perspective by being aware of what you can and cannot affect. Don’t be afraid to use the “Do Not Disturb” sign for something as simple as not having school emails connected to your phone. Know there will always be ups and downs.
This year, INfORM will offer ways we can combat burnout as music educators. In each issue, we will talk to different music teachers at various points in their careers and ask them how they deal with burnout. In this first issue, we will hear from DiaShamar Marshall, Tori Condra, and Glenn Northern about what they do during the summer to fill their cup and have a positive outlook on the school year.
erriam-Webster’s Dictionary defines burnout as “exhaustion of physical or emotional strength usually as a result of prolonged stress or frustration” (Miriam-Webster, 2024). Anyone who has been in the teaching profession has likely experienced a few of the symptoms of burnout. Things such as disillusionment over the job, cynicism at work, impatience, lack of satisfaction in accomplishments, lack of energy, unexplained aches and pains, and changes in sleeping and eating patterns (The Mayo Clinic, 2024).
There is not one particular reason for experiencing burnout. One possibility is you may feel a lack of control over your teaching schedule, your workload, or even having everything you need to complete your job successfully. There may be a lack of clarity from your administrators about what is expected of you in your position or you may have conflict with your colleagues. Burnout could also stem from a lack of support at school or home or simply not having enough of a worklife balance.
However, there is something you can do to combat burnout throughout your teaching career! Find a colleague that you can be vulnerable with and go to for help. Strive to have a work-life balance and manage your time well. Make your day interesting and fun for both you and your students. Don’t be afraid to make time for yourself. When you feel hopeless, find your
In a three-part series, INfORM is also taking a look at Indiana’s proposed GPS+ High School Diploma and how that will affect music education. In this issue, Brian Weidner summarizes the plan and discusses ways to provide feedback on the proposed plan.
Finally, I would like to introduce myself as one of the editors of the INfORM editorial board. My name is Michelle Brinkman and I am the K-5 music specialist at Nora Elementary in Indianapolis, IN. This school year began my 28th year of teaching! When I am not teaching, I love spending time with my husband and daughter. We enjoy traveling and one of our goals as a family is to visit all 50 states. I am also a dog mama to three beautiful Australian Shepherds who always make me smile and laugh at their shenanigans!
REFERENCES:
Merriam-Webster (2024). Burnout. In Merriam-Webster.com dictionary. https://www.merriam-webster.com/dictionary/burnout
“Job Burnout: How to Spot It and Take Action.” The Mayo Clinic (2024). https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/burnout/art-20046642
Tatiana Smirnova
prelude:
MARK YOUR CALENDARS WITH THESE IMEA DATES!
IMEA will continue to publish further details and information at https://www.imeamusic.org/
2024 High School All-Region Choir
• Registration Deadline: October 9, 2024
• North Site: November 5 at IU South Bend
• Central Site: November 21 at University of Indianapolis
• South Site: November 7 at AIS-Diamond, Evansville
• For more information visit: https://circlethestate.imeamusic.org/hs-all-region-choir
Honor Ensemble Deadlines
• Elem/MS Honor Choir: October 9, 2024
• All State Handbells: October 9, 2024
• All State Percussion: October 9, 2024
• Honor Concert Band: November 6, 2024
Beginning & Developing Teachers Workshop
• November 12; Indianapolis
• For more information visit: https://www.imeamusic.org/beginning-developing-teachers-workshop
2025 Circle the State With Song Festivals
• Registration Deadline: December 11, 2024
• February 15 – Area 2, Area 3, Area 3A, Area 4, Area 5, Area 6
• March 1 – Area 1, Area 2A, Area 4A, Area 7
• TBD – Area 8
• For more information visit: https://circlethestate.imeamusic.org
2025 IMEA Professional Development Conference
• January 16-18 in Fort Wayne
• Early Bird Registration ends December 11
• For more information visit: https://conference.imeamusic.org
Festival & Clinic
• February and March Dates TBD
Folk Dance Festival
• May 3, 2025
Composition Competition
• Entry deadline is June 7, 2025
INTERESTED IN SERVING IN A VOLUNTEER LEADERSHIP ROLE?
IMEA Board Openings
• Composition Competition Chair
• For more information email the IMEA Office at office@imeamusic.org.
Circle the State With Song Coordinator Openings
IMEA is currently looking for a Middle School coordinator (or co-coordinators) for Area 7.
If you are interested or would like more information, contact State Chair Lindsay Bollhoefer – lindsay.bollhoefer@nwsc.k12.in.us.
PRESIDENT’S MESSAGE
Are you a Carrot, an Egg or a Coffee Bean?
offee is a requirement for me in the morning. My brain doesn’t seem to start functioning until sometime around the second hour of school. I usually have my timer set on my coffee machine at home so that the pot is ready by the time I am walking out the door. The warmth and flavor of the coffee gives me comfort and energy as I start my day. The coffee bean is truly a magical thing. One day I came across a book called “The Coffee Bean,” and I was intrigued. The book by Jon Gordon and Damon West is an easy read, and there is even a children’s version. The authors tell a story about a teacher who gives an important lesson to a student. Are you a carrot, an egg or a coffee bean? Life can be challenging as we face a new high school graduation diploma, diminishing time with our students, require-
ments by the state and our administration and all the other stressors that come to us from work and home. Life can feel like a boiling pot of water. Gordon and West skillfully ask us if we are a carrot, an egg or a coffee bean? A carrot in boiling water bends under the heat. An egg in boiling water hardens. However, the coffee bean transforms and gives me my cup of energy to face the day. Are you a carrot, an egg or a coffee bean?
In actuality, I think we are all three at different moments in our lives. There are times when I can’t help but be a carrot or an egg. It’s unrealistic to expect that every stressor we encounter will be navigated perfectly. Maya Angelou once said, “If you don’t like something, change it. If you can’t change it, change your attitude.” As you encounter the boiling water of life, I hope you find the courage to be a coffee bean.
Johann Sletto President, Indiana Music Education Association (IMEA)
Jane_Kelly
https://in.gov/bmv
This is the first article in a series exploring the concept of career burnout. Over the course of this year, our editorial team will conduct interviews with a diverse panel of teachers at three key points: the beginning, midpoint, and end of the school year. Our goal is to delve into how the demands of teaching affect the individuals behind the profession.
Our panelists represent a range of expertise, experience levels, genders, races, and locations.
In this edition, we are excited to feature insights from DiaShamar Marshall (band teacher with 8 years of experience, Black, Lawrence Central High School), Tori Condra (orchestra teacher, female, white, Broad Ripple Middle School), and Glenn Northern (band teacher, Penn High School, male, white, 36 years of experience).
Please note: Responses have been edited for clarity and length.
What is your outlook for the school year?
This school year is set to be the best yet in my time at Lawrence Central. I’ll be starting my 8th year in August. LC is a great place to be with incredible students. Our program is bigger and stronger this year with a great group of freshmen coming in. The program is led by a fantastic group of upperclassmen. I look forward to getting the year started and seeing how much the students grow.
DiaShamar Marshall Tori Condra Glenn Northern
myshkovsky
As I embark on my first year of teaching at a school after graduating from college, I am balancing hope with a realistic perspective. While I have lofty goals for my orchestra program, I am aware that not all of them may be achievable this year. It is crucial for me to assess the program and determine the practicality of my ideas. I recognize the importance of maintaining a sense of realism while holding onto optimism throughout the year. I have yet to encounter any resources or individuals who have indicated the initial year of teaching will be easy. Teaching is a creative process, not a straightforward equation, although there are moments when I wish it were.
I am really excited for the start of our school year. Our marching band students have already started rehearsals. These students are a joy to be around. They are making excellent progress and taking very good care of each other. I am looking forward to seeing our concert band classes soon and helping those students get started making great music together. I work with a great team of music teachers both at Penn and through our entire school corporation. These teachers are among the best human beings that I know and I am so fortunate to work among them.
What do you do to “fill your cup”?
My favorite thing to do outside of teaching is play video games with my friends; all of which are either current band directors or are gigging musicians. We talk shop a lot while we play games. You would think this is not really disconnecting or “recharging” because we’re still talking about band; however, it is refreshing to bounce ideas off my friends in a nonband setting. The non-band setting I think is the key. Something is occupying my mind while we have these discussions. In addition to that, I try to be as social as possible, whether that’s biking, swimming, cooking dinner, game nights; all with friends.
One of my goals for this year is to not confine myself to just staying inside my four walls. I can easily see myself doing that because of the person I am. I enjoy cycling, baking, and spending time with
my family and friends. I feel the need to have hobbies outside of music, despite my love for music and my desire for a career in it. I don’t want all of my hobbies to revolve around music. Another way I “refresh myself” is by taking time to reflect on my personal growth in all areas of my life and acknowledging how much progress I have made. During my student teaching experience, I had two exceptional cooperating teachers. They encouraged me to record my lessons and watch them again for self-improvement, even though I have to admit it was quite cringe-inducing at first. After a few weeks of reviewing my videos and reflecting on them, I noticed significant growth in my teaching skills.
Recently, I resumed playing (as a percussionist) more actively than I have been for the last 15 years. I joke that the percussionist in me “left my soul” after hearing twelve percussion ensembles play Sabre Dance at a district level solo and ensemble contest in 2009. However, I have really enjoyed playing recently in some professional ensembles such as the Elkhart County Symphony and the Grace College Wind Ensemble. I have also acquired enough instruments to build a percussion studio in my basement. The realization that I can be a better musician now than I was as an active undergraduate or grad student performer has been very good for me. We really are never too old to learn.
I am also in the process of refurbishing a set of timpani for my home studio. Doing work like this with my hands has always appealed to me because of the precision and detail needed in the process. I enjoy woodworking for the same reason.
How are you dealing with the challenges that you are facing right now?
I am very fortunate to work in a school and school district that truly supports the things that we do. Our band program is extremely diverse culturally and economically. If you’ve ever seen Lawrence Township at a marching band event or Lawrence Central at an ISSMA event, we are typically the only group that looks like us, or one of the few. I am so proud of that! However, there are challenges that come with that, especially in our profession. The expectations
for what our students can achieve are often low from those on the outside. Assumptions are made regularly. However, here at LC, those expectations are just as high if not higher than many of the other groups around. You see, in music education, you often see the more affluent programs rise to the top. Those programs have high expectations for their students as well and a high level of education is happening. The difference is the “at home” resources. Not every student at LC can afford private lessons, yet through the support of our administration, students have those opportunities. Not every student can afford to be in the marching band, yet through administrative support and the support of our community, students have that opportunity.
In addition to those things, a challenge I face is being one of the very few black music educators in the state of Indiana. I, along with my students, deal with microaggressions, racial remarks, assumptions based on how we look, etc. whenever we leave the safe confines of LC. Unfortunately, our students have come to expect it. We teach them the importance of class and poise. I tell them all the time, “When we arrive, some people will look at us and decide how we will perform. However,
only you have that power. Our job is to go and have the best performance we can have.” By doing so, we prove those people wrong. Our students are strong, confident and talented. Their expectations for themselves are high. My expectations for them are high. The community’s expectations for them are high. Because of those factors, our kids achieve and are right there with some of the best in the state. Lawrence Central is truly a special place with special students. I am beyond thankful to have the privilege to work here each and every day.
Oh dear! I am feeling quite nervous leading up to the first day of my career. I am anxious about everything from teaching in my classroom to meeting my fellow staff members. I am incredibly excited to have the opportunity to establish a program from scratch, but as a first-year teacher, it all feels quite overwhelming. I often remind myself when faced with challenges and feeling nervous, like when I accepted my current job, I should embrace the mindset of “Go big or go home!” This attitude usually helps me push through until I become more confident in my abilities. Over the past three years, I have made a conscious
effort to train my mind to focus on positivity in the face of adversity. I now see failure as a chance to learn, not a dead end, and I have become more comfortable with being vulnerable in order to try new things. This journey towards a positive mindset has been long and I am still on it. However, I firmly believe that maintaining a positive outlook unlocks the potential for growth, learning, and new opportunities.
As a young teacher, I am sure that I was more reactionary in how I responded to the challenges I faced. Fortunately, I have learned to calm myself and now I listen more than I speak. When I talk with my administrators about any concerns, I always bring at least one possible solution to offer. We need to be problem solvers, especially in this moment when the problems are more frequent and bigger than ever. I am
fortunate to work with a great team of administrators at every level of my school corporation. They understand the value of a quality music education and do an excellent job of supporting the work of our students, staff, and parents in creating positive life-changing experiences for our students. With that said, I take every opportunity to educate our administrators, parents and school board members about the benefits of music education and how it helps our students in all aspects of their lives. We all must advocate for our students and what is best for them. In the larger scope, educators must stand together against the policies our state level decision makers are currently proposing. We must help people understand the dangers of some of these policies and the limitations they may put on our students’ educational futures. Not to mention the threat that they create for curricula such as music education.
THE NEW INDIANA DIPLOMA: AN OVERVIEW FOR MUSIC EDUCATORS
his article is the first of three to be published in INform to investigate the proposed administrative rules regarding high school diplomas in Indiana. This first article summarizes the proposed “New Indiana Diploma” (as of August 14, 2024) and discusses ways to provide feedback. The second article will investigate the role of and impact on the arts within the New Indiana Diploma. The third article will discuss actions by music educators to maximize opportunities under the New Indiana Diploma, which is scheduled to be adopted by December 2024 and enacted no later than October 1, 2028 for the Class of 2029.
A Brief Overview of the New Indiana Diploma Proposal
Since 2018, Indiana high school students have selected between one of six diploma paths: General, Core 40, Academic Honors, Technical Honors, Graduation Pathways, and Alternative. From 2021 through 2024, Indiana legislators adopted a suite of bills that called for a radical reorganization of Indiana high school diplomas. Among other requirements, this legislation set two key mandates for the Indiana Department of Education (IDOE), the Indiana State Board of Education (ISBE), and Superintendent of Schools Katie Jenner to (1) simplify diploma offerings and (2) focus on jobbased competencies.
Proposals for this diploma redesign were first presented in March 2024 as the “GPS” and “GPS+”
Diploma proposals. Following a public comment period, this plan was dramatically reworked into the “New Indiana Diploma” (NID), which was publicly presented on August 14, 2024. The NID provides a base foundation for requirements toward high school graduation that largely maintains the same number of credits for each discipline from existing diplomas but provides additional flexibility for what coursework students may take to better meet their needs. This was coupled with the elimination of some specific required courses, such as Geometry and Economics. Importantly for the fine arts, a notable change is the elimination of 5 credits of Directed Electives for world languages, fine arts, or career and technical education courses. In its place, Personalized Electives have been increased from 6 to 12 credits, which can include (but are not required to include) fine arts coursework alongside any other courses which students choose to take to advance their personal educational goals.
The NID also includes 3 “seals” that can be affixed to the base diploma: Enrollment, Employment, and Enlistment. Enrollment seal requirements closely resemble the current Honors diploma by including more rigorous and specific course requirements. Employment seal requirements include market driven credentials, 100 hours of work-based learning, and attendance goals. Enlistment seal requirements include participation in JROTC, completion of the ASVAB test, and attendance goals. Each of these seals can be enhanced with an
Honors Plus seal that includes further attainments, notably including work-based learning requirements which can be achieved through paid and volunteer work before, during, and after school or during summers. The current proposal for the NID has no clearly defined guidelines for preparing workplaces for an influx of high school-aged employees/interns or for supervising student learning experiences in work-based settings.
Concerns for Music Educators
Within the music education community, several key concerns have arisen. First, while the arts remain an option within Personalized Electives, the lack of any fine arts requirements removes many students from fine arts study in their high school education. Second, the “top 6 durable competencies” for the workplace that the Honors Plus seal targets are at the center of performing arts activities, including collaboration, communication, metacognition, leadership, critical thinking, and character. Minimizing access to the performing arts reduces authentic learning opportunities that the Honors Plus seal is intended to address. Additionally, the extended expectations for work-based experiences for the Honors Plus diploma may minimize the time students have to engage in meaningful curricular and co-curricular activities that enhance educational learning.
Opportunity to Provide Feedback
The window is still open to provide feedback to the ISBE through https://form.jotform.com/240674433441049 All concerned parties are encouraged to engage in this dialogue. IMEA and its arts education partners through the Indiana Arts Education Network have highlighted the following requests:
1. Include a requirement for the fine arts, in addition to inclusion within the “Personalized Electives.”
2. Include after school performing arts activities as “work-based learning” experiences that meet the durable competencies of communication, collaboration, metacognition, leadership, critical thinking, and character.
For further information, visit https://www.in.gov/sboe/ files/8.14.24-SBOE-Diploma-Progress-Update_Slides.pdf for an overview of the New Indiana Diploma.
MEMBERSHIP
Spotlights:
BENEFITS OF IMEA MEMBERSHIP
In each edition of INform, we will feature several IMEA members who have supported IMEA over the years. We asked each member why they choose to support IMEA and how long they have been involved. If you’re not yet a member or you need to renew your membership, let their stories inspire you to give back.
BROOKE BOWLING
MUSIC TEACHER, GRASSY CREEK ELEMENTARY, GREENWOOD, IN
ELEMENTARY CIRCLE THE STATE WITH SONG CO-COORDINATOR — AREA 5
“I support IMEA because it offers many opportunities to bring kids and music educators together to create beautiful music. I’m thankful for the work that goes into putting together these events and our professional development opportunities. I have been a member of IMEA since college and throughout my 24 years of teaching music.”
PENNY DIMMICK
BUTLER UNIVERSITY SCHOOL OF MUSIC
ASSOCIATE DIRECTOR FOR UNDERGRADUATE STUDIES
PROFESSOR AND COORDINATOR OF MUSIC EDUCATION
“I have been involved with IMEA for over 35 years, and I have served on the Executive Board as Collegiate Chair for over 25 years. My early involvement with IMEA was primarily with the annual Professional Development Conference. As a public school music educator, I looked forward to all the wonderful ideas and materials I would get at the conference and I
also appreciated the time to network and “hang out” with other music educators. Through the years, however, I have seen and experienced so much more through IMEA and have a tremendous appreciation for all that IMEA does for music education, for music educators, and especially for music students in the state of Indiana.”
DAVID ELLIOTT
ASSISTANT BAND DIRECTOR, ELKHART HIGH SCHOOL & PIERRE MORAN MIDDLE SCHOOL
IMEA HONOR BAND CO-COORDINATOR
“I am about to begin my 16th year of teaching, and I have been involved with the state MEA at every school I’ve been at. My association with IMEA goes all the way back to playing in the IMEA Honor Band in high school! I appreciate the advocacy IMEA does for educators with our state legislature, as well as the variety of opportunities provided for music educators in all grade levels and areas of music. I have had fantastic mentors and friends I met through IMEA activities, and feel it’s an essential professional organization for music educators in Indiana.”
Join or renew your membership at https://www.imeamusic.org/join-renew.
BY ERIC BURGESON
PROGRAM HIGHLIGHT:
JAZZ AND AUDIO TECH AT HERRON HIGH SCHOOL
Herron High School is a tuition-free, college-preparatory, liberal arts, public charter school in Indianapolis, serving students across the metro area, Marion County, and central Indiana. HHS is a diverse community, 44% of students are economically disadvantaged and 48% fall into minority categories. All students have equal access to educational opportunities: 85% take AP Exams, we have a 92% graduation rate, and a 100% college acceptance rate.
Herron has long-used jazz as a vehicle for musical learning. Uniquely, the Herron Band Department‘s primary large performing ensembles are jazz bands. From beginner to advanced, the four ensembles are co-curricular and hold concerts throughout the year. The bands are routinely coached by faculty members from Ball State, University of Indianapolis (UIndy), and Butler. The Advanced Band regularly shares concerts with the UIndy Jazz Ensemble.
Contemporary musicians must use technology to remain current and connected to the larger music world. The ability to produce music in the studio is just as important as being able to perform it live. Consequently, I started Audio Club to reach more students, teach music production (in-studio and live), and develop a “tech crew” to support the jazz ensembles. Over time,
the club has become comfortable with live sound reinforcement, recording concerts, podcasting, and digital music production. We have worked closely with the UIndy Music Technology Department, who has donated old audio equipment to our club and given them opportunities for hands-on experiences with professional grade equipment on campus for several years.
This focus on jazz and use of Music Technology, although unconventional, creates independent music-makers and life-long enthusiasts. I have found that this engages those students who usually drop out of a traditional band program. Since instruction in improvisation is a priority for all groups, young musicians who chafe at reading music are encouaged and better prepared for other ensembles in the future. Jazz also connects more effectively with our students’ families and local community.
“Combo” is jazz chamber music which benefits students’ aural development, independence, ensemble communication, expression, etc. As a core part of the curriculum, I emphasize authentic jazz skills in a combo setting to supplement traditional musical learning: reading and performing from lead sheets, combo roles, active listening, and additional small group skills. I’ve used this approach since the global pandemic to rebuild students’ technique, demystify live jazz, and as
a resilience measure against absenteeism. Students who are comfortable in combo transfer these abilities to jazz ensemble – complex big-band charts become more straight-forward and students play with more confidence throughout the program.
I’ve found students studying jazz and Music Technology yields three-fold success: better student retention, classroom engagement, and students enjoyment of the rehearsal and performance process. I have been able to reach more students who are interested in music and deepen their competency with Audio Club. While this approach is perhaps more complex and less traditional, it prepares students to make music independently, cultivates informed listeners, and creates life-long fans of jazz.
Eric Burgeson is a 2006 graduate of the University of Indianapolis, Magna Cum Laude, and a 2017 graduate of the University of Florida, Summa Cum Laude. He has taught privately for the University of Indianapolis, the UIndy Community Music Center, Sonata Studios, and Rock City Music. Eric was the assistant HS band director for Rush County Schools for 11 years (2006-2017), participated in the 2010 Summer Conducting Symposium at Northwestern University, and presented at the 2013 IMEA convention. In 2017, he was appointed Director of Bands/Jazz Program Director at Herron High school.
What is Circle the State With Song?
For 35 years, Circle the State with Song (CSWS) has been an integral part of Indiana’s choral landscape. This program is a statewide choral festival for elementary and middle school choirs where students spend a Saturday working with a clinician on music that they have spent time preparing in advance. At the end of the day the students get to show off all of their hard work in a concert for the public. This experience is for your choral students who need enrichment that goes beyond the day-to-day choral setting.
What do you get out of this as a teacher? This day provides you with the opportunity to observe and learn from the clinician working with your students. You also have a chance to network with fellow music teachers, exchange ideas and simply have time to connect with people who are in similar teaching situations.
Students who participate in CSWS are eligible to audition for the IMEA Honor Choir at the appropriate level, either elementary or middle school. Each of the Honor Choirs is a select group of approximately 150 singers chosen by audition recording and teacher’s recommendation. After two days of rehearsal, the Honor Choirs are featured guest performers at the Indiana Music Education Association State Conference in Fort Wayne. This year we’ve got two excellent clinicians, Greg Gilpin and Roger David. Our elementary choir will be premiering a commissioned piece by Indiana composer, Leeann Starkey, which will also be on the elementary CSWS repertoire list for 2026! In 2018 we saw the lack of experiences for high school students who needed something above and beyond the classroom. This led to the expansion of CSWS to include the All Region Choir (ARC). This was created to give high school students around the state the opportunity to participate in a festival experience,
much like they experienced with CSWS in elementary and middle school. These high school students spend half of a school day working with a clinician and give a performance in the evening. Today we are proud to offer three locations for this festival.
News and Changes for Circle the State with Song and All Region Choir
The state chairs and area coordinators for CSWS and ARC are always working to grow our area festivals. Growth means that we are able to enrich more students’ lives with a quality music education experience that expands upon their classroom knowledge. We are also able to advocate to parents and administrators the importance of music education in our schools. In a time when the future of music education in our schools is, yet again, uncertain, it is critical that we have these opportunities for advocacy. In an effort to grow our reach, while still providing students with the opportunity to perform with a large ensemble, we have combined areas 8 and 8A. We believe that this will provide the best possible experience for our students in those areas. We have also dissolved the Indy Area festivals in order to grow the surrounding areas that were originally in place. We are welcoming new area coordinators to areas 2 and 6, and we are still looking for a middle school coordinator for area 7. If you are interested in joining our team, please contact our state chair, Lindsay Bollhoefer. If you are interested in joining our team, but there is not an opening in your area, still contact our state chair. Positions open up frequently and we would love to add your name to our list of people to contact in the event that a position opens up.
Our current CSWS and ARC repertoire lists, along with rehearsal tracks, are available at our website. If you are on the fence about participating in this year’s festivals, visit the website and peruse the repertoire. We will also be having a reading session for the 2026 repertoire at this year’s IMEA Professional Development Conference in January. We would love for you to join us for this fun and informative session.
Important 2024-2025 Deadlines:
High School All Region Choir Deadline: Wednesday, October 9,2024
Elementary & Middle School CSWS Registration Deadline: Wednesday, December 11, 2024
Honor Choir Audition Deadline: Wednesday, October 9, 2024
2024-2025 Clinics & Performances:
HIGH SCHOOL ALL-REGION CHOIR CLINICS:
North Site: November 5, 2024 — IU South Bend
Central Site: November 21, 2024 — University of Indianapolis
South Site: November 7, 2024 — AIS-Diamond
ELEMENTARY AND MIDDLE SCHOOL CSWS PERFORMANCES:
February 15, 2025 — Areas: 2, 3, 3A, 4, 5, 6
March 1, 2025 — Areas: 1, 2A, 4A, 7
TBD — Area: 8
Contact Information
For more detailed information regarding CSWS, ARC or Honor Choirs, please visit our website at https://circlethestate.imeamusic.org/. You may also contact your area coordinator by going to our Area Chairs & Staff page at https://circlethestate.imeamusic.org/area-chairs-staff
You may contact our state chair, Lindsay Bollhoefer, at lindsay.bollhoefer@nwsc.k12.in.us.
