GEORGIA MUSIC EDUCATORS ASSOCIATION
N e ws l e t t e r
april quarantine edition
2020
"Education is the most powerful weapon which yo u c a n u s e t o c h a n g e t h e w o rl d . "
Nelson Mandela
Inspiring Truth for Teachers
IN THIS ISSUE
april
HOUSTON COUNTY ROSWELL HIGH SCHOOL HENRY COUNTY DISINFECTING & SANITIZING CONNECT. WHAT DO YOU HAVE TO SAY? NAMM ANNOUNCEMENT YEAR OF RETIREMENT MUSIC ADJUDICATION
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be Inspired
Sent in by retired music teacher Terry Clopton, this uplifting video was created by elementary music teachers, middle and high school band and choral directors and band directors in Houston County, and includes their county fine arts coordinator, Mrs. Jan Jacobson as well Houston County School Superintendent, Dr. Mark Scott.
roswell high school SECTIONAL WORK
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henry county schools art exhibition During this time of uncertainty, it is important that students feel a sense of hope. Expression of hope though the Arts are a great way to allow students to process their feelings and emotions about our current state of events and positively reframe feelings of hope. Students are encouraged to create works of art to express their feelings of hope during this time of social distancing and unrest. This art can be in the form of the following:
VISUAL ART: original paintings, drawings, sculptures, etc. MUSIC: an original or arrangement of a vocal or instrumental piece (2 min. max.) THEATRE: a monologue, spoken word, poetry writing or reading, a skit, etc. DANCE: a choreographed performance (2 min. max) CRITERIA: WORKS OF ART IN DESIGN, CONCEPT, AND EXECUTION -Artistically, visually aesthetically appealing -Connected to the theme: The Art of Hope, Henry’s Hope -Appropriate for public viewing -No explicit lyrics -Attire that adheres to school dress code policy (Exception dance costume) -The art will be reviewed and displayed on a public Google website for viewing.
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APPLy Today session application
performing group application available now 4
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MARCHING
COMPETITIONS AND FESTIVALS
Apply today to have your event featured
gmea.org/marching-band 5
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disinfecting & sanitizing roland ventura PINCKNEYVILLE MIDDLE SCHOOL
PRINTED WITH PERMISSION
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COVID-19 is caused by the novel coronavirus SARS-CoV-2. Disinfecting and sanitizing must be done according to recommendations of the CDC and will be more involved than traditional sanitizing to ensure we do not allow the virus to be passed on. MORE IN F ORM AT ION Instrument and case materials include cloth, vinyl, plastic, wood, and metal. A study published in the medical journal The Lancet has provided guidance on how long the virus stays on various surfaces:
C LO T H
U N D E T E C T E D A F T E R 2 D AYS
P L AS T I C / V I N Y L
WOOD
U N D E T E C T E D A F T E R 7 DAYS
U N D E T E C T E D A F T E R 2 DAYS
M E TA L
U N D E T E C T E D A F T E R 7 DAYS
The longest the virus was detected on any surface was 7 days so if you are unable to sanitize your instruments, they must be quarantined for at least 7 days. The recommendation for this would be to collect all the instruments over the course of 2-3 days and keep them in a locked room. Care should be taken to ensure contamination does not occur during collection. Masks and gloves should be worn by anyone coming in contact with the instruments. Once everything is collected, they should be stored in a locked room and no one should access the room for at least 7 days. Please take care to ensure the instruments are stored in a temperature controlled environment. The EPA has compiled a list of known disinfectants that can be used against SARS-CoV-2. VIEW THE LIST
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Please take care when using any of these disinfectants as we do not want to damage the integrity of the instruments. Keep in mind: bleach or alcohol may severely damage a woodwind or the lacquer on brass instruments. VIE W M ORE Each disinfectant has a contact time it must be on the desired cleaning area for effective use. For example, a hard, non-porous surface (metal, lacquered wood) could be cleaned with Purell professional surface disinfectant wipes (ethanol) may be used with a contact time of 5 minutes. Clorox disinfecting wipes (quaternary ammonium) need a contact time of 4 minutes whereas Lysol disinfecting wipes (quaternary ammonium) need a contact time of 10 minutes. The University of Nevada at Las Vegas has some great general cleaning tips. The following information has been taken from their site: https://www.unlv.edu/music/instrument-hygiene VIEW THE S IT E
MOUTHPIECES
The mouthpiece (flute headjoint), English Horn and bassoon bocal, and saxophone neck crook) are essential parts of wind instruments. As the only parts of these instruments placed either in or close to the musician's mouth, research has concluded that these parts (and reeds) harbor the greatest quantities of bacteria. Adhering to the following procedures will ensure that these instrumental parts will remain antiseptically clean for the healthy and safe use of our students and faculty. C L E A N I N G T H E F LU T E H E A D J O I N T 1. Using a cotton swab saturated with denatured, isopropyl alcohol, carefully clean around the embouchure hole. 2. Alcohol wipes can be used on the flute's lip plate to kill germs if the flute shared by several players. 3. Using a soft, lint-free silk cloth inserted into the cleaning rod, clean the inside of the headjoint. 4. Do not run the headjoint under water as it may saturate and eventually shrink the headjoint cork. C L E A N I N G B O C A LS 1. Bocals should be cleaned every month with a bocal brush, mild soap solution, and running water. 2. English Horn bocals can be cleaned with a pipe cleaner, mild soap solution, and running water. Be careful not to scratch the inside of the bocal with the exposed wire ends of the pipe cleaner. CLEANING HARD RUBBER (EBONY) MOUTHPIECES 1. Mouthpieces should be swabbed after each playing and cleaned weekly. 2. Select a small (to use less liquid) container that will accommodate the mouthpiece and place the mouthpiece tip down in the container. 3. Fill the container to where the ligature would begin with a solution of half water and half white
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vinegar (50% water and 50% hydrogen peroxide works too). Protect clarinet mouthpiece corked tenons from moisture. 4. After a short time, use an appropriately sized mouthpiece brush to remove any calcium deposits or other residue from inside and outside surfaces. This step may need to be repeated if the mouthpiece is excessively dirty. 5. Rinse the mouthpiece thoroughly and then saturate with Sterisol germicide solution. Place on paper towel and wait one minute. 6. Wipe dry with paper towel. 7. Note: Metal saxophone mouthpieces clean up well with hot water, mild dish soap (not dishwasher detergent), and a mouthpiece brush. Sterisol germicide solution is also safe for metal mouthpieces. C L E A N I N G S A XO P H O N E N E C KS ( C R O O KS ) 1. Swabs are available to clean the inside of the saxophone neck. However, most saxophonists use a flexible bottlebrush and toothbrush to accomplish the same results. 2. If the instrument is played daily, the saxophone neck should be cleaned weekly (and swabbed out each day after playing). 3. Use the bottlebrush and mild, soapy water to clean the inside of the neck. 4. Rinse under running water. 5. Sterisol germicide solution may be used on the inside of the neck at this time, if desired (not necessary). Place on paper towel for one minute. 6. Rinse again under running water, dry, and place in the case. C L E A N I N G B R ASS M O U T H P I E C E S 1. Mouthpieces should be cleaned monthly. 2. Using a cloth soaked in warm, soapy water, clean the outside of the mouthpiece. 3. Use a mouthpiece brush and warm, soapy water to clean the inside. 4. Rinse the mouthpiece and dry thoroughly. 5. Sterisol germicide solution may be used on the mouthpiece at this time. Place on paper towel for one minute. 6. Wipe dry with paper towel.
OTHER INSTRUMENTS
String, percussion, and keyboard instruments present few hygienic issues that cannot be solved simply by the musician washing their hands before and after use.
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connect.
because life in quarantine has been pretty interesting... #gmeahome #gmea homeedition edition
USE THIS HASHTAG AND TAG GMEA SO WE CAN SHARE WHAT YOU'RE DOING ON THE GMEA SOCIAL MEDIA CHANNELS 10
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How have you adapted to maintain positive progression in your students while separated? KENDRA AUGUSTIN-FELANDO, DRUID HILLS MIDDLE SCHOOL We are focusing on refining the basics through video submissions on Flipgrid and presenting a song a day challenge of Instagram to keep kids playing. Our district is also looking to put together a virtual ensemble. MARLA BALDWIN, PALMER MIDDLE SCHOOL I have become more of a cheerleader, than choral director. I’ve designed silly little assignments in Flipgrid that allow the students to see a short, encouraging video from me and respond with a quick video of them singing. I watch and comment on each of their videos, helping them to feel connected to our choir JAMES BARKET, WEBB BRIDGE MIDDLE SCHOOL I have been working from my upstairs studio using MS Teams. I make videos for my students demonstrating the assignments that I have given them, and then I evaluate and give feedback to the videos they send to me. TINA BUTLER, BRYAN COUNTY ELEMENTARY To help my students practice and progress, I made videos of myself practicing and asked them to practice with me. I teach elementary school and so for my fifth grade recorders, I recorded myself playing their “Recorder Karate” songs and encouraged them to play with me and send in a video of themselves playing if possible. I also made a “Chorus at Home” video where I am doing the choreography to what was to be our Spring production. I did not sing but had the CD tracks playing while I did the movements. Many non-Chorus students have watched this video repeatedly and enjoyed it. As a result of the “Chorus at Home” response, I have made additional videos of myself doing some fun songs that I have often wanted to teach but have not had the time. I am either playing the piano and singing or singing and doing movement. I did songs that students could perform by themselves without needing a partner. 11
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What shows have you binge-watched while you have been home? DEAD TO ME TIGER KING 100 HUMANS HGTV MAINE CABIN MASTERS THE RANCH
How have you adapted to maintain positive progression in your students while separated? (continued) SUSAN CAMPBELL, DURHAM MIDDLE SCHOOL I have tried to maintain contact by requiring something from them weekly so I can see or hear them sing. I have used Sight Reading Factory and Flipgrid. After two weeks, I have more than 4000 flipgrid submissions from my students.
STAR TREK: PICARD STAR TREK VOYAGER OZARK WEST WING POLDARK PARKS AND REC JUSTIFIED DONG YI (KOREAN DRAMA) GOLDEN GIRLS SCHITT'S CREEK PERSON OF INTEREST
CRAIG CANTRELL, CHEROKEE BLUFF HIGH SCHOOL We are very fortunate that our system set us up with several tools prior to this situation, as for years we have been utilizing “School from Home” when we had to cancel school for weather related events and “Digital Learning Days” where we did instruction via online platforms as a way to prepare our students for virtual classes in the future. For this unprecedented event, I have been utilizing instruction through Google Classroom daily and meeting with classes virtually through Zoom. We are in constant communication through email and Remind text alerts. I am proud to say that 97% of our school is participating in our current Digital Learning Days.
BEVERLY HILLBILLIES THE ENGLISH GAME CALL THE MIDWIFE CRIMINAL MINDS THE GOOD DOCTOR HUNTERS PERRY MASON BAND OF BROTHERS 911 ANDY GRIFFITH TOP CHEF THE RESIDENT PARKS AND REC
ELIZABETH CHANCELLOR, BYRON MIDDLE SCHOOL I’ve been using Google Classroom to keep encouraging my students through videos, fun worksheets, and just general discussions on how they are doing. About two percent of them have actually given me feedback on things, but it’s a start. I imagine since school is closed for the remainder of this year, more students will check in. MOZELLE COLE, DRUID HILLS MIDDLE SCHOOL Each morning, I start a ROLL CALL with my students through the announcements on VERGE. I identify the day/date, ask them to let me know they're here, and I ask them a question. It's simple and my students have been really engaged with it. For example, here is an example of one of my roll calls: ROLL CALL- Today is Thursday, April 2. Let me know you are here and answer my question: What's one thing you could easily teach me how to do right now?
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How have you adapted to maintain positive progression in your students while separated? (continued) HANNAH CRANFILL, ALPHARETTA CHRISTIAN ACADEMY I have prioritized finding and creating lessons that I think will be fun and engaging for the students, but not extremely time-consuming or effort-intensive for parents, and activities that multiple children in a family can complete together. BECKY DONNAUD, SNELLVILLE MIDDLE SCHOOL I am a firm believer that there is a silver lining to everything, and I have been finding silver linings all over the place with my students and at home. As far as my students are concerned, building those relationships has played an instrumental part in their success (and mine) during this temporary new norm. Students are helping me keep it real by engaging me via eClass and Zoom. I think half of it must be the fact that they are entertained by all my goofy mistakes with audio issues and camera positions. I am blessed to have such wonderful students that want to continue to engage in orchestra and learn new things, even if it is a different form of delivery. DENNIS GAMBLE, RONALD E. MCNAIR DISCOVERY LEARNING ACADEMY We are using the Verge platform, Dojo and various online music resources including Quaver, Incredibeats, and Youtube. ANDREW GEOCARIS, ROCKY MOUNT ELEMENTARY Right now my main goal has been to connect with my students and get them engaged in making music digitally. As an elementary-music teacher, I teach 600 students in grades K-5. Right now, I have about 35 students regularly engaged through digital learning. While that number seems small, I know of other teachers who have less than ten students who are engaged online. I have been making use of multiple platforms to connect with families and simplify the process for accessing content. Cobb County Schools uses a program called Clever, which can turn into a one-stop-shop for students to access websites, apps, and other content from all their teachers. When one of my students logs in, they see a page just for music, a page for art, and a page PE, etc. On my page, they will find direct links to my website where I post lessons as well as links to FlipGrid to submit recordings of weekly activities, and even links to online playlists to accompany lessons.
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How have you adapted to maintain positive progression in your students while separated? (continued) GINGER GILPIN, SCHLEY COUNTY HIGH SCHOOL I have used Remind to keep the lines of communication open with my students, parents, and Booster organization. We have tried to maintain rigor in the expectations despite the drastic changes. Online resources, such as Smart Music and Sightreading Factory have been crucial. TIM HURT, TRINITY CHRISTIAN SCHOOL Smart Music has played a key role in our distance learning approach. We have used this program throughout the school year, so the students were already prepared and didn’t skip a beat. We’ve been able to continue with our band music and also work on scale proficiency. ALLISON JUDD, TOWNS COUNTY HIGH SCHOOL To keep my students progressing, I have them send practice logs and recordings weekly. I have been constantly uploading cool resources that I find for them. My high school students and I have been having two to three Google Meets per week to give them a space to talk to me and each other. (I only have twelve in the class.) I stay online for two hours and most of the time about four or five of them will stay for the full two hours. We even started doing our work and hobbies, (crochet, knitting and macrame) with each other. ELIZABETH KASAY, LANGSTON CHAPEL MIDDLE SCHOOL To adapt to a new normal during this separation time, I’ve been working to find online solutions for students to engage in. I’ve turned my home office into my new “classroom”, and have been working out of there to provide worksheets for student engagement, and to create online accounts using different programs. I’ve also recorded rehearsal and accompaniment tracks for Chorus - even though we won’t have a concert. I still wanted my chorus students to be able to work on their music and make progress; especially because they all enjoyed the music we were working on. I also began using Quaver Music for my Chorus and Music Appreciation classes. I’m using it to teach my Chorus classes about Opera and Busking (street performing). I’m using the Theory, Ukulele, and Piano units for my Music Appreciation classes, as we were going to begin working with real piano keyboards and ukuleles before this all happened, and I want them to keep up with the theory principles we covered in class. 14
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How have you adapted to maintain positive progression in your students while separated? (continued) MAYA KEISER, MARIETTA 6TH GRADE ACADEMY I have forced my students to listen, by embedding random questions they have to answer, inside the music, like “ What did I eat for breakfast”. I also use a discussion board. Students watch a video of other students singing one of their songs and must say what they like and what the ensemble could improve upon. They must also respond to at least two other students. My advanced students are recording their progress and emailing me, which is great because I can give individual feedback. ERIN LAYTON, MARIETTA MIDDLE SCHOOL I have taken advantage of free subscriptions for smart music and use Zoom to provide individual vocal coaching for my students each week. LAURA MARLOW, TIMOTHY ROAD ELEMENTARY SCHOOL I think it is important for students to continue to see me teaching, so I frequently record short videos of myself singing and/or playing instruments. I teach new concepts, such as instrument playing techniques, and review familiar material I recently taught in class. Our school has a spirit song, so I recorded a video of me performing it so that students can show their school pride and sing along at home. I have also challenged students to compose a new school song. I can’t wait to see what they come up with! CARLA MEMMELAAR, CHAMBLEE MIDDLE SCHOOL I am sending out weekly lessons to my students. I am continuing to require weekly practice records as well as asking students to send in a weekly video. Students without instruments are provided with alternate assignments. This gives me the opportunity to hear my students individually and offer them suggestions to improve their playing as well as encouragement. I have shared a couple of internet resources to my students to provide them with different music to practice and this will improve their sight-reading skills going forward. The two websites are www.justindickson.com/band/song.htm and https://www.free-scores.com/index_uk.php. The first website I found when looking through resources on a Facebook page for music teachers. I believe Mr. Dickson’s website is a great resource for middle school students. On the free scores website, I have encouraged students to find solo literature for their instruments to practice.
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How have you adapted to maintain positive progression in your students while separated? (continued) ALAINA MORRIS, FIVE FORKS MIDDLE SCHOOL I provide on-line videos of myself playing, and let them know about free on-line resources. Students are assigned playing quizzes to be submitted via video and they are provided a rubric with specific feedback. BRANDON PAFFORD, LIBERTY TECH CHARTER SCHOOL I’ve asked the band students to download the Essential Elements App and had about 50% participation and the chorus students send in solfege exercises and record their repertoire part, however some cannot record on the school computer. Elementary students do musical worksheets and listening/moving activities. ALISHA POWELL, MUNDY’S MILL MIDDLE SCHOOL We were able to perform at LGPE on Friday the 13th, so I had them write a short essay with a reflection of that day. Then, I used Google Classroom to post the judges’ comments with their performance and had my students tell me what their comments were and their goals from the performance. I have students without instruments at home but will experiment with practicing together on Google Meet with the ones who do have them while the others provide critique. I had everyone join Smart Music. As another assignment, I posted inspirational videos related to careers and teens performing in competitions and created questions.
TAYLOR RODGERS WORK BUDDY, OSCAR THE CAT
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How have you adapted to maintain positive progression in your students while separated? (continued) TAYLOR RODGERS, DUNWOODY HIGH SCHOOL It has been important to me to continue building on the momentum our ensembles have gathered throughout the year. I knew that providing a sense of continuity would help the students, so I adapted the lessons I planned to teach in-person into virtual experiences. Each day, I write a note of encouragement on our online platform’s announcements with a picture of my cat doing something funny or cute. Originally, I posted the picture as a sort of proof of life, but the response was overwhelming that the kids wanted more cat pictures. One student said that seeing Oscar made her feel some sense of normalcy. When I rehearse with the students through Zoom, I reserve some time for the students to interact with their friends and tell me how things are going. I feel like knowing there is built-in time for socialization has helped my classes be more productive when we get to work. I understand that we won’t have a formal concert in the traditional sense at the end of the year; however, I am still teaching the students repertoire. There are just so many musical and life lessons we can teach through the music. Echoing my college music professors, “Keep them singing” has been a driving force in my quarantine philosophy. MELANIE ROPER, CHESTATEE ELEMENTARY SCHOOL I made a number of videos for my kids to watch and play along with during the lessons. The kids really loved seeing me, even from home. To ensure their progression, I have prepared quick, online assessments for them to submit. MICHELE SAMPSON, ADDISON ELEMENTARY SCHOOL I’ve held Zoom music classes with all my grade levels. While there has been a bit of a learning curve for me, it has been a blast. I’ve also been using Flipgrid so my 4th and 5th graders can continue their Recorder Karate journeys. Finally, Class Dojo has been an excellent tool for sharing messages and other types of communication. KARISA SEYMOUR, MORGAN COUNTY MIDDLE SCHOOL I used Google Classroom along with links I find to unique opportunities. Google Hangouts is available when I want to meet with small groups. My instruction has always relied on jokes, inspiration, and communication. I particularly depend on lots of prayer!
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How have you adapted to maintain positive progression in your students while separated? (continued) MARCY SIMMONS, BEECHER HILLS & WEST MANOR ELEMENTARY SCHOOLS During this period of “REST� in our world, I have utilized the time for reflection, self-improvement and relaxation. Unfortunately, I am missing my normal daily routine and being able to teach music to my students. In lieu of meeting physically with my students, I have posted music assignments to Google Classroom and conducted virtual class meetings three times a week. In addition to Google Classroom, Quaver Music has also been a great resource.
JOHN SWEAT, HOWARD HIGH SCHOOL I have encouraged my students to remain calm. Many of them see the work in all of their classes for one week and see it as an insurmountable task. I try to remind them to take one step at a time, one assignment at a time and that they will be successful. In some regards, this could be very helpful for seniors going off to college. Depending upon learning styles, college might seem a much more bearable load than what they are carrying right now.
What tv shows do you recommend?
What methods are you using to ensure your students and/or ensembles continue to progress while not meeting as a group? KENDRA AUGUSTIN-FELANDO, DRUID HILLS MIDDLE SCHOOL I created a checklist of “pass off” skills and terminology that students are working on until the end of the year. I am using Zoom for connecting with individual or small groups of students, and reaching out to kids who have not been participating to encourage them to stay engaged. MARLA BALDWIN, PALMER MIDDLE SCHOOL Progress is not really a priority right now. I simply want my students to feel good about their singing ability and use that talent as a stress-reliever. I do not believe we can make true progress as a choir when we’re not in the same room. JENIFER BEAVER, ARMUCHEE ELEMENTARY I have been sending many emails and posting a number of questions in Google Classroom but I have put rehearsals on hold until next year. I have invited students to interview their parents about musical experiences and to participate in video “talent shows” and send that evidence to me. I am trying to encourage shared experiences with family. Additionally, I am using Quaver’s Marvelous World of Music and Ok/GoSandbox and putting all of this in Google Classroom.
What methods are you using to ensure your students and/or ensembles continue to progress while not meeting as a group? (continued) KERRY BRYANT, YOUNG HARRIS COLLEGE I am pretty much an “old dog,” with 34 years and counting teaching band, who does not care to learn “new tricks.” Yes, there are synchronous technologies that can effectively facilitate groups of people talking or doing other activities. But making music synchronously from various locations is, in my estimation, still the exception and not the rule. My college, Young Harris College, is located in the scenic Appalachian Mountains and is the northernmost collegiate institution in Georgia. We have instrumental music students from all over Georgia, Tennessee and North Carolina, as well as some from states very far away, and a few from overseas. Networks get “glitchy,” many students do not have internet access with proper live audio-video bandwidth, and some even lack a laptop at all, completely reliant on their cell phones. So in light of that state of affairs, I have opted to go with asynchronous methods with my band. I posted pdfs of parts to Hindemith: Marsch from Symphonic Metamorphosis, and gave them links to model reference recordings (both band and orchestral). They had a two week period to practice the part, then they uploaded recordings of themselves playing it to cloud storage. Using the rubric I sent them, I evaluated each. This is very time-consuming on my end, and honestly quite tedious at times, but hearing each individual was very “enlightening” to say the least. I suppose a positive thing is they get highly individualized feedback. This is not at all how we usually prepare and perform a concert cycle. Working under constant performance deadlines, that kind of one-on-one contact is simply not feasible in addition to the other parts of my job, i.e. other classes I teach, recruitment travel, judging/guest conducting, etc. A negative thing, and a big one at that, is this can only be a short-term substitute for the irreplaceable experience of making music together, all in one place at one time…the “real” way to perform as far as I’m concerned. TINA BUTLER, BRYAN COUNTY ELEMENTARY I posted theory worksheets that are to be completed and returned using “Google Classroom,” which is my school’s preferred method as our school is one-to-one with Chromebooks. These were handed out to parents after school was closed. I also made some teaching videos to help explain how to do parts of the worksheets.
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What methods are you using to ensure your students and/or ensembles continue to progress while not meeting as a group? (continued) SUSAN CAMPBELL, DURHAM MIDDLE SCHOOL I have tried to maintain some of my classroom procedures and outlined those for them repeatedly. 1. WARM UP - I have posted video warm ups- Some are mine, some are from JW Pepper and some are from fellow teachers 2. SIGHT READ - I have used Sight Reading Factory 3. REHEARSAL OF ASSIGNED MUSIC - I have given them specific measures to work on and asked that they submit a flipgrid at the end of the week with their progress. I have enjoyed hearing them and, if I am honest, I have heard some students better than I would have heard them in class. I can pinpoint vocal issues and music learning issues faster. CRAIG CANTRELL, CHEROKEE BLUFF HIGH SCHOOL This has been a wonderful opportunity to “Flip� our classroom by delivering student content using a platform (Google Classroom, Canvas, etc.) and having students work (practice) through the exercise. I have been using this as a way to do individual instruction (like private lessons) meeting virtually with students. Many of my students are getting together through the app Acapella and have done some small ensemble work together. HANNAH CRANFILL, ALPHARETTA CHRISTIAN ACADEMY I am asking for students to return photos, scans, or digital copies of their work to me. DR. KRISTEN DONALDSON, OCONEE COUNTY MIDDLE SCHOOL We are using Google Hangouts Meet to do live rehearsals with individual students and students as a group. We also use the It's Learning platform for students to practice using part tracks for each song. Formative assessments are taken in the form of individual student audio or video submissions sent through It's Learning or directly to the teacher. We are also using this platform to continue to practice sight singing so students can advance in that area as well.
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What methods are you using to ensure your students and/or ensembles continue to progress while not meeting as a group? (continued) CHRISTINA ESPOSITO, MARIETTA MIDDLE SCHOOL I began to realize quickly that I would need to shift my focus from teaching the ensemble to more of a private lesson style of teaching. I am focusing now on specific string techniques and skills such as bow development, scales, and solo playing. I am creating and sharing videos of these techniques and skills for my students to watch, demonstrating them in live Zoom classes, and having students share videos on Flipgrid so I can check their progress. This shift from teaching in a group to teaching in a more individualized way has been challenging. I am having to search through many different methods for level appropriate etudes, scale methods, and solo repertoire to provide my students with something that is more engaging to play individually. Although I realize this is not as much fun for them as seeing their friends in orchestra class every day, it’s giving my students time to build up their individual abilities and explore some of the aspects of music we don’t have time for during regular class instruction. D. ALAN FOWLER, EASTSIDE HIGH SCHOOL Those first few weeks, our school’s philosophy was to simply reach out to our kids as we tried to make sense of what was to come after Spring Break. I have used the online learning platform provided by our school system, Canvas, and I have set my kids up with the free resources of Sight Reading Factory and Smart Music. ANDREW GEOCARIS, ROCKY MOUNT ELEMENTARY FlipGrid has been vital for me. It is a very versatile program, but at its core it allows students to send in recordings of themselves singing, playing recording, performing a composition, or demonstrating a skill from an online lesson. I can provide written, or even video, feedback to students. Videos can be made visible so students can view their classmates, “like” videos, and even comment on them. For my upper grades, who are using recorder karate, I only make their videos visible if they earn their next “belt.” If they need to re-record I send them a message or video with needed corrections and ask them to re-record. If needed, FlipGrid also allows you to incorporate grading rubrics in your feedback. GINGER GILPIN, SCHLEY COUNTY MIDDLE SCHOOL I am continuing with the units as I would in a normal setting. We are working our way around the circle of 4ths and have a weekly playing test. Through Smart Music, we are breaking down specific passages for students to work on each week. We are also using this time to listen and analyze music more and delve deeper into music history. 22
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What methods are you using to ensure your students and/or ensembles continue to progress while not meeting as a group? (continued) ELIZABETH KASAY, LANGSTON CHAPEL MIDDLE SCHOOL I wanted to share resources and activities with my students that still teach them principles that we were going to work on. I created a flipgrid for students to post videos of themselves singing, while covering their faces with an emoji, for other students to guess who is singing. I wanted to give them a way to connect and interact with each other. Above everything else, I’ve been trying to make sure to keep a constant line of communication open with all of my students and their parents during this time, because maintaining the relationships we’ve developed with our students is crucial. SAM LOWDER, UNION GROVE MIDDLE SCHOOL Not all of my students were able to secure, or remembered to take, an instrument for use at home, so I’m not “assigning” or grading lessons which require them to play, practice, perform, or test. I am offering some online sheet music and encouraging those with instruments to continue to play, practice, and perform. I am finding that districts and counties are all on different pages when it comes to allowing or prohibiting the usage of certain programs and applications, websites, and technology features and functions. I am finding a truly overwhelming amount of ideas and lessons available online. It is much more time-consuming to come up with these lessons, but I enjoy creating them. I am so thankful for all of the wonderful ideas, but I have to remind myself that I am not competing with anyone. I am simply trying to make the best of the current situation by remaining positive and hopeful for the future, by trying to encourage my students- and their parents- with small assignments that generally relate to orchestra, but most importantly, by staying connected to them. This is currently being done via Google Meets, Google Classroom questions/comments, and email. The relationships, more than ever, outweigh the content mastery and I believe we will all be more successful teachers if we develop stronger relationships with our students and their parents. DEBORAH MCILRATH, STERLING ELEMENTARY SCHOOL I am maintaining a FUN music website. With all the schoolwork, music has to be the FUN alternative for them http://flashmedia.glynn.k12.ga.us/webpages/ dmcilrath/ This week's challenge was to make a video of themself, creating their own music or a skit using music, etc.. In addition, we are zooming rehearsals to perform Peter Pan after the quarantine is over.
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What methods are you using to ensure your students and/or ensembles continue to progress while not meeting as a group? (continued) HEATHER MILLER, LOCUST GROVE HIGH SCHOOL I am having my students participate in musical activities such as Band Bingo or watching the concerts that are presented every day by the US Army Field Band. I have asked them to present research about or find a professional performer on their instrument. Another assignment is for my students to find music on JWPepper that they would like to play next year. I’ve also sent them outside to practice their instruments. ALAINA MORRIS, FIVE FORKS MIDDLE My students and I have discussion boards, Zoom sessions and I have uploaded videos of teacher and students playing. LAURIE ORTH, EVANS, GA (DISTRICT 10) I am making youtube videos of music classes, in sequential order. I want to create and provide quality youtube videos for kids who have been so abruptly pulled out of their schools, who now have parents trying to homeschool them. It gives me purpose to make these videos as a help to parents, students and other music teachers who don’t have the set up that I have going, for easy filming/editing/youtube posting. My YouTube channel, Laurie Orth Music Teacher, has some things out there now that teachers are welcome to share for PreK - 2nd grade, and recorder videos. WILLIAM OWENS, MOUNTAIN VIEW HIGH SCHOOL We are having Zoom sessions where students not only come to hear and receive help for projects/assignments, I also provide time for them to interact and “see” each other. When not in Zoom sessions, we interact via Padlet where students can post questions and get responses. Also, since we were using a web-based DAW for most of the year, they are able to use it to create, arrange, adapt and collaborate. I think they are enjoying the collaboration tool because it does maintain some of the sense of normalcy we had before this distance learning became the new normal.
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What methods are you using to ensure your students and/or ensembles continue to progress while not meeting as a group? (continued) KERIN REED, WOODWARD ACADEMY Using Zoom I am meeting with students by grade and by instrument (never more than nine at a time) on a weekly basis. Students take turns playing different assignments either echo or each takes a phrase. We make general critiques not using names and always end with a positive message of encouragement. I think there always needs to be a goal or hope, so we are planning a concert for fall that will include the favorite piece that each orchestra voted to play. In addition, I have the sixth graders writing a piece. I wrote the first eight measures and sent it to another student. When she writes her part, she will send it on until all have contributed. I will add harmonies where needed, edit if necessary, and send it out for everyone to learn. CHRISTINA RICHARDSON, WOODLAWN ELEMENTARY I have selected free online games for each grade level, created choral rehearsal videos such as “pronunciation practice” for foreign language pieces and “sing along with me.” To engage the class in group discussion, I request students to comment in class on something specific or I ask a particular question for each to answer or share his/her opinion. TAYLOR RODGERS, DUNWOODY HIGH SCHOOL Fortunately, I have had a system for students recording themselves singing since the beginning of the school year. Each live lesson through Zoom consists of learning 16-30 measures of three different pieces. I’m staggering the introduction of new repertoire to keep us learning through the end of the semester. Our theme for this upcoming concert is Vocal Jazz, so I’ve interspersed lessons on improvisation, style and technique, music history into activities on their online platform. I’ve had students send recordings of themselves attempting to dance the Charleston and scatting. We’ve had online discussion boards where the students have discussed critical thinking questions about jazz performances, and it’s been really interesting to see their responses. Time and time again, I have been blown away by how engaged, thoughtful, and creative the students have been. MICHELE SAMPSON, ADDISON ELEMENTARY I’ve held Zoom music classes with all my grade levels. While there has been a bit of a learning curve for me, it has been a blast. I’ve also been using Flipgrid so my fourth and fifth grade students can continue their Recorder Karate journeys. Finally, Class Dojo has been an excellent tool for sharing messages and other types of communication. 25
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What methods are you using to ensure your students and/or ensembles continue to progress while not meeting as a group? (continued) KARISA SEYMOUR, MORGAN COUNTY MIDDLE SCHOOL I use Flipgrid, practice records, recordings, Google Hangouts and Zoom. KATHRYN WYATT, PEACHTREE RIDGE HIGH SCHOOL We are using SightReadingFactory.com right now, and it has been an excellent way to hear my choral students singing. It is allowing them to continue to improve their sight-reading skills through practice, and it has allowed me to give individual feedback. It has been a great way to connect with each student.
What hobbies or crafts have you started or continued to hone during this past month or so? KENDRA AUGUSTIN-FELANDO, DRUID HILLS MIDDLE SCHOOL I am spending my time learning about music technology. SUSAN CAMPBELL, DURHAM MIDDLE SCHOOL I have continued with my usual hobbies of sewing, cooking, and crafting but I have had more time to read. ELIZABETH CHANCELLOR, BYRON MIDDLE SCHOOL I’ve done my first and ONLY two live performances for my friends and students from my house performing on both flute and piccolo. I cannot believe how nervous I was to play in an online setting after playing in front of numerous people during my 40-year playing career! I wanted to encourage my students to keep playing and progressing and show them that it doesn’t matter how old you are or how long you’ve been playing, you can always learn more and improve! I’ve had a lot of positive feedback and requests. HANNAH CRANFILL, ALPHARETTA CHRISTIAN ACADEMY Video editing CHRISTINA ESPOSITO, MARIETTA MIDDLE SCHOOL I am playing my viola more often since I’m home. I’ve started drawing again as well, something I did when I was younger. The weather has been very nice so I’ll sit outside and draw flowers while listening to music. It’s a nice break from all this technology.
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What hobbies or crafts have you started or continued to hone during this past month or so? (continued) D. ALAN FOWLER, EASTSIDE HIGH SCHOOL I got my hands on a good clarinet and have been working on my clarinet chops and fingerings. Without a doubt, I will be a better teacher when we get back in the band room! I’m also practicing guitar, just for fun. ANDREW GEOCARIS, ROCKY MOUNT ELEMENTARY I have been running, playing my euphonium, and building scale models (airplanes, spaceships, boats, cars, etc.). I post daily and weekly videos on my website (www. ageocaris.edublogs.org) and I try to incorporate these elements into my videos so students can get a glimpse of my world and hopefully feel more connected to me. TIM HURT, TRINITY CHRISTIAN SCHOOL I’ve been exercising more, playing golf, and catching up on sleep. ALLISON JUDD, TOWNS COUNTY HIGH SCHOOL I have had more time to work on my first quilt! I started it before we were closed, but only worked a couple hours of the weekend on it. I have crocheted some as well. I plan to be sewing some face masks for the community if there is need. I plan on sewing a lot more in general. Judd pdf. In April newsletter folder MAYA KEISER, MARIETTA 6TH GRADE ACADEMY There is time for lots of working out and cooking. ERIN LAYTON, MARIETTA MIDDLE SCHOOL I have found time to practice the piano. I have ridden my horse almost every day. SAM LOWDER, UNION GROVE MIDDLE SCHOOL I had never video-taped myself playing cello and shared it before, but I have done so recently with the intent of publicly praising God and hopefully inspiring or uplifting others.
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What hobbies or crafts have you started or continued to hone during this past month or so? (continued) CARLA MEMMELAAR, CHAMBLEE MIDDLE SCHOOL I enjoy collecting dolls, and this hobby has really helped me to find some stress relief during this time. I have fun taking pictures and arranging my collection. It keeps me in touch with my inner child.
HEATHER MILLER, LOCUST GROVE HIGH SCHOOL I have found a love for gardening and cooking. LAURIE ORTH, EVANS, GA (DISTRICT 10) I am continuing to hone my editing and filming skills to make youtube videos. ALISHA POWELL, MUNDY'S MILL MIDDLE SCHOOL I would like to continue working on my Shutterfly photo books. I have done lots of yard work and had the house washed but want to get back walking and doing other exercises. I want to try new recipes now that I have extra time to cook. CHRISTINA RICHARDSON, WOODLAWN ELEMENTARY I am spending more time cooking things I enjoy. During this time at home, I am hoping to build more skills on the acoustic guitar. TAYLOR RODGERS, DUNWOODY HIGH SCHOOL Quarantine has provided me time to focus on those things in my life I typically neglect during the school year, such as reading, preparing home-made meals, and composition. It has been helpful in the times that I’m feeling sad to work on a project. It’s helping me to cope with the disappointments that seem to roll in one after the next. By focusing on something productive and creative, I feel more optimistic about the future. MELANIE ROPER, CHESTATEE ELEMENTARY SCHOOL I’ve been trying to learn to play the ukulele, and while I am sitting at my laptop responding to students, I have gotten in some practice.
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What hobbies or crafts have you started or continued to hone during this past month or so? (continued) JOHN SWEAT, MACON I have really enjoyed more outside time. The weather has been beautiful, so I have done a great deal of yard work, like weeding, planting, and putting down fresh pine straw. KATHRYN WYATT, LAWRENCEVILLE I’ve been reading a lot of books and even trying my hand at a little composing.
Tell us about special things you have done with your family or significant others during this time of enforced home stay. KENDRA AUGUSTIN-FELANDO, DRUID HILLS MIDDLE SCHOOL I’ve been playing music together with my kids. We’ve been sight-reading, playing duets, etc. MARLA BALDWIN, PALMER MIDDLE SCHOOL My husband and I have two adult sons who live nearby and a 5th grade daughter. The five of us started playing World of Warcraft so that we could hang out and conquer the world online together. It’s ridiculous fun! KERRY BRYANT, YOUNG HARRIS COLLEGE My wife Kelly teaches flute at Reinhardt Univ. and Kennesaw State Univ. She teaches all lessons, studio classes, etc. on line. The technology for that purpose has worked really well for her. My son Jack is a horn major at Curtis Institute of Music in Philadelphia. He has enjoyed an activity Curtis and Juilliard offer a couple times a week called “Corno-virus Hangouts” (ha ha) which feature great professional horn players and teachers from around the world just playing, chatting, and gathering as a cohort of horn players. He continues to take lessons too from Jen Montone of the Philadelphia Orchestra, who is his teacher at Curtis. He is really enjoying all the “performance-free” practice time he is getting. My daughter, Helen, is a piano performance major at Univ. of Michigan, and she too is logging a lot of hours per day at the keyboard. So, my house sounds much like walking down the hallway of practice studios in any college school of music… a cacophony. We have considered recording “a Bryant family band” kind of video, but finding a piece for flute (Kelly), another woodwind (me), horn (Jack) and piano (Helen) is difficult, and we really have been very busy with our respective jobs as teachers and students to really have the energy to do that too. But I still like the idea… we’ll see. Mostly, we have 29
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Tell us about special things you have done with your family or significant others during this time of enforced home stay. (continued) been taking mini-hikes in the beautiful area we live in, Lake Arrowhead in Waleska, with our faithful and energetic beagle, Frankie. I do most of the cooking, and they do clean up and dishes. Family meals with all four of us is something we haven’t been able to do since Jack left for college in 2014, so that has been great. SUSAN CAMPBELL, ACWORTH We’ve had Family Game night EVERY night! We have played games together we have not played in years! CRAIG CANTRELL, CHEROKEE BLUFF HIGH SCHOOL I am so very lucky in that I “married up!” My wife, Michelle, and I have been playing duets together. She is a fantastic pianist so all of my family have gotten to play some solo works since she can accompany the kids and me. We’ve been doing it on Mondays evenings for our entertainment…Music Mondays rock! ELIZABETH CHANCELLOR, WARNER ROBINS I lost my Dad in October and this has given me an opportunity to spend more time with my Mom because, like me, she is struggling. We can’t really go anywhere, but she lives next door so we are able to hang out at each other’s houses and just be together. My daughter’s husband is military and they got transferred to Texas during all this mess. Although they are also quarantined, we do get to video chat more than we normally would if we were working full time. BECKY DONNAUD, SNELLVILLE MIDDLE SCHOOL I have been teaching my girls about the satisfaction of gardening….and weeding. It has been a beautiful and positive way to bond and we are already seeing results from the hard work. Not to mention we get to eat the yummy fruits and veggies when they are ready. My oldest daughter informed me that she wants to be an art teacher, so we have been making up art projects that add pops of color to our yard and are fun for those daily joggers/walkers of our neighborhood to enjoy. We are creating positivity within our family and I hope that it is something my students and parents can feel too. 30
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Tell us about special things you have done with your family or significant others during this time of enforced home stay. (continued) CHRISTINA ESPOSITO, MARIETTA My husband played cello in high school and recently started practicing again. We follow the facebook group #playontheporch2020. They announce a song every day and then at 6 PM you are supposed to go outside and play for your neighbors! We’ve taken our instruments out a few times to play and it was very stress relieving. D. ALAN FOWLER, COVINGTON Our oldest daughter turned 21 at home in March and that wasn’t supposed to happen. She should have been with her friends at UGA, so we have been determined to make the most of her time at home. Eating at home and seeing our two daughters, the 21-year-old and her seven-year-old sister, laugh and play together has been priceless. We’ve been going on nightly walks around the neighborhood, and all of us have taken several turns in the kitchen. In fact, twice, our youngest girl has fixed homemade pizzas. Also, having learned that our President, Carl Rieke, has a fire pit, I decided to build one. Last Saturday. Susan, the girls, and I sat out back around the fire and made ‘s’mores while watching the original movie, The Music Man. It was an absolutely perfect evening! ANDREW GEOCARIS, WOODSTOCK I have loved getting to play “teacher” with my 3 kids (ages 4, 4, and 7). We have been working on math, reading, writing, art, science, physical fitness, and of course MUSIC!!! In the mornings we work on our academic work, followed by some physical fitness activities before lunch. After lunch, we either do some art or music activities and then spend outdoor time. We have gone on various types of scavenger hunts around the neighborhood or in the woods (still practicing proper social distancing etiquette of course!). We have spent a lot of time playing family games like “Sorry!” or even good old-fashioned hide-and-seek. We read stories together after lunch and again at bedtime. One morning we had a giant family water-balloon fight and everyone got completely soaked! Each day we tell each other something we are thankful for because we want to teach our children to always have positive attitudes and look for the blessings in our lives even in these strange times.
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Tell us about special things you have done with your family or significant others during this time of enforced home stay. (continued) GINGER GILPIN, WARNER ROBINS I have taken the time to take care of myself – getting more rest, eating better and exercising daily. I have had time to read a book for pleasure. EMILY GRAHAM, ISLANDS HIGH SCHOOL My husband and I have cooked more meals at home together, and worked together on home projects. Our normal schedule before the quarantine kept us so busy that we hardly got around to spending time outside, aside from marching season. Now, we spend some time outside every day. TIM HURT, NEWNAN Lots of family walks, golfing with my son, yard work & landscaping together (which we enjoy) MAYA KEISER, MARIETTA I’ve made music with my oldest, who is an amazing singer and violinist. SAM LOWDER, UNION GROVE MIDDLE SCHOOL A lot more cooking at home/eating in, so I am attempting new meal choices. While some have been pretty good, some leftovers will probably be discarded… VICKI KNOWLES, COMPTON ELEMENTARY SCHOOL Sharing my fandom with my grand kiddos is my isolation accomplishment- along with piano and recorder lessons and their online schooling.
VICKY KNOWLES READING WITH HER GRANDCHILDREN
Tell us about special things you have done with your family or significant others during this time of enforced home stay. (continued) DEBORAH MCILRATH, STERLING ELEMENTARY SCHOOL I am still learning about our technical platforms for meetings, etc., so I've not yet had time to "binge" or get going on my favorite hobby - home improvement! JAMES T. MCRANEY, ATLANTA As part of my shelter-in-place routine during this critical time in our country, I have chosen to write personally as many of my former students as possible, based on availability of valid email info, to share that I am thinking of them and to express appreciation for their active participation in choral music activities during their high school days. I anticipate writing about 150 of "my kids", now grown adults, in this effort to "pay it forward" not only for their support and contribution to OUR goals at the time but to the continuing presentation and preservation of quality choral music throughout their lifetime. CARLA MEMMELAAR, NORCROSS I have had the opportunity to spend some special time with my husband and daughter. My daughter and I have gone on walks together- observing social distancing, of course. I am also looking forward to welcoming my first grandchild to the world in less than two weeks. I continue to pray for the safety of my son, his wife, and this new baby, as they approach the delivery. ALAINA MORRIS, LAWRENCEVILLE I’m potty-training my two and a half year old. KELLY MRAZ, LILBURN I have enjoyed letting my 5 year old daughter take the lead for our family activities. In some ways I feel like I’m getting to know her as a student for the first time. I had no idea she was so interested in learning about animals, so we’ve been watching live zoo videos and reading books and magazines about animals. It’s been fun to help my daughter discover her passion. LAURIE ORTH, EVANS My 18 year old son and I have joined the Great Britain Home Chorus, via YouTube with British choir master, Gareth Malone. There are over 22,000 people in this global choir. We have submitted our first youtube video for the first song the choir is performing. It’s, You Are My Sunshine. The nice people at Decca Records in the UK will put the videos together for a big YouTube online choir event. 33
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Tell us about special things you have done with your family or significant others during this time of enforced home stay. (continued) WILLIAM OWENS, HOSCHTON I will say that my home has never been cleaner. I’m cooking more (experimenting), able to go workout more, and have a little time to enjoy the nice weather we have been having. BRANDON PAFFORD, PEACHTREE CITY I have a four, two and a half, and six-month old, so being here to help Mama with meals, naps, etc. has been great. DOUGLAS POVIE, SAVANNAH My wife, who is a teacher, my two teenagers, and I, decided to plant a garden in a corner of our city yard. We spent the last day of our Spring Break turning up the earth, removing sod and grass, enriching the soil, and then making rows. We decided to plant lettuce- three kinds in three different rows- basil, hot red peppers (because we really like spicy food) and some flowers. We have been taking turns watering and weeding the plot. Everything has germinated now, and we’ll thin the rows this weekend. We look forward to some delicious produce in a month or so. KERIN REED, ATLANTA My husband is teaching CJ online to GSU students, my daughter is a UGA student taking classes at home, so our household can get pretty tense at times. We have been taking walks every evening after most people are inside. Last week, on a late evening walk I missed a large ridge of asphalt, went airborne and fell hard on the palms of my hands. I now have a concussion and two broken arms. On the bright side, my family has pulled together even more and they are being great arms for me. On the broader spectrum, I love the way everyone is pulling together and making sacrifices to keep our children learning and progressing. I have sat in on many effective webinars, received offers for free or reduced- cost teaching materials, and helpful hints and ideas are abundant. I love the way we are all pulling together through this health crisis. TAYLOR RODGERS, DUNWOODY My family is scattered about the United States right now, so we have started having a weekly meal together through Facetime. Normally, I only see them during the holidays, so it’s been a nice change of pace to commune together even though we’re apart. 34
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Tell us about special things you have done with your family or significant others during this time of enforced home stay. (continued) MELANIE ROPER, GAINESVILLE We’ve been sitting on the front porch and enjoying the fresh air. I even bought two rockers for that purpose. MICHELE SAMPSON, SMYRNA My husband and I adopted a new baby…a fur baby that is. GMEA, meet Sable Magnolia Sampson. She loves jazz, her mama, chasing balls, snuggles, carrots, and naps. We are in love! KARISA SEYMOUR, MADISON We all take turns cooking dinner and having family dinners. There are also fun walks and good times playing with a new puppy! ARLENE WOODS, COVINGTON My husband and I have gone through decades of pictures and memorabilia and are organizing them into albums. In many cases, we are sending pictures to family and friends, especially when the children in the pictures are now grown adults. A D D I T I O N A L C O N T R I B U TO R S B O N N I E K R I D E R , R I S I N G STA R R M I D D L E S C H O O L C AT W H I T E , K E N N E SAW E L E M E N TA RY S C H O O L SA R A W H I T E - FA R N E L L , R O SW E L L H I G H S C H O O L
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What do you have to say to your colleagues about this truly unique time in
our history? -I work in a primary elementary school. I teach the littlest of the littles and what they need now more than anything is consistency and connection. Most of them cannot articulate how they’re feeling but the grief is there, nonetheless. Each weekday, since we left on Friday, March 13th, my four year old and I (and occasionally my one year old), have hosted a “Facebook LIVE” on my school’s PTA page to sing a song tale. Today, Thursday, April 2nd, we switched gears and sang America, the Beautiful. It was hard. My son sat still for the first time in thirteen days of doing this. He knew it was different- and so did each of my families as they clicked the “cry emoji” or commented how devastated their child was to not have properly said goodbye. Though we all had a gut feeling it would come to this, none of us wanted it. So, my job description has changed overnight. I am no longer teaching melody and rhythm. I am offering a place for connection and a site to see a familiar face. We are making music to mend hearts. -Though these times are unprecedented, we can still learn from each other and adapt. While online lessons are certainly no substitute for face-to-face interaction, you do what you have to do under the circumstances. This will pass and, I believe, change the future of education in a positive way for the foreseeable future. -This is not what we do. This is not who we are. The real magic happens when we are standing in front of our ensembles making music together. That cannot be done in a virtual setting. Yes, we will use this time to love on our students individually and cheer them on to continue working on their skills. However, I do not want anyone to think for a moment that this is ‘good enough.’ As the world endures and adapts, I want people to remember and long for the music ensembles that have enriched our society. -No loss is too small to be grieved. -The worst grief is your own. There is no comparative suffering. -We have all lost something during this time. -Our medical persons and first responders are going to suffer PTSD after this. They will need us to care for them for a long time going forward.
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-Over the past few weeks, it has felt like waves of disappointment have crashed by but have never dissipated. We are grieving together the loss of our adjudication events, concerts, and non-music events like prom and graduation. Springtime is so special because it’s the conglomeration of our work for the entire year. But we have to remain vigilant and keep uplifting one another. In our schools, we are the ones kids love and attach to because we create a community for them to be safe, understood, and heard. It is still our task to check in with our students to remind them just how much we care about their well-being, both physically and emotionally. -This is definitely a time of uncertainty, and it is okay to give yourself permission to grieve. Our students are looking to us to see how we manage our grief. So, let’s get out there and share music with honesty, passion, and empathy. It may not look or sound the way we imagined, but there is inherent value in the work we are doing. Reach out to each other to ask for help if you need it and know that you have a network of music teachers behind you to support and guide you. -This is our time to rise above and be as creative as possible and to use music to help students cope with their feelings. -Remember when you felt like you had no time for family, outdoors, home projects, cooking, going to the grocery store, petting your cat or dog, walking, setting goals for summer and next year, reading books or the Bible, volunteering, practicing YOUR instrument, etc? Use this time to have quality time with your family! Try to be positive and use this time to reconnect, reflect, and reach some personal goals. Pray for our country and the world. Try to make a positive difference in peoples’ lives, volunteer, do thoughtful things, and reconnect with family and friends. -There are many things to be grateful for if we choose to do so. We can be grateful for the time with our significant others and our children. We can be grateful for video conferencing technologies that connect us with our friends and family members around the world. We can choose to embrace a new type of creativity during these times by discovering new tools or new ways to use old ones with our classes. We can choose to be thankful for whichever students log into our websites to access our lessons. And last, we can choose to continue being the best music teachers we know how to be, even if it is just for a handful of students. -It’s okay to slow down from the breakneck speeds we are used to during this time. It’s okay to do less. Keep the kids making music, but also take care of yourself and yours! Some kids will stay on track but most will not. Slow down, find the silver lining in this season of life. Enjoy this family time, pick up something new, read that book you’ve been meaning to read, listen to the podcast, find your workout routine, cook a new recipe, clear out your inbox, or just binge watch on the couch. Do whatever makes you happy and gets you closer to the person you want to be. -My beliefs are that people will come together and work hard to accomplish great things. -For anyone who was starting to ‘burn out’ or become discouraged, I hope that when you are reunited with your students, you find renewed strength and determination – not to have the best or talked about program, but the most meaningful relationships with your students. Stronger relations and connections will help to create a stronger community that can promote a greater understanding and appreciation for each other through music! -Jesus said it best - “Do not worry about tomorrow for tomorrow will worry about itself. Each day has enough trouble of its own. Matthew 6:34
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-Like my students, I miss you and love you. When this is over, I hope we can realize and continue to utilize all of the positive words, ideas, encouragement, support, and actions that came about during a time of uncertainty, fear, sadness, and death. -Embrace the time and find the positive. Pray together, play together. Relationships are undervalued in our society. Perhaps this time in history can help us find depth in our relationships with each other. -There is no need to stress out over this. This is one of those situations where we are forced to admit that we are not in control. Being a control freak, I had to seriously adjust to the new normal. However, working and grading on the back porch has definitely become something I have come to enjoy! - It’s ok to be sad. We all work very hard and love our students so the sudden inability to share those big concerts with our communities is a loss. -I have been teaching music since 1984 and would never have dreamed up this time in our history. I started out teaching on a cart with a handful of records, a Casio keyboard and few rhythm sticks. I never imagined the technology we would have to be able to teach music in this manner. It has been overwhelming at times, wonderful at times and brought a lot of people together for a cause, even though we have been separated. I have loved the virtual meetings with other music teachers in my district. We have actually spoken more during the last 3 weeks, than we did this entire year. What an amazing group of people I work with. We are truly in this thing TOGETHER! -Music is such great therapy during times of uncertainty. We provide our students with something that goes beyond learning facts. We provide them an outlet to express their creativity and relieve their anxieties on so many levels. -There are a lot of unknowns. However, I do know that God is in control, always has been, always will be. I do think that some good things will come out of this. We are focused on others now instead of how different we are. The earth’s atmosphere is getting a short rest from our pollution. The “Jubilee” time promised by God has happened whether we wanted it to or not. My neighbors have put up Crosses in their front yards calling it “Faith over Fear.” Change is part of life. Life may be different after this, which is what usually happens after a global event. God is bigger and greater and in control. -The sacrifices we make today are worth it. And this proves we are all connected, whether we like it or not! -Thank you, my colleagues, for jumping in with all of your great, creative ideas. It’s overwhelming to find things for my students to work on but connecting with everyone on social media has been so helpful. I’ve been able to find lesson plan ideas, videos, and more. I am glad to be connected to a group of such inspiring and imaginative people. -While we cannot always control our circumstances and the trials we are dealt with, we can always choose how we respond to such situations. Always try to find the “silver lining” in every situation. God is still in control and He has a plan for all of us. - I imagine that we will all appreciate our time with our students even more in the future than we have previously. And I hope we all find some joy in knowing that the time away from our schools is special too. -For those of us who do, and will, believe in God, trust Him and everything will in the future be better! Let us learn from our past, appreciate it (good or bad) and allow this time in our history to be a time that we cherish and focus on being better educators, musicians, and most of all, better people, as we influence and educate others along our life's journey. 38
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-Keep calm and carry on -This will have far reaching impacts on our programs and our personal lives. I think we need to remember our personal core beliefs and what is truly important to us and I also think we need to remember that the only thing we can ever control is ourselves, thus it does no good to worry about the rest. -I have felt overwhelmed, unfocused, and paralyzed with my fear of the unknown. This led to eating too much, eating salty carbs while sitting on my couch with the news on. This is normal. But now I am trying really hard to focus and get some things accomplished. This is not easy, however, and I am scattered. But I do know that we will get through this. -This situation has forced us to slow down and grieve the loss of our programs for a short while, and at the same time forced us to speed up our learning curve with digital learning. It’s going to take a conscious effort to reconcile those two things for a few months. I hope this time will help us all put what’s really important in perspective, but also use that knowledge to make us better, more compassionate teachers going forward.
Congratulations to these Georgia school districts for receiving the BEST COMMUNITIES FOR MUSIC EDUCATION award from the NAMM Foundation! The award program recognizes outstanding efforts by teachers, administrators, parents, students and community leaders who have made music education part of a well-rounded education. Designations are made to districts that demonstrate an exceptionally high commitment and access to music education.
•Baldwin County School District
•Fulton County Schools
•Clarke County School District
•Gwinnett County Public Schools
•Cobb County School District
•Putnam County Charter School System
•DeKalb County School District
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YEAR OF RETIREMENT
YEAR OF RETIREMENT
Carla Memmelaar Carla Memmelaar, joined
the music staff at Dekalb County’s Chamblee Middle School in 2007 where she is currently the band director. A 32 year classroom veteran, Carla is a woodwind expert specializing in clarinet, flute, and saxophone. She attended Georgia State University where she received a Music Education Degree with Honors. She is the current district secretary for the Georgia Music Educators Association where she has been an active member since 2007. Mrs. Memmelaar is currently the principal clarinetist in the GSU Perimeter College Community Wind Ensemble under the direction of Mr. Slava M. Prudchenko. During the 2013-2014 season, she performed two major works for the clarinet including Rimsky-Korsakov's Clarinet Concerto for Clarinet and Military Band as well as Carl Maria von Weber's Concertino for clarinet. In the summer of 2018, Carla was a featured conductor in the group conducting Pirates of the Caribbean. She is also a member of the Gwinnett Wind Symphony on clarinet. She also enjoys playing the alto saxophone as a part of the worship team at Faith Cornerstone Church. When asked what her philosophy of teaching Carla said, “Teaching is a very important part of my life. It is my calling. Learning an instrument can be such a rewarding experience. I look at each child as an important part of the band and work to help each student reach his or her potential. The thing I like most about being in band is that nobody sits on the bench! Everyone has a unique part in contributing to the overall sound of the band.” Carla and husband, Dale, have a daughter, Ashleigh, who is in her fourth year as a general music teacher at Hightower Elementary School. Their son, Joseph, and daughter-in-law, Suzy, just had a beautiful baby girl. Carla is looking forward to retirement and being able to spend more time with her family while continuing to perform in ensembles and at church. 40
NEWSLETTER | FEBRUARY
YEAR OF RETIREMENT
YEAR OF RETIREMENT
John Garner John Garner,
is retiring from the middle school orchestra classroom after 28 years of instruction. He started his career in DeKalb County Schools where he taught at Peachtree Middle School, Shamrock Middle School, Henderson Middle School, and Chamblee Middle School. During his final four years in the orchestra classroom, Mr. Garner taught at Grace Snell Middle School in Gwinnett County. During his career, Mr. Garner served as an adjudicator, clinician, organizer and host for many GMEA and county-wide events. He also assisted with the DeKalb Youth Pops Orchestra, the DeKalb Youth Symphony and Encore! Orchestra Camp. Mr. Garner's go-to places for orchestra festivals were Carowinds, Disney and Universal Studios.
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YEAR OF RETIREMENT
YEAR OF RETIREMENT
Tina Butler Mary "Tina" Butler,
is retiring this
year after over 30 years of teaching. Tina graduated from Shorter College and taught for two years in Rome, GA at Garden Lakes Elementary and Coosa High School. She helped start the choral program at Coosa. She then moved to Louisiana with her husband Brad where she taught preschool at New Orleans Baptist Theological Seminary and then at First Methodist of New Orleans. After receiving her Master’s of Religious Education from NOBTS, she substituted for the music teacher in Pearl River and Sixth Ward, Louisiana. She then taught Kindergarten at First Baptist Church of Pearl River all the while using her music degree. Tina and Brad then moved back to Georgia where she taught Kindergarten at Smoke Rise Baptist Church and Preschool at First Baptist of Marietta and Piedmont Baptist Church. She also used her music skills at church and teaching private piano and organ lessons. The family, now including two sons, moved to Indiana where Tina taught music at Little Rainbow Preschool and then started Sonshine Preschool at Memorial Baptist Church in New Castle, IN. She also was a Special Education aide in the New Castle School District. Tina continued to use her music at church and through private lessons.
The family then moved to Warren, MI where Tina taught Preschool at L’Anse Creuse Childcare Center in the Harrison Township District and then became the Band, Hand bells, Elementary music and High School Chorus teacher at Macomb Christian Schools. She then became the Elementary and Chorus teacher at Huron Park and Eastland Elementary Schools in the Roseville Community Schools District where she was a member of Michigan Music Educator’s Association. During this time, Tina also learned to play the ‘cello which she played in her church orchestra. After over 14 years in the upper Midwest, the family moved back to Georgia where Tina became the Chorus teacher at Richmond Hill Middle School in Bryan County. Tina taught there for eight years where her groups consistently scored Superior ratings at LGPE. Every year at least one student also was a member of Middle School All State Chorus. In 2011, a mixed ensemble performed two lobby performances for the GMEA convention in Savannah. Her groups also performed at various venues in the area. For the past seven years, Tina has been the Elementary music and Chorus teacher at Bryan County Elementary School. Her groups consistently earned Superior at LGPE. She has also had groups perform in various venues around the local area. Tina has also had the opportunity to perform with a Community Chorus started by her high school Chorus teacher. In 2008, 2016 and 2019 the group traveled to Great Britain, Italy and Austria and France and Belgium and performed in such venues as St. Paul’s Cathedral, the Vatican, and the WWII cemetery at Normandy. She credits her Chorus teacher, Mr. James T. McRaney, with her love of performing and singing in chorus. Tina was also quoted in the “Inspired to Inspire: Music Educator Bucket List” by Group Travel Network. She said, “The best day is when my students are excited and participate in my music lessons and I can see a vision outside of the moment. The vision might be of becoming part of the culture we are studying, through music or what an individual student can achieve through music” Tina has continually tried to develop and improve her skills. She has taught, conducted, accompanied, learned new instruments and even been a page-turner. Upon retirement, she plans to move again and continue to use her music in church and any other way that is available to her.
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43 www.gmea.org/research NEWSLETTER | DECEMBER
Music Adjudication NFHS Core Course highlights • • • • •
ROLE OF THE ADJUDICATOR TRIPLE-C METHOD COMMENTS AND SCORING DIFFERENT ROLES YOU MAY SERVE EXAMPLE STUDENT PERFORMANCES
Music Adjudication provides an opportunity for performing arts students to develop by further improving their skills through constructive feedback. To help you, as an adjudicator, support the development of these skills, the NFHS has created the course Music Adjudication. This course has been designed to provide adjudicating basics and guidelines, teach you how to properly comment on and give constructive feedback on a performance, as well as further explaining the different roles in which you may serve as an adjudicator. Example student performances are included to give you an opportunity to practice adjudicating real performances, while also providing guidance on what to note during a particular performance. To learn and improve upon your adjudicating skills, take the course Music Adjudication, available for free at the NFHS Learning Center. The NFHS endorses clock hours for each course. Check with your organization to find out if you will get Continuing Education Units for recertification.
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NEWSLETTER | FEBRUARY
WASH YOUR HANDS & KEEP MOVING FORWARD