I always look forward to the Mountain Lake Colloquium for teachers of general music methods. This conference addresses issues related to those in music teacher education who focus on general music. It is a wonderful conference and community. This year’s conference will focus on the theme “re-visioning and re-inventing our music teacher education practices and perspectives, culturally relevant pedagogy, and building community through music.”
The 2013 Mountain Lake Colloquium will include Dr. Gloria Ladson-Billings and Dr. Ysaye Barnwell as keynote speakers.
This colloquium truly fosters community and always has musicking embedded throughout.
In connection with the theme I will be co-presenting with Abigail VanKlompenberg on issues related to enacting critical media literacy in secondary music contexts, particularly a choral/general music hybrid class.
To gain a sense of current thinking on general music curriculum, pedagogy, and music teacher education-related issues take a look at the diversity of session topics taking place at the 2013 colloquium:
8:45-9:00 a.m. Songs to Build Community: Canons and Cuba (Ballroom)
Brent Gault, Indiana University
Carlos Abril, University of Miami, Frost School of Music
9:00-10:00 a.m. PLENARY SESSION
Keynote Address: “The Power of Song in Community”
Ysaye Barnwell, Artist, Composer, and Author
Host: Carlotta Parr, Central Connecticut State University
10:30-11:15 a.m. SIMULTANEOUS SESSIONS “Extending the Conversation”
Session A: Ballroom (Brent Gault, host)
“Oral History in an Age of Multiple Literacies: Application to the Music Curriculum”
Marie McCarthy, University of Michigan
Discourse on multiple literacies in education opens a space for revisiting orality and literacy in the music curriculum. Oral history can connect students to living music traditions and contribute to culturally relevant pedagogy.
Session B: Cascade Room (Sharon Davis Gratto, host)
“Revising for Relevancy: Incorporating Regional and Indigenous Musical Traditions into a General Music Methods Course”
Laura Artesani, University of Maine
This session describes my journey to incorporate the musical traditions of Maine into my general music methods courses and how my university students taught these musical traditions to local elementary students.
Session C: Giles Room (Lisa Huisman Koops, host)
“To Be or Not To Be Privileged? That Is the Question”
Joyce McCall and Margaret Schmidt, Arizona State University
We created a case study to raise issues about access to music education in terms of race- and class-based privilege. We present our experiences discussing this case with preservice teachers.
11:20 a.m.-12:00 p.m. PLENARY SESSION (Ballroom)
Learning Communities
Janet Barrett and Sandra Stauffer
12:00-1:15 p.m. LUNCH AND LUNCHEON ROUNDTABLES (Veranda and Ballroom)
Lori Gray, Coordinator
“Student Achievement, Merit Pay, and Curriculum: What Are We Teaching Beyond ‘The Standards?'”
Ed Duling, (retired)
This roundtable will help us think about the creation of standards-based curricular framework(s) and curricular documents that go beyond citing “chapter and verse” of standards in lessons and units.
“Music for the Elementary (Classroom) Teacher: 21st Century Variations on a Theme”
Louise Patrick, Florida Gulf Coast University
N. Carlotta Parr, Central Connecticut State University
Jana R. Fallin, Kansas State University
Mollie Tower, Texas State University
How do we meet the musical needs of elementary education majors in a collegiate course? Arts integration, infusion and common core strategies plus current resources will be shared.
“From Classroom Project through Summer Fellowship to Student Teaching in China”
Alena Holmes, University of Wisconsin-Whitewater
During this presentation I would like to share the educational and cultural journey of one undergraduate student from class project to student teaching in China. In addition I would like to discuss benefits and challenges of student teaching abroad.
“When Spheres Collide: Fostering Interdisciplinary Collaboration”
Sarah Burns, Freed Hardeman University
Innovative suggestions that encourage musical and interdisciplinary collaboration without compromising the integrity of the music curriculum will be discussed. Proactive approaches generate creative, stimulating, and differentiated experiences for those involved.
“From Where Do I Go From Here?: Developing a Senior Capstone Class for the Music Education Major”
Nancy Glen, University of Northern Colorado
This session discusses a Transitional Capstone course for Senior BME students, helping them reflect and make meaning from their educational experience, and prepare to seek employment as a music specialist.
“The Reflective Music Teacher: Exploring Music Teacher Identities and Reflective Practice Tools”
Lori Gray, University of Montana
During this roundtable conversation, participants will discuss and share reflective practice tools for educators and examine the role of music faculty in the identity formation of future music teachers.
“NAfME Roundtable: Come Visit with President Nancy about Your National Organization”
Nancy Ditmer, President, National Association for Music Education (NAfME)
Monday Afternoon
1:15-1:55 p.m. PLENARY SESSION (Ballroom)
Talk-back with Ysaye Barnwell
Carlotta Parr, Facilitator
2:00-2:30 p.m. “Nomads with Maps: Musical Connections in a Glocalized World”
Lauren Kapalka Richerme, Arizona State University
Have you ever considered mapping your local and global musical environments? Drawing on the work of philosophers Gilles Deleuze and Félix Guattari, this session explores the possibilities of being lost.
2:30-3:00 p.m. Break
3:00-4:15 p.m. SIMULTANEOUS SESSIONS “Extending the Conversation”
Session A: Ballroom (Linda Berger, host)
“Narratives of Persons, Practices, and Places: Windows into Transformational Moments in Music Teaching and Learning”
Jeananne Nichols, University of Illinois
Deborah Blair, Oakland University
Sandra Stauffer, Arizona State University
We will present narratives of learners and teachers in music classrooms through the lenses of persons, practices, and places, looking specifically at matters that challenge us and opportunities to transform thinking about who we are and what we do.
Sessions B: Oak Room (Jana Fallin host)
“Do We Need to Start at the Very Beginning? Co-creating Introductory General Music Practicum Experiences Based on an Early-Career Induction Model”
Martina Miranda and Taryn Raschdorf, University of Colorado at Boulder
This presentation will focus on (a) development and modeling of partnerships with local music teachers; (b) implications for course structure and requirements; (c) the “induction” experience and overall impact for all participants.
Session C: Giles Room (Carol Scott Kassner, host)
“From the Chicago Teacher Education Pipeline”
Kimberly McCord, Illinois State University
This is an overview of a redesigned advanced general music course with an urban education focus that includes a clinical experience in the Chicago Public Schools funded by a major U.S. Department of Education grant.
“Transformative Learning in Music Teacher Education: Percepts, Concepts & Action”
Michele Kaschub, University of Southern Maine
Explore how direct experiences of music-making, critical awareness of theory/practice, and opportunities to teach can provide foundations for awakening the creative capacities of pre-service teachers on personal, musical and professional levels.
Session D: Giles Room (Patty Bourne, host)
“Creating: Nurturing Communities of Learners in General Methods Courses”
Lisa Huisman Koops, Case Western Reserve University
Sharon Davis Gratto, University of Dayton
Vanessa L. Bond, Hartt School of Music
Constance McKoy, University of North Carolina Greensboro
Participants will reflect on creating communities of learners in methods classes, sharing ideas about transitioning from a more individual approach to one that accounts for the power of learning in and for community.
7:00-7:15 p.m. PLENARY SESSION (Ballroom)
“Honoring Our Accomplishments”
Carol Scott-Kassner, retired
7:15-9:00 p.m. Evening “Playfest”
“Back to the Future: Re-Investing in a 20-Year Old Curriculum That Packs a Powerful Punch”
Patricia Bourne, Western Washington University
Lynn Brinckmeyer, Texas State University
Community, focus, respect, collaboration: These words are embedded in the vision of the World Music Drumming Curriculum. Come sing and hit things and celebrate making music together.
“InterPlay: Tools for Enhancing a Sense of Play in Your Teaching and Your Life”
Mary L. Cohen, University of Iowa
For “recovering serious persons,” InterPlay uses music, movement, and storytelling for self-expression, creative exploration, and community building. This session provides a taste of InterPlay and possibilities for teaching and life.
“Hum, Tap or Whistle: Back to Summer Camp!”
Sharon L. Morrow, Westminster Choir College of Rider University
This session revisits learning music through our bodies using those great games and rhythmic activities that we learned at camp! (If you didn’t learn them there, you’ll learn them now!)
8:45-9:00 a.m. Songs to Build Community: Russia and Eastern Europe (Ballroom)
Alena Holmes, University of Wisconsin – Whitewater
9:00 a.m.-10:00 a.m. PLENARY SESSION
Keynote Address: “Partners in Rhyme: Hip Hop & Global Democracy”
Gloria Ladson-Billings, Professor, University of Wisconsin-Madison
Host: Janet Robbins
10:00 a.m.-10:30 a.m. Break
10:30 a.m.-11:15 a.m. SIMULTANEOUS SESSIONS “Extending the Conversation”
Session A (Cascade Room) (Jeananne Nichols, host)
“Interweaving Stories of Self and Other: The Theory and Practice of Culturally Responsive Elementary Music Instruction in an Undergraduate Methods Class”
Jacqueline Kelly-McHale, DePaul University
Using personal stories to share how we went beyond materials and approaches, this session will explore working within the framework of culturally responsive teaching in a general music methods class.
Session B (Ballroom) (Ann Clements, host)
“Reflecting on a Critical Popular Music Pedagogy”
Evan Tobias, Arizona State University
Abigail Van Klompenberg, Littleton Elementary School District
We address the need for, challenges, and potential of critical media literacy and meaning making in middle school students’ popular music engagement in a hybrid general music/choral ensemble.
Session C (Oak Room) (Mary Cohen, host)
“Toward a Critical Race Pedagogy of Music Education”
Adria Hoffman, University of Mary Washington
Leslie Stockton, Arlington Public Schools
A framework for critical race music pedagogy connecting pre-service teachers, students historically marginalized by school music, and those situated outside of classroom spaces in which musical learning is relegated.
Session D (Giles Room) (Cathy Schmidt, host)
“Relevant and Responsive: Elementary General Music in Communities of Color”
Kathy Robinson, University of Alberta
Explore the relationship between the practice of 6 exemplary elementary general music educators teaching students of color in Latino and Asian American communities and the theories of culturally responsive pedagogy.
11:20 a.m.-12:00 p.m. PLENARY SESSION (Ballroom)
Learning Communities
Janet Barrett and Sandy Stauffer
12:00 p.m.-1:15 p.m. LUNCH AND LUNCHEON ROUNDTABLES (Veranda and Ballroom)
Lori Gray, Coordinator
“Symphony Partnerships: Exploring Teaching in New Settings”
Michele Paynter Paise, Cumberland University
This session will explore the experiences and reflections of eleven Collegiate NAfME members who acted as volunteers for the Nashville Symphony’s Pied Piper children’s series during the 2012-2013 concert season.
“This is for Hearing the Music with Our Ears; What We Can Learn from the Reggio Emilio Approach”
Vanessa L. Bond, The Hartt School of the University of Hartford
In this session, I will describe the major tenets of the Reggio Emilia Approach (REA) to early childhood education and discuss potential applications of REA principles to music education.
“Beyond Behavior issues: Portraits and Potentials of Students with Attention Deficits”
Laura Dunbar, University of Arizona
This discussion will clarify the different forms of attention deficits and other conditions that are commonly comorbid with this diagnosis. Implications for methods courses and classrooms will be included.
“Changing Keys: Voices in Counterpoint”
Kim Eyre, Nipissing University, Canada
Carole Richardson, Nipissing University, Canada
Beginning educators often have a vision of the “perfect” position. Factors within or beyond our control can reroute career paths. A “critical supportive friend” can help make sense of these new directions.
“NAfME Roundtable: Come Visit with President Nancy about Your National Organization”
Nancy Ditmer, President, National Association for Music Education (NAfME)
Tuesday Afternoon
1:15 p.m.-1:55 p.m. PLENARY SESSION (Ballroom)
Talk Back with Gloria Ladson-Billings
Janet Robbins, facilitator
2:00 p.m.-3:15 p.m. SIMULTANEOUS SESSIONS “Revising and Re-envisioning Our Practice”
Session A (Cascade Room) (Kimberly McCord, host)
“‘Dr. Scott, Tickle Me Again’: Re- visioning Spaces for Exceptional Children in Music Teacher Education”
Sheila Scott, Brandon University, Manitoba, Canada
This session represents a personal journey towards inclusion with a description of a music class for exceptional children and the impact of this initiative on a music teacher education program.
“‘There’s No Time to Teach Them!’- Partnerships in Music & Special Education that Benefit EVERYONE!”
Kimberly H. Councill, Bucknell University
This session offers a creative alternative for meeting undergraduate guidelines, music teacher requirements, and the musical needs of special education children. It provides a conversational look at re-visioning the role of music teacher and music teacher educator.
“You Can Do That with Your Class? What Special Learners Have Taught Us about General Music Methods”
Jennifer Shank, Tennessee Technological University
Becky Halliday, University of Montevallo
The presenters will share their experiences and discoveries from the development and implementation of an Orff Schulwerk based music program for students with special needs.
Session B (Giles Room) (Vanessa Bond, host)
“Rethinking and Revising Music Methods Courses for Early Childhood Educators”
Jennifer Vannatta-Hall, Middle Tennessee State University
This session presents the evolution of an early childhood music methods course over eight semesters as impacted by teacher research. Salient experiences that boost these pre-service teachers’ music self-efficacy will be discussed.
“Preparing Young Children to Read Music: Questioning Traditional Practice”
Susan Kenney, Brigham Young University
Explore what we know about how young children think musically and the implications for teaching beginning music reading. See four-year-old children engaged in the process, and try it yourself.
“If You Could Only See What I See: Listening and Learning from Chinese American Parents”
Juan Julie Yu, West Virginia University
This session will draw from research on how traditional cultural values and acculturation experiences inform Chinese American parents’ perspectives on their children’s early music education. Listening to Chinese American parents leads to deeper understanding of “tiger parents.”
Session C (Oak Room) (Ed Duling, host)
“Intergenerational Music Making: Communicative Musicality, Immersive Learning, and Advocacy in Action”
Karin S. Hendricks and Ann Hicks, Ball State University
We share three stories of inter-generational music making, in which individuals of various ages (early childhood-parents; teenagers-college students; teenagers-elderly) developed meaningful relationships with one another through shared musical experiences.
“3C’s: Cross- Level Collaboration and Community Building”
N. Carlotta Parr, Central Connecticut State University
Melissa Lotstein, Sedgwick Middle School, W. Hartford
Katherine Frewen, Bristow Middle School, W. Hartford
This session will present the perspectives of a university professor and 2 public school middle school mentor teachers on their collaboration efforts to create effective field experiences for college students.
Session D (Ballroom) (Janet Montgomery, host)
“Elementary Music Teacher As Change Agent”
Carlos Abril, University of Miami Frost School of Music
Julie Bannerman, Northwestern University
Findings from a national study of general music teachers reveals factors impacting teachers and programs, and ways teachers act as agents for change, with discussion of implications for teacher education.
“I Think Therefore I Teach: Developmental Teaching Philosophies in Music Teaching and Learning”
Jeffrey Marlatt and Stephanie Standerfer, Shenandoah Conservatory
Developing a teaching philosophy requires self-reflection and the ability to question one’s ideas. This session includes strategies for guiding and evaluating teaching philosophies as students develop teacher identities over time.
“Student Perceptions of Meaningful Participation in School Instrumental Groups”
Janet Cape, Westminster Choir College
In this multiple case study I investigate what students in varying high school music groups perceived as most meaningful about their participation, and examine the role of context in shaping their perspectives.
3:30 p.m.-4:30 p.m. IDEA FAIR (Ballroom)
Janet Cape, Coordinator
“Brazilian Music in Your Classroom – User Friendly Strategies”
Lynn Brinckmeyer, Texas State University
Chris Lessly, Indiana Wesleyan University
Follow music educators on a journey to Sao Paulo and Rio de Janeiro. Learn Brazilian rhythms and teaching strategies used in a variety of community music programs in Brazil.
“Alexander Technique in the General Music Classroom”
Taryn Raschdorf, University of Colorado at Boulder
This discussion will examine the use of the Alexander Technique in the General Music Classroom. Topics will include how to incorporate age appropriate Alexander language, activities, and Body Mapping in the music classroom.
“At the Crossroads of Advocacy, Philosophy, and Practical Issues in Music Education”
Eric Branscome, Austin Peay State University
From politics and economy to evaluation and curriculum, there are many circumstances facing music education. This study addressed the impact and implications of these issues on current and future generations of music educators.
“Education for General Music Teachers: 125 Years of Visions and Inventions”
Janet Montgomery, University of Maryland
Paul Waskiewicz, Running Brook Elementary School, Columbia, MD
What past practices in music teacher education can inform our current practices in music teacher education? Practices include individuals’ influences; professional organizations; government/social policies; technology/digital culture; professional needs of teachers.
“Music for Living: Creativity-Based General Music Course”
Nicola F. Mason, Eastern Kentucky University
Gregory Springer, University of Kentucky
Music for Living is the product of innovative revisions to the traditional music appreciation course with the central purpose of facilitating creative thinking through the study of music.
“Dear New Music Teacher, (Just in Case You Were Absent That Day)…Chaos May Happen”
Patricia Bourne, Western Washington University
A new teacher will undoubtedly face ‘chaos’ associated with management. One third of new teachers leave the profession due to the frequency and degree of ‘chaotic moments’. We can help!
“The Professional Contemporary Composer in the General Music Classroom: Examining Past Practices for Present Re-Visioning”
Katie Carlisle, Georgia State University
This presentation will present programs and practices concerning the professional contemporary composer in the general music classroom from the 1950s and revisioned practice integrating mobile technologies into K-5 compositional process.
“Building an Aurally Literate Society…Starting in the General Music Classroom”
Valerie Trollinger, Kutztown University of Pennsylvania
John Flohr, Walden University
This session will engage attendees in multiple multi-modal experiences that directly connect music to the new Core Curriculum and the S.T.E.M standards.
3:30 p.m.- 4:30 p.m. Research Gallery (Ballroom)
Glenda Goodin, Coordinator
“Perceptions of Singer Identity in the Collegiate Population”
Gaile Stephens, Emporia State University
This study explored the predictors of university student’s beliefs about their singing (N = 171). Results from the survey indicated home environment and singing experiences best predicted participant’s singing perceptions.
“Diminishing The Fear: Weaving Musical Narratives through Teacher Candidates’ Body Mapping”
Shelley M. Griffin, Brock University
Findings from a two-year narrative inquiry deepen conceptualizations regarding how teacher candidates perceive themselves as beginning music educators based upon their personal experiences of music in informal and formal contexts.
“Urban Music Education-Equity and Cultural Relevance”
Jennifer Doyle, University of Maryland
“This paper discusses the status of musical opportunities for students in urban areas and offers suggestions for creating cultural relevance through music instruction to improve equity in music education.”
“Students with Attention Deficits in Music Education Trade Journals: Article Analysis from 1980 to Present”
Laura Dunbar, University of Arizona
Because the population diagnosed with attention deficits is growing, this analysis will show any potential gaps in the literature that may prevent a comprehensive approach for these students.
“A Rose by Any Other Name”
Margaret Thiele, Eastern Michigan University
Our time is valuable. I offer strategies to lower our stress levels without increasing our workload by reframing and renaming what we do, instead of creating new content or programs.
7:00 p.m.-7:45 p.m. PLENARY SESSION (Ballroom)
“Tribute to Liz Wing”
Nancy Boone Allsbrook and Mary Goetze
“The Mountain Lake Reader VII”
Janet Barrett and Sandra Stauffer
7:45 p.m.-9:00 p.m. Fireside chat with Ysaye Barnwell and Gloria Ladson-Billings
8:45 a.m.-9:00 a.m. Sing and Move to Build Community: South Africa and Ireland (Ballroom)
Mary Goetze, retired
Marie McCarthy, University of Michigan
9:00 a.m.-10:00 a.m. PLENARY SESSION (Ballroom)
“Learning to Teach Music: Inquiry and Synthesis in Undergraduate Music Teacher Education”
Mark Campbell, Crane School of Music
Will Sutton, Katie Hess, Nicole Mihalek, Matt Wurtzel, and Codi Ng, Crane School of Music
This presentation explores the role inquiry plays in a preservice music teacher education program. Faculty and students discuss personal inquiry projects that synthesize ideas, practices, readings, and experiences within the program.
10:30 a.m.-11:45 a.m. SIMULTANEOUS SESSIONS “Revising and Re-envisioning Our Practice II”
Session A (Ballroom) (Carlos Abril, host)
“Why Do We Do That?: Questioning 5 Common Practices in Music for Children”
Peggy Bennett, Oberlin Conservatory of Music
What if we open ourselves to questioning the practices and sequences that experts tell us we should be using? How would our teaching (and children’s music making) change?
Session B (Cascade Room) (Deb Blair, host)
“Choose Your Own Adventure: Collaborative Wikis in Music Education Teacher Training”
Alyssa Hunsucker, Bridget Rinehimer, and Rich McKay, Indiana University
In this session, we will explore the process of wiki design to support pre-service teachers’ collaborative learning and share research from our experiences creating and testing a wiki in the Indiana University music education community.
“Mastering My Music: Creating and Re-Creating With Digital Audio Workstations”
Janet Cape, Westminster Choir College
Whether you’re a novice or veteran GarageBand or MixCraft user, learn approachable strategies that will unleash students’ creativity. From recording to remixing, this session will provide you with a range of sound ideas.
Session C (Oak Room) (Sandra Stauffer, host)
“Emotionally Competent Teaching: A Re-Visioning of Classroom Management as an Emotional Practice”
Michelle McConkey, California State University, Chico
This session introduces the hybrid model of emotionally competent teaching. Considering that children’s behavior is often an expression of emotion, I suggest that teachers might approach behavior in the classroom from the perspective of supporting a child’s emotional development.
“Arts Experiences for Incarcerated Youth: Service Learning With Pre- Service Music Educators”
Jeananne Nichols, Jenna Venker Weidenbenner, and Brian Sullivan, University of Illinois Urbana-Champaign
This session will examine service learning as part of teacher preparation in the context of an undergraduate course in which participants facilitate arts experiences for youth incarcerated in juvenile detention.
Session D (Giles Room) (Susan Kenney, host)
“Case Study as Pedagogical Practice in Teacher Education”
Joanne Rutkowski, The Pennsylvania State University
I will share a “case study project” from my “Care and Nurture of Young Voices” course that engages sophomores as action researchers and reflective practitioners.
“Do I REALLY Want To Be a Music Teacher? The Power of Reflection”
Donna Emmanuel, Christina Svec, Benjamin Price, and Jennifer Pierce, University of North Texas
This session explores the power of reflection in a music education undergraduate course. Included will be innovative strategies used to help develop self-awareness and results as expressed in the voices of the students.
“Spontaneous Music Making in the General Music Classroom”
Martina Vasil, West Virginia University
This session will present ideas generated from a small-scale study on children’s musical spontaneity and will engage participants in activities that will prompt their spontaneous responses to music.
1:00 p.m.-2:00 p.m. SIMULTANEOUS SESSIONS: Navigating the Profession
Session A: Transitions (Giles Room) (Lynn Brinckmeyer, host)
“Finding that Higher Education Position: What Every Applicant Needs to Know”
Sharon Davis Gratto, University of Dayton
Vanessa Bond, Hartt School of Music
Success can be elusive for many applicants seeking a position in higher education. We will share views from both sides of the search process, applicant and higher education administrator.
“Rites of Passage in a Music Education Career: Re-inventing Identity”
Amy Gwinn-Becker, Northwestern University
Careers in music education necessitate a re-invention of identity at pivotal transitional junctures. We will investigate key roles in music education and the re-invention involved in moving between them.
Session B: Mid-Career Teaching (Ballroom) (Cathy Benedict, host)
“Necessity: The Mother of Re-Invention”
Brent Gault, Indiana University
This session explores the journey from graduate student to teacher educator and how this journey creates opportunities to change and adapt both curricular material and modes of instruction in order to meet the needs of students.
“Goes Back to the Three Rs: Revisiting, Reflecting, and Reinventing”
Ann Clements, Pennsylvania State University
Katy Strand, Indiana University
In this session, we will examine how the things we have learned during our career journeys have informed and confounded our current forays into music teaching.
Session C: Early Career (Cascade Room) (Martina Miranda, host)
“Nourish and Cherish: Enjoying Research and Savoring Teaching”
Lisa Huisman Koops, Case Western Reserve University
The central question of this session is “How can we grow from a ‘Publish or Perish’ mentality to one that embraces research as an enjoyable and energizing activity that supports us to thrive as teachers?”
Session D: Writing (Oak Room) (Patrick Schmidt, host)
“How We Make Two Heads Better Than One While Doubling Our Productivity and Our Fun: Collaborative Writing”
Janice Smith, Queens College City University of New York
Michele Kaschub, University of Southern Maine
Suzanne Burton, University of Delaware
Gena Greher, University of Massachusetts, Lowell
Two pairs of writers who repeatedly have written together will discuss benefits and drawbacks of collaborative writing, things that help the collaborative process, and how we actually write.
2:30 p.m.-3:30 p.m. PLENARY SESSION (Ballroom)
“You, Me and I: Possibilities for Digital Musicianship in the Music Classroom”
Deborah Blair, Oakland University
Ann Clements, Pennsylvania State University
This session will explore possibilities for the use of mobile devices in music classrooms. Examples will be shared of student work in elementary and general music classroom and iEnsemble settings.
3:40 p.m.-4:30 p.m. Learning Communities
Janet Barrett and Sandra Stauffer
From culturally relevant pedagogy to digital musicianship, this promises to be a thought provoking colloquium that fosters reflective practice!