“Just in case anyone was under the illusion that people of color didn’t write very much, or that it wasn’t very good, it is a complete fallacy.”
“And so I let him borrow the cello and he started going back and forth, and he started his eyes started welling up with tears they started crying because he thought it was the most beautiful thing you’ve ever heard.”
“If I could flip it a little bit and empower the kids and you know, intrinsically motivate them … So the idea of shifting just a little bit of your thinking to you know, giving the kids a little bit more of the ownership of the learning. If we give them autonomy, mastery, and purpose… that’s where they are intrinsically motivated and ready to you know take on their learning.”
You spend and the goal really is to have an effective budget is you tell every single dollar what you want it to do for you. Right like if the goal is to pay off debt, then you need to assign that dollar to pay off debt!
“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!”
“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.
I think people think of assessment as testing. But really, Assessment needs to be a culture, you know, it’s about developing a culture in your in your class of of constant improvement you know and and just setting goals.
it is the tension between spontaneity and premeditated planning that enables us to be the most creative and responsive to students musical needs.
“Now that our entire structure for learning has completely and suddenly changed, we need to start thinking about what we CAN create online for students instead of what we can RECREATE online of what we already do.”