April 2021 Southwestern Musician by Texas Music Educators Association

APRIL 2021

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Contents VOLUME 89 ■ ISSUE 8 ■ APRIL 2021

Features Through Perseverance, Joy . . . . . . . . . . . . . . . . . . . . . . 18 TMEA Invited Ensemble directors offer their reflections about preparing for this unique performance opportunity.

A Hopeful Future for Music Education . . . . . . . . . . . . 34 The essays by these two scholarship recipients offer us hope as we consider the future of our profession and opportunities for all students. [w e s l e y w y n n a n d n at h a n ko c k]

How to Build a Budget You Didn’t Know You Could Have . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Learn more about the Title IV, Part A funding your district likely receives and how you can apply for it to be used to support your program. [j o e c l a r k]

With the response to the COVID-19 pandemic ongoing, information printed in this issue is subject to change. For the latest updates, visit www.tmea.org and other relevant websites.

Updates and Convention Highlights Join Your Online Spring Region Meetings . . . . . . . . . . . . . . . . . . . . . . . . 2

18 Columns President’s Notes . . . . . . . . . 7 [j o h n

ca r r o l l]

Executive Director’s Notes . .14 [r o b er t

f loy d]

Welcome, 2021–2022 Executive Board . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Convention Clinics Remain Available . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Band Notes . . . . . . . . . . . . . 26 [da n a

p r a d e r va n d]

What MUSIConnects Means to You . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Help Preserve Fine Arts in Texas Schools. . . . . . . . . . . . . . . . . . . . . . . 17 Submit a Proposal for the 2022 TMEA Clinic/Convention. . . . . . . . . . . 24 2021 TMEA Scholarship Recipients . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Congratulations, Four-Year All-Staters . . . . . . . . . . . . . . . . . . . . . . . . . 39 The Journey Is the Reward: All-State Musicians Reflect . . . . . . . . . . . 46 Lessons Learned During the 2021 Clinic/Convention . . . . . . . . . . . . . . 62

Orchestra Notes . . . . . . . . . 40 [a n n

g. s m i t h]

Vocal Notes . . . . . . . . . . . . . 56 [j e s s e

ca n n o n i i]

Elementary Notes . . . . . . . . 64

[k at h e r i n e

j o h n s]

Convention Survey Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

College Notes . . . . . . . . . . . 72

on the cover

Lily Gidwani performs with the Horn Elementary Cardinal Choir (Houston ISD) for the 2021 TMEA Clinic/Convention. Photo by Tony Yarbrough.

[pau l

s i k es]

Southwestern Musician | April 2021

Editor-in-Chief: Robert Floyd

rfloyd@tmea.org 512-452-0710, ext. 101

Managing Editor: Karen Cross kcross@tmea.org 512-452-0710, ext. 107

TMEA Executive Board President: John Carroll

john.carroll@ectorcountyisd.org 1800 East 42nd Street, Odessa, 79762 432-553-2780 – Permian HS

President-Elect: Michael Stringer

mstringe@aisd.net 1200 West Arkansas Lane (Annex 1), Arlington, 76013 682-867-7662 – Arlington ISD

Past-President: Brian Coatney

Brian.Coatney@wylieisd.net 2550 West FM 544, Wylie, 75098 972-429-3111 – Wylie ISD

Band Vice-President: Dana Pradervand

pradervandd@yahoo.com 8226 Lakeshore Villa Drive, Humble, 77346 713-743-3627 – University of Houston

Orchestra Vice-President: Ann G. Smith

ann.smith@pisd.edu 3000 Los Rios Boulevard, Plano, 75074 469-752-9237 – Plano East Senior HS

Vocal Vice-President: Jesse Cannon II

vocalvp@tmea.org. 900 West Camp Wisdom Road, Duncanville, 75116 972-708-3764 – Duncanville HS

Elementary Vice-President: Katherine Johns

kjohns@fisd.us 116 Oaklawn Drive, Floresville, 78114 281-370-4040 – Floresville South Elementary

College Vice-President: Paul Sikes

plsikes@txwes.edu 8554 Kensington Court, North Richland Hills, 76182 817-531-4971 – Texas Wesleyan University

TMEA Staff Executive Director: Robert Floyd | rfloyd@tmea.org Deputy Director: Frank Coachman | fcoachman@tmea.org Administrative Director: Kay Vanlandingham | kvanlandingham@tmea.org Advertising/Exhibits Manager: Zachary Gersch | zgersch@tmea.org Membership Manager: Susan Daugherty | susand@tmea.org Communications Manager: Karen Cross | kcross@tmea.org Financial Manager: Cristin Gaffney | cgaffney@tmea.org

Join Your Online Spring Region Meetings The TMEA spring Region meetings will be held online using Zoom and will be in two segments: a full Region meeting and a division-specific meeting (Band, Orchestra, Vocal, and Elementary). We encourage you to install the Zoom software to be able to fully participate in the meeting.

How do I join a meeting? Go to www.tmea.org/regionmeetings and find your Region’s schedule based on your 2020–2022 alignment. Click on the link to log in to your TMEA account. If you don’t know your password, you can reset it at that point. Once you log in, you can click on the appropriate Zoom meeting link to register for the meeting and receive an email with a link to the meeting. You will do this for both the full meeting and the division meeting.

Which meetings do I join? Attend the meetings that apply to you based on your work. Meetings are being held by TMEA Region, division, and in some cases, by grade level (middle or high school).

Do I need a Zoom account to join? No. While it is best to download the Zoom software, this doesn’t mean you need to sign up for a Zoom account to join the meeting with the link provided. You may also join a meeting via audio only by calling the phone number provided in your registration email.

Information Technologist: Andrew Denman-Tidline | adenman@tmea.org Administrative Assistant: Rita Ellinger | rellinger@tmea.org

Questions?

TMEA Office

Email your Region President if you have questions about your Region meetings.

Mailing Address: P.O. Box 140465, Austin, 78714-0465 Physical Address: 7900 Centre Park Drive, Austin, 78754 Phone: 512-452-0710 Website: www.tmea.org Office Hours: Monday–Friday, 8:30 a.m.–4:30 p.m. (remotely via email)

www.tmea.org/regionmeetings

Southwestern Musician (ISSN 0162-380X) (USPS 508-340) is published monthly except March, June, and July by Texas Music Educators Association, 7900 Centre Park Drive, Austin, TX 78754. Subscription rates: One Year – $20; Single copies $3.00. Periodical postage paid at Austin, TX, and additional mailing offices. POSTMASTER: Send address changes to Southwestern Musician, P.O. Box 140465, Austin, TX 78714-0465. Southwestern Musician was founded in 1915 by A.L. Harper. Renamed in 1934 and published by Dr. Clyde Jay Garrett. Published 1941–47 by Dr. Stella Owsley. Incorporated in 1948 as National by Harlan-Bell P ublishers, Inc. Published 1947–54 by Dr. H. Grady Harlan. Purchased in 1954 by D.O. Wiley. Texas Music Educator was founded in 1936 by Richard J. Dunn and given to the Texas Music Educators Association, whose official publication it has been since 1938. In 1954, the two magazines were merged using the name Southwestern Musician combined with the Texas Music Educator under the editorship of D.O. Wiley, who continued to serve as editor until his retirement in 1963. At that time ownership of both magazines was assumed by TMEA. In August 2004 the TMEA Executive Board changed the name of the publication to Southwestern Musician.

Southwestern Musician | April 2021

School of Music

TCU School of Music

2021 SUMMER MUSIC

Camps & Workshops VOICE INSTITUTE • JUNE 2-4 COREY TRAHAN, JAMES RODRIGUEZ PERCUSSION CAMP • JUNE 8&9 BRIAN WEST SAXOPHONE WORKSHOP • JUNE 11&12 JOE ECKERT BAND CAMP • JUNE 14-19 BOBBY FRANCIS FLUTE WORKSHOP • JUNE 21&22 SHAUNA THOMPSON CLARINET WORKSHOP • JUNE 23&24 COREY MACKEY JOHN WILLIAMS AND THE MUSIC OF STAR WARS • JUNE 28-JULY 1 PAUL CORTESE HARP WORKSHOP • JULY 7-9 MALLORY MCHENRY ALL-STATE CHOIR CAMP • JULY 11-17 SHERI NEILL, CHRISTOPHER ASPAAS

FOR REGISTRATION INFO*, PLEASE VISIT OUR WEBSITE AT MUSIC.TCU.EDU/SMI.ASP OR CALL 817-257-7132 *ALL EVENTS SUBJECT TO CHANGE IN RESPONSE TO COVID-19

Welcome, 2021–2022 TMEA Executive Board

President John Carroll

D IV IS IO N A L

Band Dana Pradervand

Orchestra Ann G. Smith

President-Elect Michael Stringer

Past-President Brian Coatney

V ICE- PR ES ID E NTS

Vocal Jesse Cannon II

Elementary Katherine Johns

College Paul Sikes

2021 TMEA Clinic/Convention CLINICS REMAIN AVAIL ABLE THROUGH JUNE 30

• College Students: $0

• Retired TMEA Members: $20

Included in $25 membership. You Can Learn from Any Clinic If you haven’t yet attended every clinic of interest, be sure to return to the convention platform and watch clinics and their Q&A sessions. You can download handouts from the Files tab. Search for clinics in divisions other than your primary division, as many clinics applied across divisions. Did You See Pasek & Paul and Wynton Marsalis? If you haven’t watched the First and Second General Session keynote presentations, make time now! You will gain great inspiration from each, and you likely will want to share them with your students as well. The recorded videos hosted in each of 4

Southwestern Musician | April 2021

those sessions are only of the keynote presenters. In the schedule, the First General Session was Thursday at 6 p.m. and the Second General Session was on Friday at 8 p.m. CPE Credit Documentation CPE credit is available only to TMEA Active type members, Honorary Life members, and out-of-state attendees who register and attend the convention. Go to www.tmea.org/cpe and you will build a schedule to reflect the sessions you attended to completion. Credit for attendance at the Technology Preconference is provided through TI:ME. Go to www.ti-me.org.

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B Y

J O H N

C A R R O L L

PRESIDENT’S NOTES

MUSIConnects: we’ve known that a long time

check www.tmea .org for updates

April–May—Attend your spring Region meeting (see page 2). May 1–June 1—Submit proposals online for the 2022 TMEA Clinic/ Convention. May 1—TMEA 2021–2022 membership year opens for online and mail/email submission. May 1—Deadline to nominate students for a Texas Music Scholar award. June 30—All 2020–2021 TMEA memberships expire. July 22–24—TBA, TCDA, TODA conventions. February 9–12, 2022—TMEA Clinic/ Convention in San Antonio.

or months, I so eagerly anticipated our virtual convention, and then—just like that—it was finished. I hope you were able to attend, and, if so, I am certain you got something from it that will make you a better teacher. Perhaps you were renewed by inspirational words from our presenters or motivated by specific pedagogical suggestions. I know I was. We have heard it before, but we have been in unique times for the past 13 months. However, that didn’t stop this historic convention from being filled with unbelievable workshops, keynote presentations, and performances. Attendance was very healthy. For example, more people attended the First General Session than would have fit in a Lila Cockrell Theatre audience. Many attended who could not otherwise have attended an in-person event because of expenses or distance. TMEA is so fortunate that Brian Coatney was our President during this time. He worked tirelessly from the beginning, promoting the development of our virtual auditions for our middle school and high school students. When it became apparent that an in-person convention might not happen this year, he was the guiding star who led the development of this fantastic convention we were able to have in February. I already had great respect for him, but that respect grew exponentially as I watched him lead and work to the culmination of our convention. We each owe Brian a heartfelt thank you for what he did for our profession in Texas.

I believe we lived up to our theme of MUSIConnects. Maybe it has taken a pandemic for us to realize just how much music truly does connect us with others. What a blessing! Southwestern Musician | April 2021

One wonderful thing about this year’s convention is the continued ability for us to learn from every clinic. We have that option through June 30. I plan to take full advantage of that. Did you learn something new that is already making you a better educator? Are you already using material and ideas you learned during our event? (See page 62 for ideas or strategies that attendees found particularly helpful.) One area of particular interest for me was the concept of self-care. We music educators often spend much extra time in our classrooms, whether before or after SAM

HOUSTON

STATE

S C H O O L

school, during our lunch breaks, and on weekends. While no one should condemn a strong work ethic, clinicians reminded me of the powerful notion that more hours spent does not necessarily make me a better teacher. There is something to be said for working smarter, not longer. I was also reminded that if I take care of myself physically and mentally, I will be a better teacher. Doing so will help clear my mind and generally make me happier. It stands to reason that my students will benefit from that better version of me.

UNIVERSITY

O F

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2021 AUDITIONS AND WORKSHOPS

AUDITIONS AUDITIONS NOVEMBER 14, 2020 NOVEMBER 14, 2020 VOICE & ALL INSTRUMENTS VOICE & ALL INSTRUMENTS (with the exception of guitar, percussion, & piano)

(with the exception of guitar, percussion, & piano)

JANUARY 30, 2021

VOICE & ALL INSTRUMENTS

FEBRUARY 20, 2021

VOICE & ALL INSTRUMENTS

JANUARY 30, 2021 FEBRUARY 20, 2021 MARCH 6, 2021

(with the exception of guitar, & percussion, & piano) VOICE ALL INSTRUMENTS

(with the exception of guitar, percussion, & piano)

(with the exception of guitar)

VOICE & ALL INSTRUMENTS

VOICE & ALL INSTRUMENTS (with the exception of guitar) (with the exception of harp)

MARCH 6, 2021 APRIL 12, 2021

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APRIL 12, 2021

VOICE & ALL INSTRUMENTS

(not for scholarship consideration) (with the exception

of harp)

VOICE ONLY

JUNE 7TH – 10TH, 2021

TEACHING THE(not MIDDLE SCHOOL BAND for scholarship consideration)

WORKSHOPS JUNE 14TH – 16TH, 2021

THE ART OF TEACHING MUSIC

TEACHING THEFOR MIDDLE JUNE 7TH  10TH, JUNE 21ST – 23RD, 2021 2021 STRING PEDAGOGY WORKSHOP MUSIC SCHOOL EDUCATORSBAND JUNE 28TH – 30TH, 2021

CHORAL EDUCATORS PROFESSIONAL DEVELOPMENT WORKSHOP

JUNE 14TH  16TH, 2021

THE ART OF TEACHING MUSIC

Please continue to check the SHSU School of Music website for further details.

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JUNE 21ST 23RD, 2021 1751 Ave. I, Suite225 Huntsville, TX 77340

F or more information visit

shsu.edu/music JUNE 28TH  30TH, 2021

STRING PEDAGOGY WORKSHOP FOR MUSIC EDUCATORS CHORAL EDUCATORS PROFESSIONAL DEVELOPMENT WORKSHOP

Please continue to check the SHSU School of Music website for futher details.

Southwestern Musician | April 2021

General Sessions and Performances Our First General Session was filled with the joy of Pasek and Paul. Our Second General Session brought us the inimitable Wynton Marsalis. Were you able to see the President’s Concert featuring VOCES8? If you did, you also saw them perform “It All Begins With Music: TMEA’s Centennial Anthem” composed by Frank Ticheli, who gifted it to us last year. You can enjoy their performance of our anthem, share it with your students, and download the music at www.tmea.org/anthem. In addition to the two- and four-part vocal versions, there are 13 instrumental arrangements available to everyone at no cost. Our invited ensemble performances were breathtaking. From elementary through college-level ensembles, these students and directors overcame the odds and did a magnificent job. The varied ways in which the concerts were presented demonstrated much creativity from the entire ensemble team—directors, students, and audio/video engineers. It was so impressive! Be sure to read the directors’ reflections about their performance journey on page 46. Though we couldn’t be together in the convention center, I believe we lived up to our theme of MUSIConnects. Maybe it has taken a pandemic for us to realize just how much music truly does connect us with others. What a blessing! Please consider offering your division vice-presidents your gratitude for their selections of workshops and performances. They had no past example or template to follow in the formation of programming for a virtual convention. From the scheduling of synchronous to asynchronous presentations to the selection of performing ensembles, they delivered meaningful and diverse programming for their respective divisions. Personnel Changes in the Executive Board Sadly, we bid farewell to Vocal VicePresident Jed Ragsdale and Elementary Vice-President Abby Hawes as they exit the Executive Board. During their terms, they worked passionately not only for their divisions but also for all of TMEA. Additionally, we say goodbye to our Immediate Past-President Joe Muñoz, who served so fervently on the Executive Board for five years, including serving as

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President during our centennial year. Joe is a person of strong determination in the pursuit of the best music education for our Texas students. We are glad to welcome newly elected members to the board: Orchestra VicePresident Ann G. Smith, Vocal VicePresident Jesse Cannon II, and Elementary Vice-President Katherine Johns. You can see their first columns in this issue. We are also fortunate to have Michael Stringer, who ended his term as Orchestra VicePresident begin his term as President-Elect. TMEA Staff and Exhibitors It’s impossible to fully appreciate the work dedicated by TMEA staff members this year. Simply stated, they are incredible. I can’t begin to name everything they have done to make this year successful, but I will highlight two major items: the formation of a process and system for virtual auditions and, of course, hosting our convention virtually. The details that supported each are monumental. As for our convention, the navigation of the platform was remarkably easy, and, as stated earlier, workshops are still available online. TMEA offers a special thanks to our exhibitors for their presence during the convention. This past year has been financially challenging for many, and we were pleased to welcome so many familiar faces as well as several new ones to our event. Our thanks go to our music industry partners and to our higher education institutions for their continued support of music teachers and students across our state. All-State Mariachi and Percussion Ensembles This was the first year to seat the AllState Mariachi Ensemble, and we were excited about the formation of this group. Mariachi ensembles are a vital part of many Texas schools and are rapidly gaining popularity. We were also scheduled to present a 5A and 6A All-State Percussion Ensemble. The membership of these two All-State groups would have been chosen through the regular percussion seating auditions during our convention. Thus for this year, those seating auditions did not occur, but those students did earn the designation as TMEA All-Staters. We look forward to the future when we will witness our All-State Mariachi Ensemble and Percussion Ensembles in person.

Leaders in Our Association On another topic, one reason I enjoy being a Texas music educator is because I know what type of leaders we have in our membership. We have member-leaders who strive to ensure that high-quality music education is offered to and accessible by every student at every level. Our Board continues its focus on our commitment for an inclusive music education and for celebrating and supporting diversity in our programs and our profession, and we welcome every member to be part of this commitment. Delivering on this commitment requires each of us to lead. A good friend of mine sent me the following excerpt from Brené Brown’s Dare to Lead a few days ago and I am pleased to share it with you: Daring Leadership: Cultivating a Culture of Belonging, Inclusivity, and Diverse Perspectives Only when diverse perspectives are included, respected, and valued can we start to get a full picture of the world: who we serve, what they need, and how to successfully meet people where they are. Daring leaders fight for the inclusion of all people, opinions, and perspectives because that makes us all better and stronger. That means having the courage to acknowledge our own privilege and staying open to learning about our biases and blind spots. We also have to watch for favoritism—the development of cliques or in/ out groups. I often do focus groups with employees, and about half the time I hear people in their thirties, forties, fifties, and even sixties still talk about the “cool kids at work” and the “popular table in the cafeteria.” Sometimes the quality that defines the “in-group” is achievement or seniority, and sometimes it’s identity. Daring leaders work to make sure people can be themselves and feel a sense of belonging. . . . Daring leadership strategies that promote this sense of belonging include recognizing achievement; validating contribution; developing a system that includes power with, the power to, and power within; and knowing your value. Speaking of leadership, I encourage you to consider putting your name out there in terms of service (a defining quality of leadership). There are many volunteer jobs within the framework of TMEA, such

as being an ensemble organizer in your local Region or running for Region or state office. I also would encourage you to become knowledgeable of not only your division but also the other divisions in TMEA. This helps us recognize that we are all in this together. Texas Arts Education Campaign Last month, you received an email invitation to register your support for the Texas Arts Education Campaign (TAEC) and to share that invitation with others. To learn more about the campaign, please go to www.txartsed.org. We must be champions for fine arts education to ensure we don’t become victims of reduced budgets, staff, or perceived importance. Whether stemming from the pandemic, increased emphasis on CTE, or any other reason, a diminished focus on fine arts education for every student is unacceptable. The TAEC is committed to informing Texas voters and state lawmakers about the unique importance of fine arts education. Region Meetings Please remember to attend your Region meeting this spring. Meetings will be held virtually. You can get information about and the link to your meeting at www.tmea. org/regionmeetings. Region meetings offer the opportunity to make your voice heard in Region and state issues. TMEA Clinic Proposals Open May 1 As you prepare to apply, learn more about our updated proposal and review process at www.tmea.org/clinicproposals. Online proposals for clinics and music showcases will be accepted May 1–June 1. Our members want to hear from others in our state who teach in environments like they do, and they want to learn what is working for those successful teachers. TMEA has always been known for unselfish teachers sharing their successful ideas. As incredible as it sounds, by the time you read this, we will only have a few weeks of the school year remaining. The entire school year is busy, but it seems that perhaps the last grading period of the school year can be the busiest. As you enter these last weeks, remember why we got into this: we love young people and we love music. It’s our desire to help young people see the connective power of music. 0

Southwestern Musician | April 2021 11

Regardless of our individual differences, people can unite in music. During this trying time of a global pandemic and the uncertainty of music education’s role in the public school setting, it is more important than ever to connect students with their communities, their musical families, their tribe. We must be resilient. We must be consistent and, above all, we must connect.

Most of us have faced more adversity this year than anytime before in our lifetimes. Human connections and interactions—being a part of something where we are all working toward a common goal—is how we are able to take care of ourselves, each other, and especially our students. Each time we held an event this year, a parent has come to me, moved to tears by seeing their young one’s face light up while making music with their friends. This connection we have through music and through introducing our love for music to our students and their parents is exactly why we all fell in love with this field. Music is connecting us in ways that no other field truly could.

Music can bring the most unlikely people together. Through my years of being an ATSSB All-State student, I have met many people who I never would’ve talked to otherwise, and we are the best of friends today.

Music connects everyone in so many ways. It connects us across all ethnic backgrounds, political viewpoints, and religious beliefs. It just means we have music in common when there is nothing left for us to connect with. Music is universal to the human experience.

It connects peoples of different races and different cultures through song. Although the convention could not happen in San Antonio, we still found a way to connect with each other and celebrate a shared love for music.

Music connected me to my grandfather, and it was that connection we had that influenced me to become a music teacher . 12 Southwestern Musician | April 2021

TMEA members and All-State students shared what our convention theme, MUSIConnects, means to them.

Despite the turmoil of the last year, one thing remains constant throughout—music keeps us connected. During quarantine it brought us hope. During this school year it brings us joy. During TMEA it brought a small sense of normalcy to be connected to our fellow music makers without needing to leave the safety of our homes. Music has been the constant!

Music transcends distance—whether that distance is social, virtual, remote, or even from here to the International Space Station—music brings us together. Music is universal . It connects generations and cultures . It can excite, evoke, and educate . We need this connection that music provides .

My family is made up of band musicians. Music has become a way we can bond and express our love for each other.

Music connects to math, science, language arts— contributing to the whole student. But where music truly connects and shines is when it draws out the person's soul, the intangible and emotional core of humanity, and with all our weaknesses, makes us vulnerable to one another.

Whether it’s a live concert with hundreds of fans, or an online virtual concert, music will never cease to create togetherness. No matter what happens—a hurricane, a winter storm, or a pandemic—music is always there. It forever connects us.

Music connects all of humankind. No matter where you are from, what your culture is, what language you speak, music is a universal language that transcends all barriers that may divide us.

Even if we differ in how we see the world around us, we can still make beautiful music together. Music connects the stories of our past and future. Music connects us to each other, both young and old.

In times of crisis and conflict, times of joy and celebration, music will always connect us.

Thanks go to everyone who offered their insights about the connection we all enjoy through music. Southwestern Musician | April 2021 13

EXECUTIVE DIRECTOR’S NOTES

B Y

R O B E R T

F L O Y D

It’s not over till it’s over

opefully you have heard of the Texas Arts Education Campaign (TAEC) before reading this column. TAEC’s mission is to inform Texas voters and state lawmakers about the unique importance of fine arts education in preparing K–12 students for the global workforce and in addressing the social and emotional needs of students. As I wrote this column, however, several bills had already been filed that could diminish fine arts education opportunities. We are in the final 60 days of the 87th legislative session, and this campaign has already been active at the capitol. If you are reading about TAEC for the first time, know that TMEA, in collaboration with Texas Music Administrators Conference (TMAC) and other state arts organizations, launched the campaign in January to highlight the importance of fine arts in a student’s well-rounded education. This campaign will be at the forefront of defeating bills that will limit or prohibit student access to your programs, and it will be supporting additional state funding for fine arts education. The arts community has already had a strong presence in testimony during the House Public Education Committee hearing on HB 434, filed by Representative Keith Bell (R-Athens). This well-meaning bill would allow a CTE course to be a substitute for the one-credit fine arts graduation requirement. Strong, convincing statements were made by several members of the committee speaking to their concern the allowance of such a substitution could negatively impact the availability of arts programs and limit student access in Title I schools. After its hearing on March 9, the bill was left pending in committee. It

If you have not registered your support with the Texas Arts Education Campaign, do so immediately at www.txartsed.org/join-us. 14 Southwestern Musician | April 2021

check www.tmea .org for updates

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takes at least 48 successful steps for a bill to become law, and this was step four. If this bill continues to move forward, we will need your help, including voicing opposition to its Senate counterpart, SB 473, filed by Senator Charles Schwertner (R-Georgetown). Representative Vicki Goodwin (D-Austin) has filed HB 437, a bill that would require every student to take a course in personal financial literacy to graduate and thus take away an elective, and it could be moving soon. We will need your help to communicate to your legislators the dreaded unintended consequences of such legislation. We played a role in defeating this bill during the last session, but it is back again. In positive action, Representative John Bucy (D-Cedar Park) filed HB 2230 to establish a task force to study the utility, efficacy, and feasibility of incorporating fine arts into the foundation curriculum (math, science, ELA, and social studies). This would ensure it is an essential part of every student’s education, from kindergarten through high school. Task force studies ordered by the legislature usually result in supportive, active legislation being filed during the next session. At the very least, this is an opportunity for us to tell our story in front of the legislature, the public, and the press about the role arts education plays in educating the whole child. For the sixth session we are also creating the Fine Arts Education Caucus to be chaired by Representative Brad Buckley (R-Salado) and Senator Beverly Powell (D-Fort Worth). They are both passionate arts education supporters, and this organization will help us share advocacy information with the 181 legislators at the capitol. We will soon be calling on you to reach out to your representative and senator and encourage them to sign on as a member of the Fine Arts Education Caucus. We all know that at no other time in recent history has the disconnection of educators and their students been greater. Not only has their academic preparedness suffered, but just as important, their mental health and connectivity to their teachers and each other has been negatively impacted. We also know no other discipline or education program reconnects students with their school and each other more than music and arts education. These classes are unique among all disciplines in providing

kids with the real-world problem-solving skills they need for their careers and for addressing their personal well-being. For music and fine arts, social and emotional learning is not an add-on. It is embedded in the curriculum and in the classroom experience, where students are searching for a place where they feel safe and accepted now more than ever. So, what can you do to help? The time is now, and our need continues to be great. First and foremost, if you have not registered your support with the Texas Arts Education Campaign, go to www.txartsed .org/join-us and do so immediately. As we move forward through the session, you will receive emails with requests to reach out to your representative or senator, sharing your support of a particular bill or concern about a piece of legislation that could negatively impact a student’s access to your classroom. You are important because as a voter in their legislative district, your opinion matters to your two legislators. The arts education community could hold the key to their reelection. As we move through the session, there is always the possibility that because of COVID-19, access to the capitol could be cut off from lobbyists and the public. Your contact with your legislators and their staff members could be the only direct contact we have in educating them on how to vote on a particular issue. Again, we need every TMEA member, neighbor, parent, and community leader to sign up to be a part of this effort. We will have a variety of ways you can help, and you will be able to choose your level of involvement. We promise not to overwhelm you, keeping in mind the motto of the TAEC is: No one has to do everything— but everyone has to do something. During this 87th session, the role you play will be critical in helping us achieve our goals, and TAEC gives us the structure and mechanism to be more successful than during any session in recent years. One more time—go to www.txartsed.org and register your support. Please share this with your booster club members as well. Time is of the essence!

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Convention Minutes The minutes from the February 2021 TMEA State Board meetings and TMEA’s First and Second General sessions may be read at www.tmea.org/conventionminutes. 0

He l p Pr e s e r ve Fi ne Ar t s In Tex as Schools! The Texas Arts Education Campaign, created by TMEA and Texas Music Administrators Conference, encourages public and state policymakers to protect and elevate the role of all fine arts programs in Texas schools. Register your support, and ask all other fine arts educators and your community to join you!

Go to www.txartsed.org and register your support for this campaign and its objectives.

Invite colleagues, parents, neighbors, and community leaders to register.

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Southwestern Musician | April 2021 17

Through Perseverance,

or this year’s convention, elementary through university invited ensembles navigated a myriad of restrictions and requirements and offered extraordinary performances! TMEA offers its gratitude to everyone who made these concerts possible. We also appreciate invited ensemble directors for sharing what they learned during this unique experience. We hope you enjoy reading more about this incredible aspect of our 2021 TMEA Clinic/Convention! Music-Making Moments Invited ensemble directors offered their reflections about the power of music-making they and their students experienced as they journeyed to this performance: • The first time the students were all together and able to sing as one was quite powerful. There was silence after the cutoff, followed by beaming smiles, tears, and spontaneous applause. These moments were experienced at different times throughout the process. • What stands out the most is that no matter what, we continue making music as best as we can and in whatever way, shape, or form we can. We still have one another to lean on and we are still able to make music with our students and continue to inspire and create. 18 Southwestern Musician | April 2021

• Students have shared that orchestra has been a saving grace in this time. Other classes are either lecture- or assignmentbased. For the duration of our class, they have an interactive experience. In an otherwise solitary, quarantined existence, orchestra rehearsals have been a lifeline for these kids who are craving social, emotional, and intellectual engagement. • While on a 15-minute break during our recording session, a few fifth graders remained on stage singing—not our concert music—but songs we performed last year. I realized that no matter the outcome of our performance, no matter the difficulties this year presented, we had succeeded because the students proved that with the love of music in your heart, the joy of the world will always be with you. • At our first full band rehearsal, held in the cafeteria for distancing, the first time we all played a concert F together, the sense of relief and comfort was evident in their eyes, and I have to admit I got a bit emotional myself. I’m so thankful these students got to experience that kind of moment together. We all needed it! • During our first in-person rehearsal in the fall, one singer began crying. I stopped to ask her what was wrong, and she said she was crying for joy—the joy of being in the same space making music together again.

Special thanks to directors who were also able to share images for this publication.

Southwestern Musician | April 2021 19

20 Southwestern Musician | April 2021

• When we made our very first sounds together, there was a moment of silence immediately after, when even though no one said anything, deep in our hearts we all experienced the warmth and emotion we’ve been missing for many months. We were making music together again, and it was good. • This comment from a graduate conducting student sums up many of our experiences: “In preparing the new protective measures, it seemed that the once-therapeutic feeling of singing together would easily be overshadowed by the weight of all these restrictions. However, when we started singing together in that first in-person rehearsal, time seemed to stand still. For 30 minutes, we forgot about the challenges it took to get there. The music was still there—where we left it in March of 2020—and it filled our cup when we desperately needed it.” • When we sang, it was like nothing else mattered—we could all just be present and make music together. In a time when nothing else in the world was normal, we had this one thing that was always constant and familiar. • The day of our photo, one of the brothers reflected on how it felt to sing together after a year. A parent also emailed me how grateful they were that their son was still able to participate musically this year. Our TMEA performance was the only activity he got to do outside of school all year. • A student who was learning virtually eventually attended in person for band only. Her first rehearsal, she started tearing up. She told us she didn’t realize how much she missed playing in an ensemble until she heard the band start playing. Technology Use Learn more about how invited ensemble directors employed technology to help in their group’s preparation and performance: • Flipgrid and Google Classroom helped with being able to hear students and communicate with them. I assigned students sections to work on in Google Classroom and attached a link for them to submit recordings in Flipgrid. I could assess how students were doing in learning their parts and provide them feedback. • I used a lot of video submissions for assessment. Students who came in after school used recording studio technology. We learned to work with video editing and recording software. • Modeling became my primary method of instruction during hybrid lessons. I very rarely conducted, but rather played along with the in-person learners so that the virtual students had the sensation of performing with the group. • In virtual rehearsals, I found that by screen-sharing the score and highlighting lyrics, students were able to follow along as I sang each part. This visual element was missing in past choir rehearsals, and I welcomed the change. Although I wasn’t able to immediately hear them sing together, I utilized leaders as examples for beautiful singing. I believe this built confidence in fourth graders who were brand-new to choir. It wasn’t long before many were excitedly raising their hands to sing alone! • Through remote instruction, I began using helpful visual aids. For example, I could share a map of the song’s melody, and students could trace this on the screen while singing on

Count of Survey Responses by Ensemble Grade Level: • Elementary: 3 • High School: 14

• Middle School: 10 • College: 4

Since you received the performance invitation, what has your school’s primary mode of instruction been? Hybrid: 74% (concurrent in-person/remote) In-Person: 10% Remote: 10% Staggered in-person/remote: 6% How did you conduct the majority of your rehearsals? Hybrid: 39% (concurrent in-person/remote) In-Person, full ensemble: 32% Remote, with videoconferencing: 16% In-Person, sections only: 7% Other: 6% Alterations to support in-person rehearsals: (multi-select allowed) • Mask wearing: 97% • Physical distancing: 94% • Smaller section rehearsals: 39% • Larger venue use: 35% • Outdoor rehearsals: 32% • Screens between musicians: 10% • Other: 32% (see below) – Short rehearsals, once or twice a week, with breaks to go outside – 30-minute rehearsals, and bell covers – Voluntary rehearsals and limited number of students –“Singing stalls” built and sectionals held daily to rehearse/record – Switched between multiple rehearsal spaces during every rehearsal – Doors open and HEPA filters running – Rehearsed in masks and face shields for a while

solfège. Students were able to sightread a rhythm pattern, and when I introduced a new piece, discover which words matched the pattern. Often, I would transition to a song by making it a mystery, playing it on an instrument or displaying the melody on the staff for students to use their skills to decipher the piece. • We rehearsed on Zoom with everyone on mute, using intermittent Flipgrid checks, vocal practice tracks on Google Classroom, and lots of prayer. • We utilized a device called Swivl, which automatically follows the teacher when using video streaming. • Part recordings, accompaniments, and rehearsal videos were made and uploaded to Canvas for students to use during hybrid or virtual learning. • Choral Tracks was extremely helpful as was receiving recordings through Google Classroom and Charms. • The TonalEnergy Tuner was a huge asset in helping us prepare Southwestern Musician | April 2021 21

22 Southwestern Musician | April 2021

for our virtual performance. The metronome, tuner, and recording functions really helped my students in many ways throughout the preparation process. • When remote, we rehearsed over Zoom and reinforced concepts with individual recording and self- and instructor assessment in Soundtrap. Following this with in-person rehearsal worked well. • Recording individual parts for analysis was very helpful. It helped reveal the students’ individual needs. • I placed devices (iPads, laptops) in each section so at-home learners primarily heard their individual part. • The singers masks we purchased greatly improved what we heard from them and what they heard of themselves and of others, and this improved our ensemble. I also made several recordings of me singing voice parts and put them on an unlisted YouTube channel for choir members to use for individual practice. • We used SmartMusic as the backing tracks for students to learn their parts from home. Rehearsal Reflections In addition to technology used, some invited directors offered more about their rehearsal methods:

that were not possible to address in a hybrid or virtual only setting. • Most students were remote, so we rehearsed together over Zoom during class and arranged for sectionals after school beginning in October to rehearse in person and record sections of music each week. Our process was to: (1) lay down the accompaniment; (2) record voice tracks; (3) combine them together; (4) rehearse together over Zoom and in-person sectionals; (5) rehearse/record music by section after school each day; (6) after a week of recording, combine all parts through Final Cut Software (not me—but I’m learning!); (7) assess and rerecord as needed; (8) video-record by a district film crew using the original accompaniment track to line everything up; (9) incorporate virtual home videos into the final video; and (10) lay audio recordings onto video. Of course, we had to troubleshoot along the way! • Rehearsing in masks and with distancing protocols was a significant challenge. Progress is slow. Consistency and mental fortitude are challenged constantly. The pursuit of excellence—as we are so keen on doing in music—was a slow process, but the gift of slowing down might be one that we hopefully don’t forget. There was more time to talk, learn, absorb. For me, this period of slowing down—and giving ourselves grace to do so—was useful, and I think it might also be effective in our future, post-pandemic teaching.

• In-person rehearsals were conducted outside, weather permitThanks, again, to every invited ensemble director, their stuting. Although this presented listening challenges, I used a dents, and all who worked to feature these performances during resonant space—the school’s covered blacktop—to create an our virtual event. 0 effective environment. Those who teach elementary groups understand that managing behavior is a major part of any rehearsal. With the children spaced farther apart, many typical behavior issues, such as excessive talking, whisSCHOLARSHIPS pering, and touching, were immediately Majors • Minors • NON-MAJORS gone. In addition, being outside forced students to listen with stronger ears Continue your music at a college that is as and sing with confidence and direction. smart as you are . . . whether you intend While in no way ideal, I believe rehearsto major in music or not. Our ensembles ing outside can offer a welcomed change are open to all students by audition. of pace to indoor singing. SCHOLARSHIP AUDITIONS • Knowing most students from the year All AC music scholarship auditions before, with a few freshmen sprinkled are now accepted by YouTube video in, I was able to select our program more effectively. I chose repertoire that For more information, visit us at was more homogenous and with more austincollege.edu/music straightforward tempo, orchestration, or call (903) 813-2251 and complexity than I would typically have selected for this type of performance. Fortunately, students who were remote were very consistent in attending our first-period class on Zoom. We Choir concentrated on individual skills during Band class and had recording submission Orchestra assignments. We had only eight full band rehearsals before recording, so those were spent developing ensemble skills like tonal center and timing

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Southwestern Musician | April 2021 23

Submit a Proposal for the 2022 TMEA Clinic/Convention Why Submit?

What Topics?

The Purpose

Offering 300 professional development clinics is one of the most amazing aspects of the TMEA Clinic/Convention! Convention attendees have spoken, and they want clinics offered by teachers who are in situations like theirs. They want to learn from those who teach the same grade levels and in similar environments. Share what you know and help colleagues across the state return home with new ideas and strategies!

In 2022, attendees want to learn about: • rehearsal techniques • recruiting/retention • technology integration • instrument methods • teaching methods (EC–college) • repertoire selection • diversity, equity, and inclusion • classroom management • social emotional learning • advocacy/community support • and much more

Each division will host a diverse program of clinics to ensure every member has multiple offerings to foster their professional advancement and to help them in their personal support of all students through music education. Clinics will further TMEA’s commitment to music education for all: every student at every level deserves a well-balanced education that includes a comprehensive, high-quality, sequential program of music taught by teachers who are certified in music education.

Learn about the updated process and get ready to apply!

www.tmea.org/clinicproposals APPLY MAY 1 – JUNE 1 24 Southwestern Musician | April 2021

BLAST OF BRASS JULY 13 - 16, 2021 - NEW DATES

REX RICHARDSON, trumpet Classical & Jazz Artist

24th SEASON

PATRICK SHERIDAN, tuba Classical & Jazz Artist

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BLAST OF BRASS is part of the the TAMUC Summer Music Camp Series and is proceeding with a faceto-face, overnight camp in accordance with CDC, State of Texas and Texas A&M University System guidelines. In the event that safety protocols will not allow for in-person events, we will proceed with a virtual camp experience.

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BAND NOTES

B Y

D A N A

P R A D E R V A N D

In Memoriam Cyndy Hebert May 11, 1962–January 18, 2021

My music teacher is my hero

he 2021 TMEA Clinic/Convention was truly one for the history books! For two-and-a-half days, we could navigate the online hallways of our virtual convention center and attend incredible presentations given by the best in our profession. We were treated to creative and amazing concerts by our invited ensembles and breathtaking performances by the Houston Symphony and VOCES8. We couldn’t help but be inspired by the words of our featured clinician, Gary Lewis, the incredible Benj Pasek and Justin Paul, and the legendary Wynton Marsalis! All of this we enjoyed from the comfort of our offices or homes! As I reflect on the different events of the convention, I find one moment significantly resonant. During the First General Session, Broadway songwriter and producer Justin Paul dropped this simple sentence: “My music teacher is my hero.” This simple phrase characterizes the impact of our chosen profession so beautifully! Justin went on to explain this statement by saying that music teachers allow their students to rise to their potential and that music teachers influence their

We must shower our students with positivity but insist on excellence! —Wynton Marsalis 26 Southwestern Musician | April 2021

check www.tmea .org for updates

April–May—Attend your Region meeting (see page 2). April 1–April 15—Invited ensemble application period for college concert bands and jazz ensembles. May 1–June 1—Submit proposals online for the 2022 TMEA Clinic/ Convention. May 1–June 1—Invited ensemble application period for MS and HS concert bands and jazz ensembles and for HS percussion ensemble. May 1—TMEA 2021–2022 membership year opens for online and mail/email submission. May 1—Deadline to nominate students for a Texas Music Scholar award. June 30—All 2020–2021 TMEA memberships expire. July 22–24—TBA, TCDA, TODA conventions. February 9–12, 2022—TMEA Clinic/ Convention in San Antonio.

Texas Summer Flute Symposium SUNDAY-FRIDAY, JUNE 13-18 Dr. Julee Kim Walker – Texas A&M University-Commerce

Mimi Stillman – International Concert Soloist Conor Nelson – Powell Flutes Artist

Marching Arts Director Symposium

2021 SUMMER MUSIC CAMP SERIES

MONDAY-WEDNESDAY, JUNE 21-23 Interactive masterclasses from leaders in the drum & bugle corps, college and high school marching band activities. Take your teaching and ensembles to the next level. CPE Credit up to 16 hours available

Leadership, Drum Major & Colorguard Camp SUNDAY-THURSDAY, JUNE 20-24 Frank Troyka – Conn-Selmer, System Blue Director of Education

Dr. Tim Lautzenheiser – Attitude Concepts for Today, Conn-Selmer Koji Mori – Harrison High School (Georgia), Music For All Drum Major Institute

The TAMUC Summer Music Camp Series is proceeding at this time with face-to-face, overnight camps in accordance with CDC, State of Texas and Texas A&M University System guidelines. In the event that safety protocols will not allow for in-person events, we will proceed with a virtual camp experience.

In partnership with System Blue and the 19-Time World Champion Blue Devils

Blast of Brass SUNDAY-SATURDAY, JULY 11-17 Patrick Sheridan – International Tuba Artist

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students by exposing them to diverse thought, cultures, and experiences through music. This is what transformed Justin’s music teachers into his heroes. As Pasek and Paul were presenting, I was following the chat feed and what I saw further proved this idea of heroism—statements like: “My music teacher was my most influential teacher!” “My music teacher taught me what family means!” “My music teacher believed in me!” “My music teacher saved my life!”

Whether intentional or not, the phrase “my music teacher is my hero” stuck with me and I began to find this theme being reiterated in many clinics, performances, Q&A sessions, and chat feeds throughout the convention. I found this idea supported by the impassioned words of Dr. Tim Lautzenheiser who said: “The best teachers create relationships by feeding and creating a culture where their students feel safe, are challenged, and are encouraged.” Is that not what heroes do? Our featured clinician, Gary Lewis, offered this thought: “Ensembles are a reflection of us (as teachers), our expectations, our musicianship, and our passion!” Is that not the job of a hero? And finally, in the words of wisdom by Wynton Marsalis: “We must preach the word of music!” “We must shower our students with positivity but insist on excellence!” “It is the teacher who does God’s work!” In his words, we are the heroes of our students’ experience. I believe this was an unplanned theme of our convention, and as we look back on the past year and reflect on our convention, we should be inspired and celebrate knowing that we are the heroes in our students’ lives! As motivating as this idea is, it was Wynton’s final words of his keynote address that will stay with me the most. He said: “A kid never forgets their band director!” No truer words could be offered. Now, grab your cape, unleash your superpowers, and go be the hero in your students’ lives! In Gratitude In reflection of all the events beginning in March of last year and continuing through the 2021 TMEA Clinic/ Convention, I am filled with gratitude for the help and support of so many. In August, when the Executive Board made the decision not to have an inperson convention, the idea of creating a high-quality virtual experience seemed overwhelming. The task of producing a TMEA convention with the expected level of excellence and relevance was daunting. Nevertheless, it was our mission to provide an experience that our members simply could not afford to miss, and under the leadership of President Brian Coatney, I believe we did just that. Thanks go to our Band Division Region Chairs, Area Audition Chairs, audition

28 Southwestern Musician | April 2021

hosts, and organizers for everything they did to ensure the business of our audition process, our Region meetings, and our convention events provided the best experience for everyone. Our thanks also go to our 300+ clinicians and moderators for the time and effort they invested in preparing and presenting clinics for attendees. Their shared experiences and knowledge both informed and motivated us all. And finally, thanks go to our performing ensembles, who despite all the challenges, created and performed the most inspiring and uplifting concerts. They proved that no one does it better than a Texas band director! Apply to Become a 2022 Invited Performing Ensemble The Band Division invites a middle and high school jazz ensemble and a high school percussion ensemble to perform during our convention. In addition, the Band and Orchestra Divisions will again offer the one-year invited process to our middle and high school concert ensembles. These concerts are hosted by our division and offer a wonderful opportunity for our Texas students and directors. We hope you will consider applying and we hope to be together in San Antonio in 2022 to witness these incredible performances! To learn more and apply for our invited ensembles, go to the following: • Middle and High School Jazz Ensemble: www.tmea.org/invitedjazz • Invited High School Percussion: www.tmea.org/invitedpercussion • Invited Concert Band: www.tmea.org/invitedband Convention Survey Thanks to those who completed our 2021 convention survey. The Executive Board is already using your feedback as we begin planning for our 2022 event. This survey gives us valuable information regarding the topics that are most important to our members and we use that data to help plan our session offerings for the upcoming convention. You can find some of the summary data from that survey on page 68. Convention Proposals Open May 1 In addition to our invited group processes, a major aspect of planning the 2022

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Clinic/Convention is our clinic proposals. I encourage you to consider sharing your knowledge, your experiences, your strategies, and your philosophies through your proposed clinic. As you prepare to apply, learn more about our updated proposal and review process at www.tmea.org/clinicproposals. Online proposals for clinics and music showcases will be accepted May 1–June 1. Also encourage other colleagues who you know have much to offer to propose! Connections Meetings One of the most positive things to come out of the pivot to online TMEA events was the creation of our Division Connections events. These meetings have proven to be so valuable, both in the information that is delivered and in the opportunity to have

dialogue with people from all around the state. Please look for information about future Connections events, and if you have any suggestions for relevant topics, please forward them to bandvp@tmea.org. Spring Region Meetings Spring Region Meetings will be conducted via Zoom. Please plan to attend. Do not overlook the opportunity to get involved in discussions that directly affect your programs. Go to www.tmea.org/ regionmeetings to find your Band Division Region meeting date and time. Log in to access the link to the meeting. TMEA Band Division Meeting Minutes February 13, 4 p.m., held virtually The meeting was called to order at 4 p.m.

by Band Division Vice-President Dana Pradervand. Minutes from the 2020 Band Division Meeting were approved. Phillip Clements provided the TBA Convention update. Dr. Brad Kent provided a report from UIL. Band Vice-President Dana Pradervand made acknowledgements and recognitions to individuals for their service to TMEA this past year, gave updates on the 2021 convention, reviewed old business, and introduced new business regarding invited ensembles for 2022 and Texas Arts Education Campaign and encouraged everyone to serve TMEA in some capacity. The meeting adjourned at 4:25 p.m. Respectively submitted, Lester Williams, Clear Springs HS. 0

z z Ja

Camp Southwestern Musician | April 2021 31

2021 TMEA Scholarship Recipients Five-Year Undergraduate Scholarships

Bill Cormack up to $15,000 Wesley Wynn, McNeil HS

Past-Presidents up to $12,500 Raul Romero, Pebble Hills HS

One-Year Undergraduate—$2,500 McKenna Babcock, Coronado HS Hunter Bellows, Vista Ridge HS Kyle Boschen, Randall HS Maggie Brockman, Greenwood HS

Past-Presidents Memorial up to $12,500 Emily Kondrat, Plano Senior HS

Executive Board up to $12,500 Tarryn Goldner, Clear Falls HS

Olivia Cottar, Goose Creek Memorial HS Alyssa Perrin, Birdville HS Harmony Rutherford, Gainesville HS Hannah Smith, Glenda Dawson HS

Kyle Thomas, James Bowie HS Jacob Thompson, Anna HS William Vasquez, Marcus HS Makenna Weatherby, Sachse HS

Samantha Ely, Texas Christian Univ Valeria Escobedo, Sam Houston State Univ Arthur Gilligan, Moores School of Music/ Univ of Houston Vanessa Guzman, Texas Tech Univ Shauna Heisler, Univ of North Texas Adrianna Jagodzinski, Texas Christian Univ Hunter Keuthan, Sam Houston State Univ Nathan Kock, Univ of North Texas Ashley Lindorm, Univ of North Texas Madeline McCoy, The Univ of Houston William Phi, Texas State Univ Chelsea Piel, Texas State Univ Benjamin Seago, West Texas A&M Univ Bethany Smith, Texas State Univ Sarah Thomas, Baylor Univ Natalie Trejo, Univ of Texas at Arlington Lyndsea Woodall, Texas State Univ

Saleel Menon, Michigan State Univ Megan Montgomery, Deer Park HS North Campus Joshua Munoz, McNeil HS/Texas Tech Univ Katie Patel, Jasper HS/Texas Tech Univ Adrian Rodriguez, Austin HS/ Teachers College, Columbia Univ Riley Warren, Forney HS/Southern Methodist Univ

COLLEGE DIVISION One-Year Undergraduate—$2,500

Marissa Anthony, Sam Houston State Univ Jacob Brockett, Texas Tech Univ Ashton Carter, Texas A&M Univ-Commerce Audrey Cascarelli, Baylor Univ Jillian Ekstrand, Baylor Univ David Evans, Texas Tech Univ Andrew Fowler, Texas Tech Univ Garrett Franks, Texas Tech Univ Kaylee Knafelz, Texas Tech Univ Brandon Lippert, UT/Permian Basin Marshall Mixon, Texas Tech Univ Brandon Morrison, UT/Austin Tristan Murray, Baylor Univ Amrutha Murthy, Univ of North Texas Katelyn Seymour, Sam Houston State Univ Parker Twilligear, Texas Tech Univ Patrick Vu, Texas Christian Univ

One-Semester Student Teacher—$2,500

Ian Archbold, Texas Woman’s Univ Madeleine Bouldin, Texas Woman’s Univ Daniela Castro, Southern Methodist Univ

One-Year Graduate Study—$2,500 Natalia Albacete, West Lake MS Amanda Blackstone, Texas Tech Univ Francis Cathlina, Univ of North Texas Jerriald Dillard, Sam Houston State Univ Sally Kirk, Dulles MS/Texas Tech Univ

This year, TMEA is awarding $190,000 in scholarship funds for students who will be working toward careers in music education or furthering their current careers with additional studies.

Support the Scholarship Fund: www.tmea.org/donate Southwestern Musician | April 2021 33

A Hopeful Future for Music Education Editor’s Note: With the financial challenges of the past year, we are grateful TMEA could offer a consistent level of scholarship funding for our future music educators this year. You can see the full list of scholarship recipients on page 33. One element in the scholarship application is an essay that describes the applicant’s reasons for

becoming a teacher, commitment to music education, and future career goals. This year, two essays stood out with our reviewers. We are pleased to share them with you. The writings of these future educators offer hope for the continued advancement of our profession and for future music students.

Helping Students Find Their Voice Through Music

playing what’s on the page and that’s something I want to stress heavily in my future teaching career. I would like to see more emphasis on diversity in teaching. I want to emphasize the importance of each musician having a unique voice. My goal with my students will be to help them discover and develop their own musical voices, rather than requiring them to comply with what I believe sounds best. Everyone has a vision for what they want their future to look like, and my vision involves teaching kids how to develop their own musical personality and helping create the next generation of musicians. 0

By Wesley Wynn, Bill Cormack Scholarship Recipient

rowing up taking care of a physically disabled mother introduced me to a lot of hardships early in life. I was forced to grow up fast as, since my father recently passed away, I was responsible for walking to the grocery store for my family, cooking, cleaning, taking care of our dogs, and much more. One of the escapes I had from my dwindling home life was the band hall. In the band hall I was free to be a kid again, hang out with friends, and make the music that I loved to make. It was a safe space where I knew Mr. Akande, my band director, would be there for me when I needed him. He regularly supported me by buying me food when I was hungry, buying me a backpack when mine busted and I didn’t have the money to replace it, and being the mentor I most desperately needed. I went to him for advice and for an escape from all the adulting that was asked of me at home. He is the reason I changed my mind about pursuing band past middle school. If it weren’t for him, I would’ve let my counselor talk me out of band, and that would’ve been the end of my story. Mr. Akande is the reason I am pursuing music education today. I want to be there for kids when they need someone, and I want to be a part of what makes kids love music. For two years I have been a proud section leader for my school’s clarinet section. This position has allowed me to “dip my toes” in the waters of music education. Being a section leader has introduced me to many opportunities to help teach music to my peers, only strengthening my passion to pursue music education upon graduation. I would one day like to have my own clarinet studio, where I could teach kids not only how to play the notes on the page, but also how to feel and interpret them at the same time. There’s more to music than just

34 Southwestern Musician | April 2021

Wesley Wynn is a senior at McNeil HS (Round Rock ISD). He plans to major in music education at a Texas university.

Fostering an Inclusive Music Education Experience for All By Nathan Kock, Student Teacher Scholarship Recipient

vividly remember the first time I was asked, “Why do you want to teach music?” When posed with that daunting question, my ninth-grade-self responded, “Well, because I enjoy it—it’s a passion of mine.” I could not have known at the time that the process of becoming a music educator would require an extensive journey of self-discovery, personal growth, and unexpected challenges. What I have learned from participating in music has allowed me to confront obstacles that have arisen and strive toward a career in teaching music. My philosophy of music education centers around guiding young students toward becoming better people and better professionals and providing them significant musical experiences.

Fall 2021

Music Auditions

Degree and non-degree programs in instrumental and vocal music are available on the Brenham Campus. We are accepting recorded and live virtual auditions. Live virtual auditions are available by appointment and on the following Saturdays:

March 6, 2021 March 20, 2021 April 10, 2021 April 24, 2021 May 8, 2021 May 15, 2021

For more information: Jill Stewart (Instrumental) jstewart@blinn.edu 979-830-4262 Dr. Paulo Gomes (Vocal) paulo.gomes@blinn.edu 979-830-4239

Scholarship awards are available! www.blinn.edu/music

Visual/Performing Arts and Kinesiology

To schedule an audition, scan the QR code below.

Countless studies prove that access to proper funding for schools is linked with positive outcomes in student performance. For many growing up in areas of lower socioeconomic status, like I did in the border town of Laredo, quality music education with adequate resources (such as new instruments, private lessons, AP Music Theory classes, etc.) can unfortunately be seen as a privilege, only accessible to those who can afford it. As part of an immigrant family, I personally understand the obstacles and socioeconomic barriers more often faced by minority groups. I began to realize how these issues translated to music students in areas of low SES during my first TMEA Convention in 2016, when I sat first chair in the bass clarinet section for the 6A AllState Symphonic Band. As my surrounding peers began naming prolific musicians such as principals of their local symphonies and collegiate professors under whom they had studied, a generative question came to mind. Although we were running the same race and making the best of our unique situations, did we all start from the same place? Sixty percent of the students at my high school had been on free/reduced lunch, and our band program did not have access to resources that would be considered part of a quality music education. Due to a scarcity in funding, my first opportunity to learn from an applied lesson instructor was when I entered the music education program at the University of North Texas. This inequality is one of the main reasons I decided to pursue education, and it inspired me to form one of my priorities as a music educator: to provide a music education experience that is inclusive for students of all backgrounds. I aspire to work in a public school and eventually teach at the college level, where I will prioritize recruiting from and serving students in lower SES communities who may not see music as a viable profession in which they can succeed. Every student has a right to a high-quality music education, and it is our responsibility as music educators to provide these opportunities, lead by example, and foster an inclusive and welcoming environment. I wish to set a positive example for my future students through service and pursuit of musical excellence. As a music education and clarinet performance double major at the University of North Texas, I have purposefully chosen to serve in diverse organizations and improve my own musicianship. I won fourth at the International Clarinet Association Young Artists Competition where I was named a finalist, and I was selected to perform as an undergraduate student in the University of North Texas Wind Symphony under the direction of Eugene Migliaro Corporon. I currently serve as a woodwind technician at the economically and racially diverse Braswell HS in Denton ISD, and I volunteer on Saturday mornings as an instructor for “Start Up the Band!” This is a Title 1 program designed to provide fifthgrade students who would not otherwise pursue musical study with free instruments, materials, and instruction.

I have treasured these opportunities to work with students and be able to personally relate to the unique challenges they face in today’s culture. At the university level, I serve as an undergraduate representative on the Dean’s Student Advisory Committee, and I have proposed curricular revisions to help future generations of preservice educators. I also serve as head music librarian for the North Texas Wind Studies program, preparing and distributing music for over 600 undergraduate and graduate wind and percussion students in seven large ensembles. I am greatly looking forward to student-teaching this spring, where I will discover more ways I can give back to the community of students and families. It was knowledgeable and caring music educators who helped me become the person I am today, and I wish to provide similar experiences for my students. I currently work three jobs to support myself while in school, but I hope to devote as much time as possible to my cooperating teacher and students in the spring. This TMEA scholarship will provide much needed financial assistance that will allow me to focus on learning and growing as an educator while setting a positive example for students at my teaching placement. 0 Nathan Kock is a senior music education and clarinet performance major at the University of North Texas. He studentteaches at Eastern Hills HS and Handley MS Bands in Fort Worth ISD with cooperating teachers Derek Smilowski and David Carlsen, who consistently demonstrate what it means to advocate for students in Title I schools and how to foster an inclusive music education experience for all.

Southwestern Musician | April 2021 37

Congratulations, Four-Year All-State Musicians The following musicians qualified for membership in Texas All-State ensembles four consecutive years. Our congratulations go to these incredible students and their families and teachers for this most impressive accomplishment!

Lilyanna Armstrong, Waxahachie HS Charlye Baker, China Spring HS Joshua Barron, Rivera HS Tommy Brennan, Johnson HS Kacie Bridwell, Friendswood HS Katherine Butler, Kinder HSPVA Jonathan Chang, Austin HS Faith Choi, The Hockaday School Parker Davis, Timber Creek HS Elias Gettemy, Cinco Ranch HS Tarryn Goldner, Clear Falls HS Gina Gravagne, Central Texas String Academy Jolie Hammerstein, Cypress Woods HS Graydon Harrison, Porter HS Derek Jiang, Austin HS

Lauren Jin, Allen HS Minshin Kim, Westwood HS Emily Kondrat, Plano Sr HS Daniel Lander, Salado HS Michelle Lee, Tompkins HS Jacob Martinez, McCallum HS Lauren Mathews, Seven Lakes HS Josué Molina, Cornerstone Christian Schools Kai O’Donnell, Foster HS Shonn Olegario, Weiss HS Spencer Owens, Levelland HS Emily Pace, Cypress Creek HS Dennis Park, Centennial HS Alyssa Perrin, Birdville HS Raul Romero, Pebble Hills HS

Angela Saldivar, Pace HS John Silva, Dawson HS Victor Sosa, Hanna HS Phebe Tan, Dulles HS Noah Teer, Burleson HS Caden Teliha, Cedar Park HS Demetreis Thornton, Hanks HS Michael Vara, Taft HS Jude Watt, Kingwood HS Alice Wei, Hebron HS Ethan Worsham, Amarillo HS Ethan Wu, Plano Sr HS Ken Xiao, Austin HS Sophia Yoon, Memorial HS

Nominate Your Students for the Texas Music Scholar Award The TMEA Music Scholar Award recognizes students in high school music programs who exemplify attributes of meritorious performance in the areas of scholarship, musicianship, and citizenship. Designation is attained by TMEA Active Member recommendation of students in grades 9–12 who have met the following criteria during the current school year: • Is a viable member of the school’s parent musical organization for the entire school year. • Maintains in all cumulative coursework an overall “A” average as defined by the local school district for the current school year. • Maintains academic eligibility for the entire school year. • Participates in all scheduled events of the parent organization. • Attends, as an audience member, two director-approved concert events at the high school, collegiate, or professional level during the school year. • Has auditioned for, been selected to, and participated as required in a TMEA or ATSSB organization (band, orchestra, or choir). • Performs a UIL Prescribed Music List Class 1 solo for a competition or public performance. • Consistently exhibits behavior that brings honor to the parent organization, school, and community.

Go to www.tmea.org/texas-music-scholar to complete and print the application. The printed form must be signed by the appropriate school officials and must be postmarked by May 1 to qualify. Southwestern Musician | April 2021 39

ORCHESTRA NOTES

B Y

A N N

G .

S M I T H

In Memoriam Michael Werst February 9, 1969–January 8, 2021 Charlotte Eads Vice-President, 1999–2001 June 14, 1961–January 26, 2021

Words matter

he 2021 TMEA Clinic/Convention was amazing, educational, and inspiring. I looked forward to this convention just as much as, if not more than, any other in my 26-year career. TMEA and our convention have always played an important part of my professional life. I could always look to the annual convention for professional development and high-quality clinics that helped me be a better director and elevate my teaching. The performing groups have always been amazing, and they inspired me to strive to achieve more with my performing ensembles. The performances this year were no exception—extraordinary music created despite the difficult circumstances of the past year. I have always treasured the opportunities to reconnect with colleagues and create connections with new educators. This year, these connections were just as strong as we conversed through the question-and-answer sessions following the clinic presentations. I am overwhelmed by the support and encouragement I have received with the nomination and vote to be your Orchestra Division Vice-President. I am

Words have power, words are power, words could be your power. You can change a life, inspire your nation and make this world a beautiful place. —Mohammed Qahtani 40 Southwestern Musician | April 2021

check www.tmea .org for updates

April–May—Attend your Region meeting (see page 2). May 1–June 1—Submit proposals online for the 2022 TMEA Clinic/ Convention. May 1–June 1—Invited ensemble application period for MS, HS, and university orchestras. May 1–June 24—Invited ensemble application period for HS mariachi. May 1—TMEA 2021–2022 membership year opens for online and mail/email submission. May 1—Deadline to nominate students for a Texas Music Scholar award. June 30—All 2020–2021 TMEA memberships expire. July 22–24—TBA, TCDA, TODA conventions. February 9–12, 2022—TMEA Clinic/ Convention in San Antonio.

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looking forward to serving TMEA and the Orchestra Division in a manner that helps to move Texas music education forward. TMEA’s invited orchestras performed so well, and I am motivated and inspired to continue the development of future invited performances. I have watched from the outside the work to bring about more diversity, equity, and inclusion in our profession, and am excited to join more actively in this movement. High-quality professional development is important to me. It is a personal goal to have relevant, educational, and inspirational clinics for

42 Southwestern Musician | April 2021

all members of our division. As I sit here, with the convention in our past and my leadership role in its beginning stage, many thoughts enter my mind. I have much to consider, and hopefully I will get a chance to share many of those thoughts, but one that persists is the idea that words matter. The average person speaks 15,000–16,000 words a day. The thousands of words spoken each day shape our lives, our student’s lives, and how we are perceived. As music educators we should be concerned and aware of the impact our words have on the many lives under our stewardship. Words are power. My first impression of this sentence is that it can be taken as an authoritative statement, and I do not want it viewed as such. Just as our words are positive or negative, to me, this statement has a more positive connotation than negative. In a speech that won Mohammed Qahtani the 2015 title of Toastmasters International World Champion of Public Speaking, he stated, “Words have power, words are power, words could be your power. You can change a life, inspire your nation, and make this world a beautiful place.” As music educators, we are viewed as mentors and role models. The young people in our lives depend on us to speak the truth. Anything we say can be taken as truth and believed. A simple choice of a word or phrase can turn something that could be perceived as negative into something that is positive and beautiful. Words are emotions. Through them we express our feelings. We must be masters of our words not only for the expression of the emotions in music but also to express our emotions and feelings to our students. I find that students are often taught to keep their emotions to themselves and that they believe expressing them is taboo. This simply isn’t true! It is important to maintain an environment in which our students feel comfortable expressing themselves. Fostering this safe environment comes from the words we use daily in the classroom. This environment is created when we use words to describe the different expressive qualities of the music our students are performing. When students begin to understand the emotions or expressive qualities of the music they play, it can help them develop a better recognition of their emotional experience, and they can become more comfortable with that self-expression. Our students can also

experience healing through understanding emotions. The words we say can bring about this understanding and possible healing, if needed. Robert Frost said, “A complete poem is one where an emotion finds the thought and the thought finds the words.” Words are knowledge. The words we use in our daily dialogue provide evidence of the knowledge we have and hold important. Everything we say throughout our day reveals some sort of knowledge to our students. What are we teaching them? Are we using the time we have with our students to educate them and expand their knowledge base? Everything that is spoken in and around the classroom provides an education for our students. This is a very powerful idea that comes with a responsibility. The responsibility is ours to ensure that our students are learning and growing through the teaching process. Words are advocacy. Being an advocate makes a difference for you, your students, your program, and all fine arts programs. There are many resources at our disposal for advocacy work. TMEA has done an excellent job creating resources to help with program advocacy. I would encourage everyone to utilize what TMEA has provided. Communicating, speaking, and writing are the channels words flow through for support. When doing these three things carefully, word choice is essential. The words we use to speak with our students’ families make a difference, and those words are not the same words we would use to communicate to the media. Administration uses vocabulary that is unique, and the correct verbiage is essential when helping administration understand, empathize, and make change. As one develops a plan for advocacy, we must understand which words influence different support groups. Work to navigate the essential vocabulary required to build support from all areas of the community, students, parents, and administration. As we speak our 15,000+ words a day, remember the importance of all those words and the impact they have on us, our students, and our programs. Let us continue to work to use the best words to uplift and inspire all those around us. Honor Orchestra Given the continued impact of the pandemic on school music ensembles, the Honor Orchestra competition will remain

WHAT STARTS HERE CHANGES THE WORLD

AND THE WORLD IS LISTENING

mus i c .utexa s .ed u /a ppl y

suspended for the 2021 year, including the fall honor orchestra competitions. All ensembles will again be invited for the 2022 TMEA Clinic/Convention. As of this column writing, the submission process for invited ensembles is under review. By the time you receive this issue, TMEA will have emailed an announcement of this change, and you can learn more about the invited ensemble submission process at www.tmea.org/orchestra. Convention Proposals Open May 1 As you prepare to apply, learn more about our updated proposal and review process at www.tmea.org/clinicproposals. Online proposals for clinics and music showcases will be accepted May 1–June 1. Please consider sharing new and innovative techniques that have been successful in your classroom with your colleagues. There is a wealth of knowledge in Texas, and I encourage you to share that knowledge during our 2022 convention. So many of our members look to the clinics we host for quality professional development, and they will be inspired and motivated by your knowledge and skills.

Orchestra Division Business Meeting Minutes February 13, 4 p.m., held virtually Michael Stringer called the meeting to order at 4:01 p.m. Meeting minutes from the previous division meeting were approved. Nominations from the floor for candidates for Orchestra Vice-President were called. With no nominations from the floor, Ryan Ross, from Plano ISD, spoke for Ann Smith and her nomination for Orchestra Vice-President. She was voted in by acclamation as TMEA Orchestra Division Vice-President. Sarah Lopes, President of Texas Orchestra Directors Association, gave the TODA report. Information was provided regarding the TODA Winter Clinic, monthly Coffee Colloquys, and Student Clinic. More information about these events can be found on the TODA website. The 60th annual TODA Convention is planned for July 22–24, 2021, in San Antonio. In old business, Michael Stringer gave an assessment of the changes to the AllState audition process. Reports and feed-

Are You in the TMEA Member Directory? Only TMEA members can access our member directory. Be sure you are listed by going to your member record’s privacy settings and checking the box to show your information and further selecting which information should be visible. Then save.

https://my.tmea.org/update

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back from the Region Chairs was mostly positive and the audition process went smoothly. Stringer thanked the Region Chairs for their invaluable help implementing the new audition system. He also thanked Frank Coachman and Andrew Denman-Tidline for their herculean efforts in the process. Stringer announced that the process of releasing the All-State audition materials for the 2021–2022 school year will remain the same, and there will be no new changes to the five standard etude books. Stringer congratulated students selected for the first All-State Mariachi Ensemble. He hopes we get to hear our 2022 Mariachi Ensemble perform live and in person at TMEA’s convention next year. The etudes will continue to be composed for the audition process. Many thanks to Ramon Niño as the Mariachi Coordinator. The audition process for mariachi continues to evolve, especially in the vocal etude area. In new business, Stringer stated there will be no Honor Orchestra competitions this next year, including the fall competitions. All ensembles will be invited groups for the 2022 convention. The process will be redesigned and the TMEA Executive Board will take action on that plan in March. The Orchestra Division was reminded to visit the exhibitors in the virtual space and thank them for their participation this year. All clinics can be viewed until June 30, and CPE credit will be available to document beginning February 18. Stringer read a message from TMEA Executive Director Robert Floyd about the importance of the Texas Arts Education Campaign and how crucial it is that we participate in that process. There are currently several bills in process in the current legislative session that could do harm to fine arts in Texas. Stringer thanked everyone for the opportunity to serve as TMEA Orchestra Vice-President and looks forward to his continued service as TMEA PresidentElect. Many thanks to TMEA President Brian Coatney for his stellar leadership during the pandemic. The Orchestra Business Meeting was adjourned at 4:19 p.m. Minutes respectfully submitted by Diane Harper. 0

The Journey Is the Reward

During this pandemic, our ability to be independently motivated without the traditional benefits has been tested. Our inner strength is being challenged, and we must respond with the resilience we didn't realize we had. Hope prevails above all. I am so grateful to have had this experience, and I know that through it I have improved as a musician and a person.

Music is what helped me get through hard times, so the least I could do was give it my all and do my best.

There is a certain level of prestige associated with being an All-State musician, and even if there was no performance, we still got to be called All-Staters.

What kept me motivated on my musical improvement was listening to other musicians who are better than I am. This helped me because I set a goal to sound similar to them, but still have my sound.

A small group of friends play the same instrument I do, and we talked every day. They are all exceptional musicians and pushed me to get better. I knew that any day they were practicing and I wasn’t, they were gaining an advantage for the future.

What helped me stay motivated was making videos. I didn't upload them, but recording myself and seeing the outcome was rewarding.

I think about when the pandemic ends and how live music will be coming back bigger than ever. That motivates me to keep practicing, so I can go back to making music with my friends. When I considered quitting because of how different this year was, I thought about what my choir director has said. Before competitions, he always reminded us that it's an honor to make the All-State Choir, but your ranking is not what makes you a great musician—it’s the work you put into it.

Music improves my mental health, and while it is always great to go to events, I just love playing my instrument in any way I can. 46 Southwestern Musician | April 2021

I love to practice, and playing my instrument calms me down when I’m having a bad day.

My director told me if I played multiple instruments, I'd be the jack of all trades and master of none, so I decided the best way to prove him wrong would be to make All-State.

Wynton Marsalis said that in a time without public performance, we are reminded how the journey itself is the reward. We asked All-State musicians to respond to this idea, given their dedication did not culminate in our traditional All-State performances.

My love for music and the people who believed in me always kept me focused. My friends, my family, and my choir director always pushed me to be the best I could be.

Even if no one listens to it, I have fun making music. I want to be able to play difficult things and have fun with it.

I just wanted my parents and friends to be proud of what i've accomplished.

Even without a public performance, I still wanted to reach my musical goals before graduation. I was also motivated by the “100 Days of Practice” Instagram challenge.

Being an All-Stater has always been my dream, and it doesn’t matter whether I perform or not. That dream has been achieved, and I couldn’t be happier! Since we didn’t get to perform in public, my goals shifted from sounding good so I don’t embarrass myself to sounding the best I believe I can sound. I’ve begun listening to myself more closely to see how I can improve my technique and make myself sound better based on my opinion.

In lieu of holding public performances,

I’ve participated in the All-State Choir process the past four years and it has taught me how to prepare for auditions, develop musicianship, and most importantly, how to believe in myself.

What motivated me this a few of my friends and I recorded year was using the videos and sent them to senior homes. We could still contribute to the abundance of time to community with music, yet safely. improve. Even without a public performance, Being separated from the rest of the band without the usual improving my sources for motivation forced me to motivate myself to be fundamentals and growing better and improve. Now, whenever I’m stressed or nervous, I can remember the reason I play is to make music I can as a musician kept me enjoy—not for the achievements. motivated in a time when it was easy to be stagnant. The idea of playing at a collegiate My best friend, who made All-State last year, motivated me to keep practicing—she encouraged me to become the best clarinetist I can. She saw potential in me that some of my family members didn't even see.

level is what inspired me to keep practicing as if there would be a performance. The All-state Band is a great way to get in contact with colleges and people who enjoy playing as much as you do. Southwestern Musician | April 2021 47

How to Build a Budget You Didn’t Know You Could Have

By Joe Clark

usic educators often struggle to get a budget approved that will fully support a high-quality program in which every student has the access and experience they deserve through their participation in music. Some find themselves needing to organize annual fundraisers to obtain what should be considered the basics. As we focus on ensuring all students experience the best possible music education, it’s important to understand the opportunities offered through Title IV, Part A, also known as the Student Support and Academic Enrichment (SSAE) grants. What I offer here are quick tips to help you obtain Title IV, Part A funding. As one of the opportunities created by the Every Student Succeeds Act (ESSA), SSAE provides supplemental funding to school districts in three broad areas: • providing students access to a well-rounded education, • supporting safe and healthy students, and • supporting the effective use of technology. Whether your budget is being reduced or you have all the budget you need, these quick Title IV, Part A tips can help you celebrate the great work you’re doing for your students and help you boost your budget.

Where to Start No matter whether you’re on a campus or in central office, your starting point is still the same. These are some questions I had in the beginning: 1. What subjects/areas qualify for Title IV, Part A? 2. How much money is available? 3. How do I find out how much my district has? 4. What do I need to do next? 48 Southwestern Musician | April 2021

TEA’s Definition of Well-Rounded Education With one of the grant’s goals being access to a well-rounded education, it’s important to know how our state defines that. TEA defines well-rounded education as courses, activities, and programming in subjects such as English, reading or language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health education, physical education, and any other subject, as determined by the state or local education agency (LEA). For TEA’s summary on this grant funding, go to www.tmea.org/tea-ssae.

For the 2020–2021 school year, over $107 million in Title IV, Part A funds were allocated to Texas school districts. District totals ranged from $10,000 to over $7 million. Retrieved March 12, 2021, from www.tea.texas.gov/finance-and-grants/grants/ grants-administration/applying-for-a-grant/entitlements.

What Funding Is Available in My District? You can look up your district’s 2020–2021 Title IV, Part A funding total at www.tmea.org/tea-ssea-funding (see the PDF’s final column, labeled ‘T4PA’ [Title IV Part A]). You will note that the overwhelming majority of public school districts receive Title IV, Part A funds—from small rural districts to large urban ones. Given the availability of funds and the targeted goal of a wellrounded education, you can safely make an action plan to request 10–40% of the total amount under “T4PA” for fine arts. In 2017– 2018, I began by requesting around 5% of the total for the entire district, and over the years, I have kept making progress. We now receive 35–40% of our district’s total for fine arts.

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It’s important to remember that the people at the other end of these Title IV requests are mothers and fathers, as well as administrators. They want the funds to be used in the best way possible for the students they serve.

“No” Is Just the Beginning of a Beautiful Conversation I am fortunate to work with Kelly Cline in Spring ISD—she is a great Assistant Superintendent of Federal Funds. We’ve presented together several times on how to navigate the waters of Title IV, Part A, and employ unconventional thinking. She gets just as excited as I do when we find new ways to provide funds for all students in fine arts. In one presentation someone asked, “Can you buy instruments with Title IV funds?” We both answered at the same time: I said yes and she said no. We looked at each other, and she more definitively stated, “No, Joe—you can’t.” Challenge accepted!

portation needed to give these students this incredible experience?” She looked at me and said, “Yes, if it was identified in your needs assessment.” I smiled and kept going, “And couldn’t we host a festival like this, and charge other districts to attend?” She smiled and said, “Yes, Joe. You could.” This is just one example of how these federal funds would be used to supplement (enhance) rather than supplant (replace) the state fund usage.

Supplement, Not Supplant While in front of that audience, I gave the hypothetical scenario of a Wagnerian Horn Festival. “If one of our groups had never been to a Wagnerian Horn Festival before, and we could show that students who play horn excelled in academics after attending this festival, and it was identified in my one-page needs assessment, could we purchase the equipment and trans-

Is It Reasonable? Is It Necessary? We have not yet hosted that Wagnerian horn festival. And I’m not sure what Kelly would do if she saw a purchase order for 24 new Conn 8Ds, but we have started a mariachi ensemble in Spring ISD. My good friend Jim Egger is Fine Arts Director in McAllen ISD, which has an incredible mariachi program. After seeing what they’ve provided for their students, I knew

this would be extremely reasonable and that we could supplement what we currently offer students in Spring ISD with a mariachi program. We began by identifying this need in our 2018–2019 needs assessment. This year, we’re in the process of purchasing equipment and uniforms to outfit both mariachi and ballet folklórico in Spring ISD. If you don’t yet have them, other ensembles that could quality for funding include a district-wide elementary honor choir, chamber ensembles, district-wide percussion ensembles or drumlines, and jazz ensembles. Can You Fund Additional Positions? Yes! In the mariachi example above, it does no good to purchase the equipment without someone to lead the ensemble. We are currently providing an extra stipend to

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Southwestern Musician | April 2021 51

several directors to help start the program, and later we’ll be looking to add a fulltime mariachi or ballet folklórico director, funded 100% by Title IV, Part A funds. Arts integration is also a major initiative in Spring ISD. We have a focused and targeted approach on improving student achievement. I am proud of our team for its tremendous impact on improving foundational literacy skills (rhyming and alliteration) districtwide on 25 campuses for grades K–2. This was measured and observed through two cycles of a districtwide assessment (Circle Assessment). The team has accomplished this through hurricanes, freezes, and school closures, and they even increased productivity during the pandemic. We have produced videos, partnered with the Alley Theatre in Houston, and embedded lessons into our core curriculum—all funded by Title IV, Part A funds. To ensure the continuation of this work, we have used Title IV, Part A funding for an Arts Integration Coordinator position at the central office level and stipends for one teacher on each of our 25 elementary campuses. Johnny Williams is

52 Southwestern Musician | April 2021

our Coordinator of Arts Integration, and he also has a very successful theatre background, so he oversees all of our theatre programs in addition to his other responsibilities. We always put arts education at the foundation first, and then we add arts integration. What’s Your Ask? Harvard Business Professor Ted Levitt used to tell his students, “People don’t want to buy a quarter-inch drill. They want a quarter-inch hole.” I’m not sure I agree completely with Professor Levitt, as I like going to my garage and seeing the shiny new drill I bought. Still, I do understand his point. And more specifically, I understand that’s how the “keepers of the money” will see my request. As you request Title IV, Part A funds, remember to focus on the results that will benefit your students the most, not the shiny new drill. Communicating Your Why Now that you know how much your district receives, and you know some examples of what’s possible, what can you do right now? That leads us from the how and

the what to communicating the why. Imagine for a moment that you finally know what you want to do with your newly acquired Title IV money. Your supervisor has informed you that you can have funding for 100% of what’s on your list, but you must present your final plan to get required signatures. With no time to gather everyone at school, he says, “I’ve got it! I’m having a party at my house tonight. If you can come tonight, I’ll get everyone together before the party, and you can present your plan. If everything goes well, we can get the signatures right then!” Your supervisor is excited, so you agree. You turn to leave and get prepared, and your supervisor quickly adds, “It’s black tie—you’ll need a tux.” (No problem, you have a closet filled with tuxedos at school.) You arrive, prepared with your quick presentation, and your form is ready to accept all the signatures. But you’re wearing a clown costume, complete with oversized, polished red shoes. You heard “black tie,” but you decided your supervisor actually meant “costume party.” You show up, pushing your balloons through the door, ready for your presentation. Your audience

is stunned by how misaligned you are with the invitation. You present your ideas, but they just can’t get past by how far you missed the mark. Sadly, the reality of budget requests often parallels this bizarre example. Does Your Why Align with Theirs? If you authentically align your why with these three concepts, you’ll have a seat at every table you need: • Attendance • Behavior • Student Achievement These three represent 99% of the areas of concern in my district, and I would wager the same is true for your district, too. I would urge you to find this data, be able to quote it with confidence, and know how it changes from semester to semester. Attendance: Can you show—through data—that your students show up to school, on average, more than the students not in your program? This is tied to our current funding formula in the form of Average Daily Attendance (ADA).

Behavior (Student Engagement): Can you show—through data—that students in your program have fewer negative behavior infractions than students not in your program? Student Achievement: Can you show— through data—that students in your program have higher student achievement than students not in your program? Start with subjects that are on the state accountability system, and then look at the subjects other than your own. In Spring ISD, we tie arts integration to student achievement and our new mariachi program to student engagement (attendance and behavior). This has also allowed us to support our theatre programs with our Arts Integrated Coordinator and new equipment for any new ensembles we’ve added or will add in the future. Nurture Relationships The most important part of making all of this work together is relationships. It’s important to remember that the people at the other end of these Title IV requests are mothers and fathers, as well as adminis-

1.806.300.2428

54 Southwestern Musician | April 2021

trators. They want the funds to be used in the best way possible for the students they serve. You must build and nurture these relationships to let these individuals see your heart. When they believe your heart, they will believe your plan. Kelly and I talk about our kids. She has two daughters, and I have a little girl in kindergarten. Kelly has told me no likely ten times more often than yes, but she has never doubted my heart. I believe we could all benefit from a little more courage in showing our hearts when we’re asking for help for our programs and students. 0 Joe Clark is the Director of Performing and Visual Art in Spring ISD, PresidentElect of Texas Music Administrators Conference, and Co-chair of Texas Arts Education Campaign (www .txartsed.org).

Join us in 2021

Opportunities to advance your pedagogy, conducting, and research education

music.txstate.edu

MASTER OF MUSIC MUSIC EDUCATION June 7-July 28 Online offerings available Three paths to a master’s: Accelerated (18 Months) Full time (2 years) Summers only (3 years) COMING SUMMER 2022 Online/Interactive For more information contact: john.denis@txstate.edu

TEXAS STATE/CONSPIRARE CHORAL CONDUCTING SYMPOSIUM RENUE & REFINE June 21-25 Featuring the Texas State choral faculty including Craig Hella Johnson choirs.music.txstate.edu For more information contact: joey.martin@txstate.edu

Texas State University, to the extent not in conflict with federal or state law, prohibits discrimination or harassment on the basis of race, color, national origin, age, sex, religion, disability, veterans’ status, sexual orientation, gender identity or expression. Texas State University is a tobacco-free campus.

VOCAL NOTES

B Y

J E S S E

C A N N O N

I I

Lifting as we climb

t’s difficult to believe that April 2021 is here, especially while many of us are still trying to process last year. Typically, many of us would be in UIL performance mode, coordinating spring trips, and conducting auditions for next year, musical rehearsals, and spring pop shows—all while keeping up with our personal lives. While each of our situations are different, and we might not be as busy, I hope you are taking time to take care of you. I also hope that your why was renewed while attending this year’s virtual convention. If you need a reminder, the sessions are still available until June 30. Our thanks go to the entire TMEA staff and Executive Board for their tireless efforts, hard work, and dedication to excellence that resulted in an outstanding convention offered successfully over a virtual platform. From implementing SEL in music classrooms to successful online music learning, our clinics offered a wide variety of topics that support both teacher and student success. Congratulations to our colleagues who were selected as Invited Choirs during this most challenging year. Such resilience and artistry are to be commended, and we are thankful for each of you and your students for giving us hope through song. It is my utmost honor and privilege to serve the members of the TMEA Vocal Division. As we move forward, I would encourage us all to embody

With courage, born of success achieved in the past, with a keen sense of the responsibility which we shall continue to assume, we look forward to a future large with promise and hope. —Mary Church Terrell 56 Southwestern Musician | April 2021

check www.tmea .org for updates

April–May—Attend your Region meeting (see page 2). May 1–June 1—Submit proposals online for the 2022 TMEA Clinic/ Convention. May 1–June 1—Invited ensemble application period for MS, HS, and university choirs. May 1—TMEA 2021–2022 membership year opens for online and mail/email submission. May 1—Deadline to nominate students for a Texas Music Scholar award. June 30—All 2020–2021 TMEA memberships expire. July 22–24—TBA, TCDA, TODA conventions. February 9–12, 2022—TMEA Clinic/ Convention in San Antonio.

School of Music

2021 Horned Frog

ALL-STATE CHOIR CAMP

DR. SHERI NEILL DIRECTOR • DR. CHRISTOPHER ASPAAS CONDUCTOR

SESSIONS JULY 11-14, 2021

JULY 14-17, 2021

SECTION LEADERS CHRIS AHRENS NORTH MCKINNEY HIGH SCHOOL MICHAEL DEAN TRINITY HIGH SCHOOL KAY OWENS MARTIN HIGH SCHOOL MARK ROHWER FLOWER MOUND HIGH SCHOOL CHERYL WILSON JANASAK GARLAND HIGH SCHOOL (RETIRED)

FOR REGISTRATION INFO*, PLEASE VISIT OUR WEBSITE AT WWW.CHOIRCAMP.TCU.EDU *ALL EVENTS SUBJECT TO CHANGE IN RESPONSE TO COVID-19

Find us on facebook @TCUChoirCamp

the words of activist for civil rights and suffrage Mary Church Terrell to lift as we climb. The longer version, from her address before the National American Women’s Suffrage Association on February 18, 1898, reads: And so, lifting as we climb, onward and upward we go, struggling and striving, and hoping that the buds and blossoms of our desires will burst into glorious fruition ere long. With courage, born of success achieved in the past, with a keen sense of the responsibility which we shall continue to assume, we look forward to a future large with promise and hope. What a difference it would make if we adopted this philosophy in every facet of our lives: in our schools, with our colleagues, families, friends, and church groups, and in traffic. What if, everywhere, people were cognizant not just of their personal development and achievement in a situation, but of facilitating the development and achievement in everyone around them? How much progress would we make together then? I think about this as I reflect on this school year and examine my own relationships with my students and colleagues. How have I helped build capacity in them to help them become the best version of themselves? This is where I’m specifically lifting as I climb now, but there are additional ways each of us can do this.

Reach Out to Colleagues and Mentor This is about more than the casual phone call to a colleague. It’s about seeing an opportunity to fill a gap in someone’s experience and patiently teach them a new skill. But as you climb higher in your career, take others with you by offering opportunities for them to learn and progress. In addition to doing this for those you know, I encourage you to enroll in TMEA’s Mentoring Network to help others in our association who are seeking a mentor. Model This in Your Program Many of our students aren’t lucky enough to have people in their lives who always know what to do. We make mistakes, and we’re in an ideal position to model how to learn from them. Teachable moments are scattered all through our week, and it doesn’t take more than just a casual comment or observation to share them. As we rise from our own mistakes, we can take our students with us, building resilience by proxy. When Something Frustrates You, Change It Many of the world’s most useful inventions were born to fill a need. So often, we traipse over the same clunky processes, cursing the situation, without giving any thought to fixing it. We’re good at ranting (at least, I am), venting, and sighing,

and when things become frustrating, a common thought is simply that someone should fix that. Be that person. Be the person to serve as a mentor, to volunteer, to serve on a committee. Be the one who makes the string of little differences that add up to change for the better, for everyone. Let’s all do it and watch the waves of positive change ripple through our division. Connections in April Watch your email for an invitation to Vocal Division Connections events, held over Zoom, where we will discuss recruitment and retention and post-COVID preparations. Convention Proposals Open May 1 As you prepare to apply, learn more about our updated proposal and review process at www.tmea.org/clinicproposals. Online proposals for clinics and music showcases will be accepted May 1–June 1. Vocal Division Invited Ensembles All ensembles will again be invited for the 2022 TMEA Clinic/Convention. As of this column writing, the submission process for invited performing choirs is under review. By the time you receive this issue, TMEA will have emailed an announcement of any changes and the deadline to apply. You can learn more about the invited performing choir submission process at www.tmea.org/invitedchoirs. Nominate Students for Texas Music Scholar Complete the application process by May 1 to nominate your students for the designation of Texas Music Scholar. This award honors students in high school music programs who exemplify attributes of meritorious performance in the areas of scholarship, musicianship, and citizenship. To recommend a student for this award, you will complete an online form, print the required certification form, and submit it by May 1. Texas Music Scholars receive a certificate and patch from TMEA, signed by the Executive Director. You will receive a press release for your use. TMEA Vocal Division Business Meeting Minutes February 13, 4 p.m., held virtually The TMEA Vocal Division business

58 Southwestern Musician | April 2021

TEXAS LUTHERAN UNIVERSITY SCHOOL OF MUSIC

SCHOLARSHIP AUDITIONS Scholarships are available for both music and non-music majors. These awards are intended to provide recognition for scholarship and talent in the study of music.

SCHOLARSHIP AUDITION DATES: Saturday, February 20, 2021 | 1-3 p.m. Saturday, March 27, 2021 | 1-3 p.m. Saturday, April 17, 2021 | 1-3 p.m.

SCHOOL OF MUSIC DEPARTMENT HEADS

Elizabeth Lee Asst. Professor, Cello

Douglas R. Boyer Director, School of Music and Director of Choral Activities dboyer@tlu.edu 830-372-6869 or 800-771-8521

Deborah Mayes Accompanist

Beth Bronk Director of Bands bbronk@tlu.edu

For specific qualifications for each award, visit

www.tlu.edu/music-scholarships.

Shaaron Conoly Director of Vocal Studies sconoly@tlu.edu Eric Daub Director of Piano Studies edaub@tlu.edu Liliana Guerrero Asst. Professor, Voice lguerrero@tlu.edu Eliza Jeffords Director of Strings ejeffords@tlu.edu

Kurt Moede Instructor, Horn Nicole Narboni Asst. Professor, Piano Sung-Eun Park Asst. Professor, Collaborative Pianist Carlos Quesada Asst. Professor, Collaborative Pianist Keith Robinson Instructor, Tuba & Music Education Jill Rodriguez Instructor, General Music Mikio Sasaki Instructor, Trumpet

Mark Ackerman Instructor, Oboe Michele Aichele Asst. Professor, Music History Adam Bedell Instructor, Percussion Carol Chambers Instructor, Music Education Paula Corley Instructor, Clarinet Gilbert Garza Asst. Professor, Saxophone

BACHELOR OF MUSIC IN ALL-LEVEL MUSIC EDUCATION BACHELOR OF MUSIC IN PERFORMANCE BACHELOR OF ARTS IN MUSIC

Carla McElhaney Asst. Professor, General Music David Milburn Instructor, Double Bass

FACULTY

Individual audition dates may be requested if necessary.

Scott McDonald Instructor, Saxophone & Jazz Band

Chad Ibison Asst. Professor, Guitar Hilary Janysek Asst. Professor, Flute & Music History

Eric Siu Asst. Professor, Violin Bryce Turner Instructor, Percussion Shareen Vader Instructor, Piano Sophie Verhaeghe Instructor, Violin Steven Vogel Instructor, Trombone & Euphonium Ryan Wilkins Instructor, Bassoon Simeng Wu Asst. Professor, Piano

www.tlu.edu/music

BRIGHAM YOUNG UNIVERSITY SCHOOL OF MUSIC

TRUTH IN GREAT MUSIC Learn more about auditions, programs, and scholarships at music.byu.edu or 801-422-2660.

meeting was called to order at 4:01 p.m. by Vice-President Jed Ragsdale. The 2020 meeting minutes printed in the April 2020 issue of Southwestern Musician were approved. Nomination speeches for candidates for Vocal Division Vice-President (Jesse Cannon II, Josh McGuire, Sean Pullen) were broadcast for the meeting viewers. TMEA members in attendance were given instructions to vote. After a short time, as members voted, Jed Ragsdale proceeded with Old Business. Old Business: TMEA exhibitors were thanked. Announcements were made as follows: TMEA 2021 clinics would remain open for viewing until June 30. TMEA scholarships were awarded in the total amount of $190,000. Applications for TMEA Music Scholars available on March 1 and due May 1. Encouragement for members to get involved in the TMEA Mentorship program. CPE credit will be processed as it has in the past from TMEA’s website, www.tmea.org/cpe. Instructions were given on how to sign up for the Texas Arts Education Campaign.

The 2021 All-State conductors and teams were recognized. New Business: The TCDA President, Thomas Rinn, was invited to give an address on the state of TCDA and an update on the TCDA convention on July 22–24, 2021, and the ACDA National Convention on March 18–20, 2021. Nominations for TCDA officers were announced and a call for other nominations was given. It was announced that online voting would begin on May 1, 2021. Renewal of TCDA membership was encouraged. Jed Ragsdale proceeded to comment upon the virtual TMEA convention. He thanked the TMEA Executive Board, the TMEA staff, clinicians, and clinic moderators for their work on the convention. He congratulated the TMEA performing choirs and conductors. The membership was encouraged to view the final sessions of the 2021 TMEA Clinic/Convention. Jed Ragsdale recognized and thanked the Region Chairs, Area Chairs, Region MS/JH Coordinators, and SSC Coordinators. During this recognition, a

runoff between candidate Jesse Cannon II and Josh McGuire was announced. TMEA members were given instructions to vote. The Vocal Division team was recognized including Josh McGuire, Vocal Division Clinic Coordinator, Leigh Ann McClure, Ballroom Manager, and Clay West, Facilities Manager. A moment of silence was offered for choral directors who had passed away during the past year. The TMEA staff experienced technical difficulties during the runoff election. It was announced that the TMEA membership would be informed of the results of the election via the election platform. Jed Ragsdale gave a final speech to the Vocal Division thanking the membership for their service and support. He adjourned the business meeting at 4:49 p.m. Jo Scurlock-Dillard conducted the singing of “The Lord Bless You and Keep You.” Minutes submitted by Sean Pullen. 0

Southwestern Musician | April 2021 61

Lessons Learned I am going to focus on making music with my kids instead of learning music. I have felt very disconnected from my kids and I was reminded of how I can reconnect with my kids: play, create, and enjoy. Knowledge and skill will come later.

Don’t give up—adjust to things looking different. Give yourself a break when your expectations differ from what is possible.

Students have been hearing us online for many months, yet they seldom hear one another. Helping them rediscover their voice in the music classroom is now one of our most important tasks.

I now know a 3D printer can make my job as an orchestra teacher easier!

Use emojis to quickly check in with students. I realized I could use a Google Slide with my roster as the background and have students digitally participate in this kind of check-in activity.

Buy vacuum tubing and cut it into small strips (two per student). With each having their own two “mallets,” there is no need to touch the instruments. The students keep their tubes as they move around the room and store them in their individual bags when done. Time saved and sanitizing stress averted.

We get better with intention. Think about your intent before you practice!

Students can't be accountable until they are responsible. Host master classes with musicians and teachers from across the globe over Zoom.

Self-soothing is not the same as self-care. Recruitment will be a very focused goal going into next year. I appreciated the valuable information I received from a session detailing different levels of recruitment focus. Primarily: being seen, having others listen, focusing on community and then musicmaking begins, and supporting every level of musician in the district. 62 Southwestern Musician | April 2021

Sometimes we simply need to remember why we chose this path. Everything Dr. Tim echoes guides us back on our journey of bringing the joy of music to the next generation so they can carry the torch forward.

Listen twice as loudly as you play. A translated Swahili quote, "Little by little we fill the cup," was shared with the context that being anti-racist is not an action but a lifestyle and that we will always continue to grow, filling the cup little by little. I believe this also applies to all aspects of how we teach in our classrooms. Every day, we are filling our students' cups, little by little.

Convention attendees shared the following concepts and ideas they learned during the convention and that they have already put into practice with success. We don’t need to feel as if we must teach inside the proverbial box. Decorate the box, turn the box over, make a different shape altogether— many of the limits we place on our programs are self-inflicted. Don’t be afraid to change things up.

When we keep our humanity and human needs in mind as we teach, we will be more effective in reaching our students, not just musically but their hearts and minds.

For games in which an object is passed to another student to make them ‘it,’ the teacher can instead place a sticky note on the student’s desk while their eyes are closed. This can be a fun and sanitary alternative.

What we do in our music classrooms can shape and mold individuals into who they become.

We must teach and celebrate our diversity and lead by example.

By utilizing the Pure Tonality feature of the Harmony Director, I can address intervals and strengthen my ensemble’s resolve to adjust each degree accordingly by listening.

Build relationships before rigor. Giving students of every age a safe and accepting environment to create and make mistakes is just as important to the learning process as what we are teaching them. They will be more responsive to instruction when we are more accepting and give them a means of expressing themselves. Spoken language relies on inflection to communicate meaning. We need to use the same amount of inflection in our music.

Use technology. Don’t be afraid of it. Even though many of our norms are temporarily suspended, we can still advocate for our art and demand a high level of achievement from ourselves and our students.

I got the most out of sessions that crossed the spectrum of music education. I loved Scott Edgar’s SEL presentation and will be using his idea of helping students find three pieces of music that represent them. I will also use one of the tools from Mark Palombo’s session of helping students find music and make a presentation to share the music that represents their culture.

I always look for something I can use in my daily teaching. This year that one thing was “a dot means three.” A dotted whole is three halves, dotted half is three quarters, and so on. I knew it at heart but never approached it that way before. Southwestern Musician | April 2021 63

ELEMENTARY NOTES

B Y

K A T H E R I N E

J O H N S

In Memoriam Brian J. Halverson Vice-President, 1997–1999 April 14, 1946–February 15, 2021

Celebrating an awesome event!

hank you for this opportunity to serve TMEA and the Elementary Division. I look forward to working with you! As I hope many of you experienced, the 2021 TMEA Clinic/Convention was a huge success! While I’d prefer to attend in person, to be able to clearly see and hear each clinician and not have to navigate overcrowded meeting rooms was a refreshing change. Since the sessions and their Q&A segments were recorded, I had the flexibility to learn from two sessions that occurred in the same time slot—I attended a session live and viewed a conflicting session later. What a blessing to have the ability to view the sessions until June 30. Thank you TMEA! Additionally, having an opportunity to ask the presenter questions for clarity and insight was a huge benefit. There were a wide variety of topics presented in a short two-and-a-half days. I learned new strategies on how to teach during the pandemic, social emotional learning (SEL) in music education, a sequential and progressive approach to teach students to play xylophones, self-care for the music educator, the importance of thorough research into the materials we use in the classroom, cultural responsibility, and teaching to students new to the English language. Our thanks go to our featured clinicians Amy Abbott and Paul Cribari, and I would like to give a big shout out to TMEA Executive Board, staff, and all who worked behind the scenes to bring it all together. Special gratitude goes to outgoing Vice-President Abby Hawes for all her work to put together a wonderful virtual TMEA convention for the Elementary Division.

To witness all the resilient students creating beautiful sounds was so uplifting. 64 Southwestern Musician | April 2021

check www.tmea .org for updates

April–May—Attend your Region meeting (see page 2). May 1–June 1—Submit proposals online for the 2022 TMEA Clinic/ Convention. May 1–June 15—Elementary invited ensemble application period. May 1—TMEA 2021–2022 membership year opens for online and mail/email submission. June 30—All 2020–2021 TMEA memberships expire. July 22–24—TBA, TCDA, TODA conventions. February 9–12, 2022—TMEA Clinic/ Convention in San Antonio.

Everything you need to safely build your virtual, in-person, and sociallydistant classroom!

Looking for dynamic lesson plans, music education articles, a community of music educators, and professional development opportunities? MusicConstructED.com

westmusic.com

Clinic Proposals Open May 1 As you prepare to apply, learn more about our updated proposal and review process at www.tmea.org/clinicproposals. Online proposals for clinics will be accepted May 1–June 1. Apply to Perform at the 2022 TMEA Clinic/Convention I thoroughly enjoyed all the elementary concerts. They demonstrated how music can still be created while social distancing. To witness all the resilient students creating beautiful sounds was so uplifting.

Like many elementary schools, I am not able to run an afterschool choir because of COVID concerns. It brought joy to my heart to see and hear children singing. It is time to start looking toward next year’s invited ensembles. If you have ever thought about applying for your ensemble to perform at a TMEA Clinic/Convention, I highly recommend watching the session “We Did It, So Can You,” originally hosted during the convention on Saturday at 5 p.m. (still available in the platform, as all clinics are, through June 30). TMEA Clinic/Convention 2022 So, what will 2022 convention look like? The TMEA Executive Board is hopeful in our plans to see you in San Antonio in February 2022. Hope is something we all need right now. We need to have hope that our country and the world will recover and that we can return to a pre-pandemic classroom situation. While I am writing this article, it is February, and most of Texas was without power, water, or both for a week, so I don’t even know what Texas will look like when this article appears in print in April. Despite the inability to predict anything with certainty, I will continue to have hope. Texas Arts Education Campaign Doing something, no matter how simple, can give one hope for the future. This is a simple step you can complete to bring some hope to our future for music education in Texas. As you have likely seen in multiple communications, there is a new campaign for strengthening arts education called the Texas Arts Education Campaign. Please register and show your support not only for music education in Texas but also for all the fine arts: music, theatre, dance, and art. Once you register, forward the link to the art, theatre, and dance teachers in your district. Go to www.txartsed.org to register today. It is a very simple process. TMEA Elementary Division Business Meeting Minutes February 13, 4 p.m., held virtually Elementary Division Vice-President Abby Hawes called the meeting to order at 4 p.m. Minutes of the 2020 Elementary Division business meeting were approved. Hawes thanked Executive Board members, TMEA staff, Elementary Region Chairs, Past Elementary Vice-Presidents,

66 Southwestern Musician | April 2021

and elementary teachers across the state. Hawes offered thanks to all who have made this convention a reality: featured clinicians, invited clinicians, moderators, and four invited elementary ensembles, and she reminded the membership that ensemble concerts will be available until that evening at 10 p.m. She encouraged directors of choral and instrumental ensembles to apply to perform during next year’s convention. Hawes offered congratulations to Michael Stringer, TMEA President-Elect. Members were invited to attend the VOCES8 concert that evening. Starting February 18, you may register for your convention CPE credit. Check out the TMEA website for more information. Hawes explained that TMEA and other arts organizations are launching Texas Arts Education Campaign. This campaign seeks to encourage legislation that benefits Texas music students. Every TMEA member is encouraged to sign up to be part of this effort. More information is on the TMEA website. She reminded members to explore the TMEA virtual exhibit hall. Hawes thanked exhibitors who donated door prizes: West Music, Peripole, JW Pepper, Alfred Music, Mighty Music Publishing, Rhythm Band Instruments, Quaver Music, and Music Is Elementary. Sarah Reyes, TCDA Elementary VicePresident, offered the TCDA report, announcing the 2021 Virtual Summer Chorus conductor Francisco Núñez. Election of 2021–2023 Elementary Division Vice-President was held. There were two official candidates, Katherine Johns and Christopher Koenig. No nominations from the floor were received. Official candidate support speeches were offered: John Gillian in support of Katherine Johns and Lisa Roebuck in support of Christopher Koenig. Hawes explained the voting process and announced the voting was open for 15 minutes. Michele Hobizal introduced Graham Hepburn of Quaver Music, who offered a keynote address. Hawes announced that Katherine Johns was elected as the next Elementary Division Vice-President. The meeting adjourned at 4:43 p.m. Minutes respectfully submitted by Jennifer Patterson. 0

BAY L OR U N I V E R SIT Y SCHOOL OF MUSIC

VISIT Email our professors to schedule a sample lesson or virtual visit. Contact information available at baylor.edu/music/directory

AUDITION PROCESS 1. Complete the Baylor University application at baylor.edu/gobaylor 2. Complete and submit the School of Music application and your video recorded audition at app.getacceptd.com/baylormusic Subscribe to our newsletter or receive School of Music concert information and updates at baylor.edu/music/subscribe

For more information, visit baylor.edu/music Email Mary Sage at Mary_Sage@baylor.edu or Music_Admit@baylor.edu � baylormusic

twitter @baylor_music

� @baylormusic

Baylor University admits students of any race, color, national and ethnic origin, sex, age, disability, or veteran status.

Survey Says . . . 2021

Thanks to convention attendees who completed the survey. We appreciate your feedback and we look forward to using it as we continue to look for ways to improve this event. The information on these pages is based on those survey responses.

WHO ATTENDED? Attendee Age 18–24

TMEA Division Band

6% 23%

25–34

Orchestra 27%

35–44 45–54

20%

75+

38%

1–5

9% 19%

6–10

Elementary

19%

11–20

1–3

12%

4–10

27%

10–19

27%

20+ 0%

30% 35% 35%

Attended in 2021? Plan to attend in 2022?

33%

15%

10%

40%

See page 70 for a multiyear membership and attendee report.

Conventions Attended

16%

21+

25%

<1 4%

Vocal

College Faculty College Students Music Admin

17%

55–64 65–74

Years as a Member

No: 18%

Yes: 82%

Where You Attended While we missed the opportunity to be together in San Antonio, thousands of attendees still attended virtually.

Primary Network Used

Unsure 9%

Yes: 91%

35%

Home: 83%

School: 14% 3% other/unsure

77% of attendees plan to view more clinics before the June 30 deadline. I liked that I didn’t have to choose between clinics scheduled at the same time (like in a F2F situation). I was able to go back and watch the clinic at a later time. This improved the value equation.—Elementary Educator 68 Southwestern Musician | April 2021

Primary Device Used Laptop/Desktop 92%

Tablet 5%

Phone

2% other/unsure

IN 2.5 DAYS: • 179 Clinics • 21 Concerts • 243 Exhibit Booths 199 events qualify for continuing professional education credit. Go to www.tmea.org/cpe.

The Platform • • • • •

11,050 signed-in users 870,000 platform page views 25,000 chat posts 15,000 exhibit booth visits 8,600 messages to exhibitors

Overall convention platform experience: Very Good: 50% Good: 34% Average: 11% Poor+Very Poor: 5%

EVENT QUALITY Attendees report great value and satisfaction attending the TMEA Clinic/Convention:

Overall Experience Good Very Good

Avg

Very Good

Avg

Very Good: 49% Good: 30% Average: 15% Poor+Very Poor: 6%

Poor+ Very Poor

Quality of Clinics Very Good

Good

Avg Poor+ Very Poor

Very Good: 45% Good: 43% Average: 10% Poor+Very Poor: 2%

Avg

Who Paid Your Way? Registration Fee My School: 56% I Paid: 41% Other: 3%

Poor+ Very Poor

Good

Poor+Very Poor

Very Good: 44% Good: 38% Average: 13% Poor+Very Poor: 7%

Value for the Cost

Very Good

Top Clinic Topics The top ten clinic topics attendees said they want to learn about in clinics next year are: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Rehearsal techniques Recruiting and retention Technology integration Instrument methods Teaching methods (EC–college) Repertoire selection Diversity, equity, and inclusion in music ed Classroom management Social emotional learning Advocacy/community support

If you have experience to offer in these areas, be sure to complete the clinic proposal available online from May 1 to June 1 at www.tmea.org/clinicproposals. Southwestern Musician | April 2021 69

TMEA Membership and Convention Report Membership Active Retired Institutional College Students Sustaining

2014

2015

2016

2017

2018

2019

2020

2021

11,779

11,979

12,739

13,137

13,404

13,421

13,839

11,980

720

748

875

904

954

1,007

1,086

796

3,627

3,835

4,232

4,328

4,423

4,636

4,510

1,308

549

571

582

717

535

615

629

229

Total

16,763

17,199

18,493

19,145

19,414

19,737

20,121

14,343

Convention Attendees

2014

2015

2016

2017

2018

2019

2020

2021

9,245

9,680

10,259

10,457

10,333

10,642

10,911

7,038

495

525

576

568

559

592

649

311

Active Retired

N/A

College Students

Institutional

3,290

3,535

3,796

3,830

3,921

4,119

4,069

807

Exhibitors/Sustaining

2,510

2,509

2,819

2,727

2,971

2,922

3,076

867

Texas Future Music Educators

596

661

795

1,014

1,022

1,277

967

All-State Students

1,644

1,748

1,750

1,778

1,783

1,795

1,790

1,107

Participants

2,910

2,559

2,776

2,818

2,810

2,522

3,069

611

294

292

310

290

338

335

433

166

Out-of-State Attendees Visitors/Family/Chaperons Total

5,680

5,197

6,150

6,141

6,021

6,179

6,596

26,716

26,756

29,281

29,623

29,758

30,383

31,560

11,024

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Southwestern Musician | April 2021 71

COLLEGE NOTES

B Y

P A U L

S I K E S

Learning opportunities abound

his year’s TMEA Clinic/Convention, held virtually because of the pandemic and the resulting requirement for social distancing, was one for the history books. I was struck by how similar everything was even though we were in a new setting. What became obvious to me is that, while physically separated, the convention connected us and turned out to be an amazing event where we could all gather, learn, and be inspired and rejuvenated, just like in years past. I enjoyed seeing everyone’s posts in the clinic and concert chat feed and in the general sessions. As I would see people make comments, I was able to respond with a quick hello and then maybe even a short conversation right in the chat. It was akin to seeing a friend walking the corridors of the convention center and stopping for a short conversation before moving on to the next event. The convention gave me the opportunity to say hello and connect with friends I have missed over the past year. As always, this was one of my favorite parts of the convention. The learning aspect of this convention was a major success. I believe the best part of the convention was the opportunity to attend so many more clinics and concerts than ever before. I watched live clinics, sometimes two at a time, and then went back and watched concerts and other clinics during breaks in the schedule or outside of convention hours. I have even returned to watch clinics in the weeks since to gain from some I was unable to attend during the sched-

The convention provided an opportunity to show your resilience and drive to the world and it will forever stand as a testament to your dedication to music education. 72 Southwestern Musician | April 2021

check www.tmea .org for updates

April–May—Attend your Region meeting (see page 2). May 1–June 1—Submit proposals online for the 2022 TMEA Clinic/ Convention. May 1—TMEA 2021–2022 membership year opens for online and mail/email submission. June 30—All 2020–2021 TMEA memberships expire. July 22–24—TBA, TCDA, TODA conventions. February 9–12, 2022—TMEA Clinic/ Convention in San Antonio.

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• Enhance your teaching and performance skills • Study with accomplished faculty • Perform with award-winning ensembles • Advance career potential • Develop research expertise

Designed as a two-year, full-time program to be completed over four regular semesters

Contact Dr. Melinda Brou, Graduate Coordinator, at 361-593-2824 or Melinda.Brou@tamuk.edu

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uled event. I encourage you to take advantage of this opportunity by logging in and watching those clinics you were unable to attend or even watching those you already have again. If you were unable to register and attend the live event, you can still register by April 30 and get access to these great clinics through June 30. You can do this by visiting www.tmea.org/convention and completing the registration. A high point for the College Division was our research poster session. The virtual format made it possible to learn and experience research in three formats:

static, recorded presentation, and live presentation. The live presentations in a Q&A format were particularly engaging. Thanks to all who presented and especially to Amy Simmons for her work in organizing and hosting the sessions. As always, I was inspired and rejuvenated by the convention. Our General Sessions were amazing, starting with the interviews and performances with Pasek and Paul. The last performance of that First General Session, featuring our own Texas music teachers singing Children Will Listen, brought me to tears. Robert Floyd’s

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74 Southwestern Musician | April 2021

interview with Wynton Marsalis during the Second General Session was inspiring, as Marsalis described how his school music teacher influenced him to explore music in all its many forms. Wynton saying aloud that music teachers “do God’s work” was an affirming statement on the importance of what we all do every day. Each of these presentations is still available in the platform to view on the First and Second General Session records in the schedule. I was also inspired by the many performances throughout the convention. From the professionals, like VOCES8 and the Houston Symphony, to our school music groups, I was struck by the continued desire to make music at every level despite the challenges we face. I know that, like the performers at the convention, each of you have pushed yourselves personally and professionally to make music in your own situation and to provide others a meaningful music education. I also know that, as students, many of you have had to work through numerous challenges to continue learning and stay on track to becoming a music teacher. The convention provided an opportunity to show your resilience and drive to the world, and it will forever stand as a testament to your dedication to music education. Congratulations, and thank you. College Division Business Meeting Minutes February 13, 4 p.m., held virtually Vice-President Paul Sikes called the meeting to order at 4 p.m. He offered a welcome and mentioned that the minutes from the 2020 meeting were printed in the April 2020 issue of Southwestern Musician. He then offered congratulations to our new President-Elect Michael Stringer and offered thanks to our colleges and universities that were a part of the convention and our virtual college night. Turnout was a bit low this year. Sikes will speak with the Executive Board about ways to thank the colleges and universities that participated. He reminded members that clinics will remain available in the platform through June 30. Concerts will not be available past February 13. Sikes announced that TMEA is partnering with the Texas Music Administrators Conference (TMAC) to create the Texas Arts Education Campaign, with the

sole mission of highlighting to Texas Legislators the importance of fine arts in a child’s well-rounded education. This campaign will be at the forefront of defeating bills that will prohibit or limit students from participating in music programs. Several bills have already been filed that could do just that. Sikes offered congratulations to all presenters and moderators. The clinics and poster sessions have been outstanding. We so appreciate their sharing their research, knowledge, and experience. A special acknowledgement goes to the moderators who took on an extra load. Old Business I. Update on Featured Clinicians TMEA 2021: • Scott Edgar did a great job and his clinics were useful and timely for members of the College Division as well as all members of TMEA. • Many thanks to Beatriz Ilari from the University of Southern California, Steven Morrison from Northwestern University, and Bob Duke from the University of Texas in Austin for agreeing to fill spots in the schedule. • Thanks to Amy Simmons for arranging these outstanding professionals to present to our membership. TMEA 2022 (tentatively scheduled): • Judy Willis, M.D. M.Ed.: Dr. Willis spent 15 years as a practicing neurologist with 10 subsequent years as a classroom teacher to become a leading authority in the neuroscience of learning. • Dr. Anders Ericsson from Florida State, a world-leading authority on expertise development, was scheduled to present. Sadly, Dr. Ericsson passed away last summer. Sikes has been communicating with others to serve as one of our featured clinicians and hopes to have that announced soon. Please send any suggestions for

featured clinicians to him. II. Connections Meetings • The College Division hosted four virtual Connections events last fall. The purpose of these meetings was to provide opportunities to learn as well as to connect with others around the state. • Please send any suggestions for future meetings to Sikes. III. Committees • Membership – Chairs, please check the memberships of each committee for accuracy. Reach out to each member and ask if they would like to continue to serve. Send the updated list to Sikes as soon as possible so that he can update the membership lists on the website before the March Board meeting. Determine an optimal number for your committee. • Purpose Statements – Each committee should develop a purpose statement for their group. Please complete this task before mid-March. • Proposal for New Committee – As TMEA’s second largest division, the College Division serves two constituencies: our professionals and our college students. - To provide representation for the college students, Sikes proposed the creation of a college student committee. - Sikes suggested two co-chairs for this committee, one student and one professional (a faculty member who can guide the sessions). • The poll showed 100% support for formation of the student committee. Attendees can indicate their vote until June. • John Wayman suggested merging with the NAfME-TX Collegiate Committee. Nyadia Thorpe, NAfME-TX Collegiate Chair, offered

https://my.tmea.org/update 76 Southwestern Musician | April 2021

to connect with the TMEA College Committee. New Business I. Sikes communicated TMEA’s statement regarding content presented that did not reflect TMEA’s vision, purpose, and support of high-quality music education for all students. Please email questions, concerns, or suggestions to listen@tmea.org. II. Region Chairs • Thank you for those individuals who serve as Region Chairs. • If you teach in one of the following Regions, please consider volunteering to be a College Division Region Chair: 13, 18, 19, 20, 23, 24, 26, 27, 30, 31, 32. This will help ensure that everyone is represented and has a voice. • Chairs should attend their Region meetings in the spring and in the fall. The meeting dates are listed on the TMEA website. • Contact your Region President if you are interested in serving. Elections for Region Chairs take place during the fall division conference. Announcements I. Dr. Robert Hansen from West Texas A&M University shared the following information regarding Texas’s proposed New Texas Transfer Agreement (SB 25): • The Coordinating Board has been working to eliminate the field of study program. With this new plan, only 12 hours of “discipline foundation courses” might apply to the major (with an additional six that could be added). While we are fairly confident that exceptions will be made for certain majors such as music and theatre arts, all four-year institutions need to work carefully with the twoyear colleges that are their sources of transfer students to create very clear and specific agreements. These can be used as a model for the committee for the Transferability Framework. II. Sikes extended thanks to those individuals who have helped advance college music education for our students and our profession over the last year. The meeting adjourned at 4:46 p.m. Minutes respectfully submitted by Darla Meek. 0

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