Education, the College Band Directors National Association,

the Florida College Music Educators Association, Phi Beta Mu, Kappa Kappa Psi, and Tau Beta Sigma.

As the previous FMEA awards chairwoman, 2016 FMEA

author for the Florida Music Director magazine.

Leadership Award winner, and FMEA Hall of Fame member

College Endowed Teaching Chair in Fine Arts Award and in the

established a Conference Planning Committee and appointed Dr.

Dr. Southall was recently honored with the Indian River State

past has been a recipient of the Midwest International Clinic

Conference Medal of Honor. He was also selected FMEA College Music Educator of the Year, Broward County Arts Teacher of the Year (Florida), and Western High School Teacher of the Year (Florida).

Dr. Southall has been an active music education advo-

cate, conductor, clinician, adjudicator, and presenter across the

United States for over 33 years. He received the PhD and the MME from Florida State University and the BME from Florida

A&M University. He has served on the faculties of Florida State University, the University of Missouri-St. Louis, Nova

Southeastern University, and Broward Community College. He

Debbie Fahmie states, “Just over a decade ago, Joe Luechauer

John Southall to head it up. Having served on that committee for 11 years, I have gotten to know the real John Southall very well.

I see John as the Wizard of Oz … the man behind the curtain

who no one really sees but who is responsible for making it all

work. It’s not just magic, but lots and lots of time, labor, and love that go into putting together a conference year after year, despite whatever challenges are thrown at you. John makes FMEA shine

when the success of the conference is being realized. John has served in this capacity under seven FMEA presidents now and somehow manages to meet the high demands of all the various

components and committees. There is no one more deserving of the FMEA Conference Service Award than Dr. John Southall.”

2022 FMEA MUSIC EDUCATION SERVICE AWARDS The Music Education Service designation is awarded to music educators who have been active in music education for 25 years or more.

This award recognizes the outstanding service of our members who have committed themselves to this profession for most of their adult lives.

Nancy L. Rogers Loretto Elementary School 41 years

Rufus Redding III Jones High School 32 years

Cynthia P. Prescott Raa Middle School 38 years

Mark L. Dahlberg Diplomat Middle School 30 years

Ernest G. Brown Suncoast Community High School 35 years

Janet P. Edewaard Blountstown High School 29 years

Gary A. Ulrich Tuskawilla Middle School 35 years Dayna T. Cole Pembroke Pines Charter Middle School – West Campus 34 years

46 F l o r i d a

Laurie Bitters Winter Park High School 29 years Scotty S. Vance West Port High School 29 years

Music Director

Monica S. Ciudad-Real Pine Crest School at Boca Raton 27 years Lorraine J. McLaughlin R. J. Longstreet Elementary School 27 years Gerry S. Ricke Eustis Middle School 27 years Erich S. Rivero Miami Arts Studio 6-12 @ Zelda Glazer 26 years

Joanna T. Sell Lake Nona Middle School 25.5 years Allen J. Venezio East River High School 25.5 years Edith M. Wright Maynard Evans High School 25.5 years Jennifer O. Erickson Southwest Middle School 25 years Michael J. McKee Wekiva High School 25 years

2022 FMEA MUSIC ENROLLMENT AWARDS The Middle and High School Music Enrollment Award is presented to music programs demonstrating high enrollment in music courses. This

award recognizes the effectiveness of programs that offer attractive music curricula as well as those that excel in the recruitment and retention of students. Schools hold the award for three years. They may be looked to as models of quality programming, scheduling, and recruitment and reten-

tion of students. In order to qualify for this award, at least 30% at the high school level and 45% at the middle school level of the entire student body must be enrolled in a music course.

Andrew Jackson Middle School....... 49%

Odyssey Charter

Tarpon Springs Middle School........ 57%

Principal: Tina Susin

Principal: Gayle Lacono

Principal: Erin Phelps

Brevard County Public Schools

Teachers: Meghan Doyle, Marcey Sperr, Alexandria Reetz

Junior High School.............................. 70% Teachers: Aaron Stout, Glenn Hoffman, Marli Varnadoe

Pinellas County Public Schools

Teachers: Amber Turcott, Jean Farley, Christopher Touchton

Audubon Park School K8................... 50%

Out-of-Door Academy......................... 47%

Timber Springs Middle School........ 46%

Principal: Trevor Honohan

Teacher: Nicole Young

Principal: Eric Cantrell

Orange County Public Schools Teacher: Bryan Munera

Central Middle School........................ 50%

Brevard County Public Schools

Principal: Julie Bianchi

Pine Crest Middle School,

Fort Lauderdale Campus.................... 58% Principal: Amy Varo-Haub

Orange County Public Schools

Teachers: Angela Pagunsan, Erin Davis, Megan Reichenbach

Titusville High School.........................31%

Principal: Todd Scheuerer

Teachers: Gretchen Fasulo, Allan Finn,

Brevard County Public Schools

Robin Morris, Yvette McCrory-LoPrete

Michael Testa

Teachers: Ian Schwindt, Jennifer Zahn,

Davenport School of the Arts............ 49%

Pine Crest High School,

Principal: Cindy Braaten

Principal: Joseph Walters

Teachers: Daniel Lee, Robert Washington,

Polk County Public Schools

Teachers: Sarah Guarrine,

Jenny Cate Hodil, Joe Barone Madeira Beach

Michael Ross, Antoine Khouri,

Venice Middle School......................... 60%

Teachers: Gretchen Fasulo, Michael Testa,

Principal: Tomas Dinverno

Jamie Roth, Antoine Khouri, Michael Ross

Rochelle School of the Arts,

Principal: Chris Ateek

Polk County Public Schools

Angela Wolfenden

Teachers: Freeda Phifer, Marc Smith,

Teachers: Jessica Rogers, Nicole Warren, Odyssey Charter

Senior High School.............................. 32%

Sarasota County Public Schools

Teachers: Kelly Tobin, Ian Ackroyd, Susan Heinz

Wolf Lake Middle School.................. 49%

Middle School..................................... 124%

Orange County Public Schools

Principal: Julie Ward

Teachers: Marla Langford,

Jesse Bryant, Jaida Hawkins,

Colin Hansen

Principal: Gayle Lacono

Saint Mark’s Episcopal

Marli Varnadoe

Principal: Kathleen Rotella

Teachers: Aaron Stout, Glenn Hoffman,

Brian Rorer

Fort Lauderdale Campus.................... 65%

Fundamental School............................ 47% Pinellas County Public Schools

Principal: Jennifer Gonzalez

Middle School..................................... 100% Teachers: Marie Cowley,

Principal: Cynthia Haupt

David Laniewski, Ashley Norville Woodland Middle School.................. 50% Sarasota County Public Schools

Principal: Mark Grossenbacher

Teachers: Jimmy Gillis, Thomas Dubbert, Jace Schmidt

Marisa Fernandez, Matthew Bischoff

February/March 2022

47

ExecutiveDirector’sNotes

T

he success of the 2022 Florida Music Education Association Professional Development Conference and All-State Concerts was due to the numerous hours that our volunteer board members, our many other

FMEA Executive Director Kathleen D. Sanz, PhD

volunteers, and our partners contributed to this event under the leadership of our president, Dr. Shelby

Chipman, our president-elect, Jason Locker, and our immediate past president, Dr. Steve Kelly. It was an extremely joyful and fulfilling event for attendees. Having the opportunity to see the FAMU Marching 100 was certainly a thrill for all attendees and set the stage for our conference.

I can’t overstate the work of our staff behind the scenes. Val Anderson, Dr. Josh Bula, Jasmine Van

The mission

of the Florida

Music Education Association is to promote quality,

comprehensive music education in all

Florida schools.

Weelden, Jenny Abdelnour, and Carolyn Gentry worked tirelessly throughout the conference. Many kudos for their hard work.

The survey from the 2022 conference is posted in the FMEA members’ area of the website. The survey

closes on February 25. Please complete the survey to help us in our planning for next year.

As the FMEA 2022 Professional Development and All-State Concerts came to a close, FMEA began

preparing for our 2023 conference with the theme Unity in Music Education: Building Communities One Note at a Time. The conference is scheduled for January 11-14, 2023, in Tampa, Florida. Applications for session proposals and performance submissions are open on the FMEA website. Please consider applying to be a presenter or to have your school ensemble perform at the 2023 conference.

Advocacy/Legislation

We are now past the midway point of the 2022 Florida Legislative Session, which is scheduled to end on March 11. The FMEA advocacy committee is working to develop strategies as we review the bills to support

or not to support. Please be sure to follow the FMEA website for legislative updates throughout the 2022 session.

Copyright

The National Association for Music Education and the National Federation of High Schools are working together to develop updated guidance on copyright issues for school music. Please be sure to visit their websites through the links on the FMEA website.

Music in the Public Domain

Music in the public domain remains a resource for teachers to use in their classrooms. Music that will go into the public domain for performances is posted each year in January. Please see the links below.

THE PUBLIC DOMAIN REVIEW CENTER FOR THE STUDY OF THE PUBLIC DOMAIN

Aerosol Study

The international coalition on the study of aerosol continues to meet to discuss the implications of airborne transmission of disease for music classes. In addition, the National Federation of High Schools continues to

work with the National Association for Music Education on providing information. The latest information was posted on February 11, 2022, and you will find a link to it on the FMEA website.

Have a great second semester.

Kathleen D. Sanz, PhD

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F LO R I DA M U S I C E D U C AT I O N A SSO C I AT I O N

Officers and Directors

EXECUTIVE BOARD President

Shelby Chipman, PhD

Florida A&M University, Department of Music Foster-Tanner Music Bldg., Room 318 Tallahassee, FL 32307; (850) 599-8165 shelby.chipman@famu.edu Past President

Steven N. Kelly, PhD

Florida State University; College of Music, KMU 330 Tallahassee, FL 32306 (850) 644-4069; skelly@admin.fsu.edu President-Elect

Jason Locker

Orange County Public Schools 445 W. Amelia St.; Orlando, FL 32801 (407) 317-3200; jasonlocker@fmea.org FBA President

Ian Schwindt

Titusville High School 150 Terrier Trail S.; Titusville, FL 32780-4735 (321) 264-3108; schwindt.ian@brevardschools.org FCMEA President

Marc Decker, DMA

Florida Atlantic University 777 Glades Rd.; Boca Raton, FL 33431 (561) 297-3883; deckerm@fau.edu FEMEA President

Joani Slawson

Holy Trinity Episcopal Academy 1720 Peachtree St.; Melbourne, FL 32901 joanislawson@gmail.com Florida NAfME Collegiate President

Allison Yopp

Southeastern University ayopp@seu.edu Florida NAfME Collegiate Advisor

Mark A. Belfast, Jr., PhD

Southeastern University 1000 Longfellow Blvd.; Lakeland, FL 33801 (863) 667-5104; mabelfast@seu.edu FMSA President

Lindsey R. Williams, PhD

Seminole County Public Schools (407) 320-0434; willialz2@scps.k12.fl.us FOA President

Laurie Bitters

Winter Park High School 2100 Summerfield Rd.; Winter Park, FL 32792 (407) 622-3200; laurie.bitters@gmail.com

EX-OFFICIO MEMBERS

FLORIDA COLLEGE MUSIC EDUCATORS ASSOCIATION

Historian/Parliamentarian & Executive Director....................................................Kathleen D. Sanz, PhD Hinckley Center for Fine Arts Education 402 Office Plaza Dr.; Tallahassee, FL 32301-2757 (850) 878-6844; Fax: (850) 942-1793; kdsanz@fmea.org

President......................................................................... Marc Decker, DMA Florida Atlantic University; 777 Glades Rd.; Boca Raton, FL 33431 deckerm@fau.edu

Editor-in-Chief.....................................................D. Gregory Springer, PhD FSU College of Music; 122 N. Copeland St.; Tallahassee, FL 32306 (850) 644-2925; dgspringer@fsu.edu

President....................................................................................Allison Yopp Southeastern University; ayopp@seu.edu

FSMA President ........................................................................Valerie Terry vterrymusic@gmail.com

FMEA COMMITTEE CHAIRPERSONS

Past President............................................................ Ernesta Chicklowski Roosevelt Elementary School; 3205 S. Ferdinand Ave.; Tampa, FL 33629 (813) 272-3090; ernesta.chicklowski@sdhc.k12.fl.us

Committee Council...........................................................Bernie Hendricks Ocoee High School; bernard.hendricks@ocps.net

Executive Director............................................................. Jennifer Sullivan 1750 Common Way Rd., Orlando, FL 32814 (321) 624-5433; slljenn@aol.com

Conference Planning Committee.............................John K. Southall, PhD Indian River State College; 3209 Virginia Ave.; Fort Pierce, FL 34981 (772) 462-7810; johnsouthall@me.com

FLORIDA MUSIC SUPERVISION ASSOCIATION

Contemporary Media................................................... David Williams, PhD University of South Florida; 4202 E. Fowler Ave., MUS 101 Tampa, FL 33620; (813) 974-9166; davidw@usf.edu Emerging Leaders............................................................ Mary Palmer, EdD 11410 Swift Water Cir.; Orlando, FL 32817 (407) 382-1661; mpalmerassoc@aol.com FMEA Corporate & Academic Partners.....................................Fred Schiff All County Music; 8136 N. University Dr.; Tamarac, FL 33321-1708 (954) 722-3424; fred@allcountymusic.com Government Relations..................................................Jeanne W. Reynolds jeannewrey@gmail.com Health & Wellness........................................................ Revae Douglas Ross Brandon High School; 1101 Victoria St.; Brandon, FL 33510 (813) 744-8120, ext. 311; revae.douglas@hcps.net Multicultural Network...........................................................Bruce J. Green (407) 927-3141; bruce.green@ocps.net

President.............................................................. Lindsey R. Williams, PhD Seminole County Public Schools (407) 320-0434; willialz2@scps.k12.fl.us Past President............................................................Harry “Skip” Pardee pardeh@collierschools.com Treasurer......................................................................................... Ted Hope Hillsborough County Public Schools, School Administration Center 901 E. Kennedy Blvd.; Tampa, FL 33602 (813) 272-4861; ted.hope@sdhc.k12.fl.us

FLORIDA ORCHESTRA ASSOCIATION President.................................................................................Laurie Bitters Winter Park High School; 2100 Summerfield Rd.; Winter Park, FL 32792 (407) 622-3200; laurie.bitters@gmail.com Past President.......................................................................Matthew Davis Harrison School for the Arts; 750 Hollingsworth Rd.; Lakeland, FL 33801 (863) 499-2855; matthew.lawson.davis@gmail.com

Professional Development........................................................Scott Evans Orange County Public Schools; 445 S. Amelia St.; Orlando, FL 32801 (407) 317-3200; scott.evans@ocps.net

Executive Director............................................................. Donald Langland 220 Parsons Woods Dr.; Seffner, FL 33594 (813) 502-5233; Fax: (813) 502-6832; exdirfoa@yahoo.com

Reclamation.............................................................. William “Bill” Reaney Buffalo Creek Middle School, 7320 69th St. East; Palmetto, FL 34221 (239) 826-8077; billreaney64@gmail.com

FLORIDA VOCAL ASSOCIATION

Research......................................................................William I. Bauer, PhD University of Florida; wbauer@ufl.edu Secondary General Music.............................................................Ed Prasse Leon High School; 550 E. Tennessee St.; Tallahassee, FL 32308 (850) 617-5700; prassee@leonschools.net Student Development.............................................. Michael Antmann, EdD Freedom High School; 2500 W. Taft-Vineland Rd.; Orlando, FL 32837 (407) 816-5600; michael.antmann@ocps.net Social Justice & Diverse Learners..................................Bernie Hendricks Ocoee High School; bernard.hendricks@ocps.net

PROFESSIONAL DEVELOPMENT CONFERENCE Exhibits Manager fmeaexhibits@fmea.org Local Chairman Ted Hope—(813) 272-4861; ted.hope@sdhc.k12.fl.us

FLORIDA BANDMASTERS ASSOCIATION

Past President..................................................................... Cathi Leibinger Ransom Everglades School; 2045 Bayshore Dr.; Miami, FL 33133 (305) 250-6868; pastpresident@fba.flmusiced.org

Miami Northwestern Senior High School cnorton@dadeschools.net

FLORIDA ELEMENTARY MUSIC EDUCATORS ASSOCIATION

Budget/Finance, Development................................ Shelby Chipman, PhD Florida A&M University, Department of Music, Foster-Tanner Music Bldg., Room 318 Tallahassee, FL 32307; (850) 599-8165; shelby.chipman@famu.edu

Florida Christian School 4200 SW 89th Ave.; Miami, FL 33165 j9stemmer@floridachristian.org

Chad Norton

Past President..........................................................................Alexis Hobbs Southeastern University; (352) 220-2791; aphobbs@seu.edu

President.................................................................................Joani Slawson Holy Trinity Episcopal Academy; 1720 Peachtree St.; Melbourne, FL 32901 joanislawson@gmail.com

FVA President

Member-at-Large

Florida NAfME Collegiate

Awards............................................................................Sondra A. W. Collins sondra.collins@marion.k12.fl.us

President...................................................................................Ian Schwindt Titusville High School; 150 Terrier Trail S.; Titusville, FL 32780-4735 (321) 264-3108; schwindt.ian@brevardschools.org

Jeannine Stemmer

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Executive Director......................................................................Neil Jenkins Florida Bandmasters Association P.O. Box 840135; Pembroke Pines, FL 33084 (954) 432-4111; Fax: (954) 432-4909; exec@fba.flmusiced.org Business Manager..................................................................Jo Hagan, CPA 8975 San Rae Rd.; Jacksonville, FL 32257 (904) 379-2245; Fax: (904) 379-2260; jo@barefootaccounting.com

President........................................................................ Jeannine Stemmer Florida Christian School, 4200 SW 89th Ave.; Miami, FL 33165 j9stemmer@floridachristian.org Past President......................................................................... Jason Locker jason@fva.net Executive Director.....................................................................Michael Dye 231 S. Bayshore Dr.; Valparaiso, FL 32580 (850) 217-7419; mike@fva.net Business Manager..................................................................Jo Hagan, CPA 8975 San Rae Rd.; Jacksonville, FL 32257 (904) 379-2245; Fax: (904) 379-2260; business@fva.net

CENTER FOR FINE ARTS EDUCATION

402 Office Plaza Dr.; Tallahassee, FL 32301-2757 (850) 878-6844; Fax: (850) 942-1793 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) Public Affairs & Communications Coordinator..................................... Jenny Abdelnour, CAE (jenny@fmea.org) Marketing & Membership Coordinator................................. Jasmine Van Weelden (jasmine@fmea.org) Business Manager..................................Carolyn Gentry (carolyn@fmea.org)

AFFILIATIONS

February/March 2022

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TES A D THE E V SA

50 F l o r i d a

Music Director