“We had something that I call the cup of doom, where we put all the kids names on the popsicle stick. I would alternate the test one week we would go Alphabetically you know by last name A to Z and then the next, it was random. But the kids they would start chanting ‘Cup of Doom! Cup of Doom!’, like they couldn’t wait to take the playing tests!”
Monica Guido joins us on #MusicEdLove to share her suggestions for raising the bar, engaging ELLs, and stirring up the seating. Monica is also a contributor for… Read more “Toward Something More: Empowering ELLs with Monica Guido”
Using the child’s naturalistic way by bringing out their curiosity and playfulness to create a perfect atmosphere for them to explore, create and learn while being fully engaged and participate is something I strive to provide for my students including the ELLs.
I want to see that in your resume I want to see that youth, you know we’re a camp counselor, for you know five year olds at a summer camp, I went to see that you taught private lessons I want to see experiences that reflect that in your in your resume.
I want you to take the opportunity to practice your interviews skills, by going on interviews, even if you think that you may not take the job, and you do have that right to to decline, a job if you don’t feel like it’s the right job for you.
From flutist to general music teacher to choir director! We LOVED talking with Jeanne Crowley about her wonderful work with students from all over the world. Jeanne… Read more “Come From Where They Are with Jeanne Crowley”
This week on #MusicEdLove, we welcome the winner of the Conquistador Award from El Paso, Texas, Ida Steadman onto the show! Ida taught orchestra for over 50… Read more “The Musical Conquistador with Orchestra Director: Ida Capshaw Steadman”
Music Major Night 2 ½ Hours Target Audience: High School Sophomores – Seniors Parents of HS Sophomores-Seniors Target Speakers: Local university professors Work to have representation from… Read more “Sample Music Major Night”
“Well, we are having this conversation right here and right now because of recent examples of classism. We wanted to have a discussion because most of our practices in music education have small examples of classism whether or not we realize it. But before we get into that, let’s talk about our value-systems.”
every morning when I woke up and I drove into work. I was like, man. How awesome is this. I’m getting paid to do this. And that’s a magical feeling that when you’re doing work, but it is fun work.