{"id":8993,"date":"2022-07-21T14:36:55","date_gmt":"2022-07-21T18:36:55","guid":{"rendered":"http:\/\/id-andrea.cms-devl.bu.edu\/cfa\/?page_id=8993"},"modified":"2023-09-13T11:37:59","modified_gmt":"2023-09-13T15:37:59","slug":"musiceducation-professionaldevelopment","status":"publish","type":"page","link":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/news\/conferences-workshops\/musiceducation-professionaldevelopment\/","title":{"rendered":"Music Education Professional Development Series"},"content":{"rendered":"

2023-2024 Professional Development Series<\/h2>\n

FALL<\/strong><\/h4>\n
You Don\u2019t Have to Hurt!: Body Mapping for Beginning Strings<\/strong><\/h5>\n

Noelle Rader & Allison Ross, Presenters
\nKarin Hendricks, Host
\nSeptember 16th, 1:00-2:30pm ET<\/p>\n

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Toward Cultural Competence through Music Education: Where Do We Begin?<\/strong><\/h5>\n

Austina Lee, Presenter
\nGareth Smith, Host
\nOctober 28th, 10:00-11:30am ET<\/p>\n

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Intersectionality and Music Education: Embracing the Complexities of Student Identities<\/strong><\/h5>\n

T Parker, Fabian Lopez, and Lily Grant, Presenters
\nKelly Bylica, Host
\nNovember 4th, 10:00-11:30am ET<\/p>\n

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SPRING<\/strong><\/h4>\n
Trauma Symptoms as They Present in the Music Classroom<\/strong><\/h5>\n

Erin Price-Hamilton, Presenter
\nTawnya Smith, Host
\nFebruary 24th, 10:00-11:30am ET<\/p>\n

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Opening the Door: Creating an Optimal Learning Environment for Neurodiverse Students in Music Ensembles<\/strong><\/h5>\n

Becky Ford, Jackie Smith, & Adam Symborski, Presenters
\nJackie Smith, Host
\nApril 6th, 10:00-11:30am ET<\/p>\n

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Can I Just Play? (Do You Hear Me?): The Identities of Five Elementary Music Students<\/strong><\/h5>\n

Melissa Goetschius, Presenter
\nTawnya Smith, Host
\nApril 20th, 10:00-11:30am ET<\/p>\n

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2023-2024 series:<\/h4>\n

All PD Sessions will take place via Zoom, Eastern Time
\nRegistration is required to receive the zoom link for the event.<\/p>\n

Register Here<\/a>
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Previous Workshops<\/h2>\n
2022-2023 Professional Development Series<\/h5>
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Caring Pedagogies in Music Education: Fostering Meaning, Connection, & Justice<\/h5>\n

Hosted by Dr. Karin Hendricks<\/a>
\nSeptember 17, 2022 – 1:00-2:30pm (ET)<\/p>\n

Creating and Composing in the Music Classroom<\/h5>\n

Hosted by Dr. Kelly Bylica<\/a>
\nOctober 15, 2022 – 10:00-11:30am (ET)<\/p>\n

Popular Music Pedagogy: Possibilities and Perils<\/h5>\n

Hosted by Dr. Ruth Debrot<\/a> & Dr. Gareth Dylan Smith<\/a>
\nNovember 19, 2022 – 10:00-11:30am<\/p>\n

The Many Dimensions of Mentoring<\/h5>\n

Hosted by Dr. Andrew Goodrich<\/a>
\nJanuary 28, 2023 – 10:00-11:30am<\/p>\n

Pipelines and Pathways Toward Increased Participation in High School and College Ensembles for Underrepresented Groups<\/h5>\n

Hosted by Dr. Brian Kellum<\/a>
\nFebruary 18, 2023 – 10:00-11:30am<\/p>\n

Meaningful Music Making with Preschoolers and Prekindergarteners<\/h5>\n

Hosted by Dr. Diana Dansereau<\/a>
\nMarch 18, 2023 – 10:00-11:30am<\/p>\n

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Spring 2022<\/h5>
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Whiteness and Elementary Music Education<\/h5>\n

February 12, 2022 <\/strong><\/p>\n

Since the murder of George Floyd, many music educators have declared #BlackLivesMatter. However, verbal and written proclamations\u2014while important\u2014are only one portion of the monumental and complicated task of undoing racism in music classrooms. Considering white supremacy (the root cause of racial injustice) is deeply and systematically ingrained in the United States (Kendi, 2016), if we are to move from words to systematic change, we first need tools to interrogate and uncover racial injustices perpetuated in music classrooms. So, in this workshop, I will (a) present scholarship from critical whiteness studies (Applebaum, 2016) as a conceptual tool for interrogating music teaching practice, (b) apply the scholarship to specific examples from my elementary teaching career, and (c) lead a discussion on how examining whiteness\u2014with the goal of breaking down the barriers it presents\u2014can serve as one of the many facets of realizing the anti-racism goals that are currently front of mind for many music educators. [References: Applebaum, B. (2016). Critical whiteness studies.<\/a> Oxford Research Encyclopedia of Education<\/em>.;\u00a0Kendi, I. X. (2016). Stamped from the beginning: The definitive history of racist ideas in America. <\/em>Hachette Book Group, Inc.]<\/p>\n

Presented by Allyn Phelps<\/strong>,\u00a0a lecturer of music education at the University of Massachusetts Dartmouth. Previously he taught K-6 general music and chorus in Northborough, MA, and Dedham, MA. Allyn is currently completing his doctorate of musical arts at Boston University. His research focuses on deconstructing whiteness and anti-racist practices in music education.<\/p>\n

Although examples used in this session will be drawn primarily from elementary settings, the concepts and ideas discussed in this session will be applicable to all music settings.<\/p>\n

Trauma-Informed Teaching in Music<\/h5>\n

March 26, 2022<\/strong><\/p>\n

This workshop featured four panelists who will speak briefly on the trauma-related topics listed below. Following their individual presentations, there will be a question-answer session moderated by Dr. Tawnya Smith<\/a>.<\/p>\n\n\n\n\n\n\n
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Building Trusting Relationships with Students<\/h5>\n

Positive and trusting relationships with attentive adults are critical for student success, especially for students who have experienced trauma. Such relationships can help to repair disrupted attachment styles and regulate dysregulated behavior. In this presentation we will discuss strategies for building relationships through music, reframe student behavior as communication, and explore real-life examples from an elementary classroom.<\/p>\n

Presented by Sallie Arnold, M.Ed<\/strong>., who teaches elementary general music, fifth grade band, and third through fifth grade choir in Bozeman, Montana. She also teaches Creative Arts Methods for elementary education majors at Montana State University and runs a local musical theatre program. As a doctoral candidate at Boston University, her research focuses on trauma-informed music teaching strategies and how students can build trust and feelings of safety through musical experiences.<\/td>\n<\/tr>\n

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Creating a Trauma-Sensitive Environment<\/h5>\n

As the number of trauma-affected students continues to grow, it has become increasingly important to establish safe learning environments that support the needs of trauma-affected students. In this portion of the presentation, we will discuss how to establish such classroom environments by incorporating supportive practices and avoiding practices that might potentially retrigger students\u2019 trauma.<\/p>\n

Presented by Betty Bauman, <\/strong>who teaches middle school music in Stoughton, Massachusetts, where she works with sixth, seventh, and eighth grade students. As a doctoral student at Boston University, her research focuses on trauma-informed positive education in the music classroom. Additionally, she sings with the Zamir Chorale of Boston, having served as section leader, conducting intern, and vocal coach.<\/td>\n<\/tr>\n

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Showing Up For Class<\/h5>\n

An educator\u2019s ability to be emotionally available for students is largely dependent on being grounded and engaged in what is happening in the moment. Mindfulness, described as non-judgmental presence, incorporates the skills of self-awareness, self-regulation, empathy, and compassion. These skills can be developed and fostered through intentional practice.<\/p>\n

Presented by Michelle Jamieson \u2022 <\/strong>In addition to being a music educator at Natomas Middle School in Sacramento, Michelle Jamieson teaches the tools and skills of mindfulness, working in schools, corporations, and medical centers across California. She also delivers professional development for teachers, has authored multiple articles for NAfME publications, and presents sessions at state and national music conferences.<\/td>\n<\/tr>\n

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Understanding Student Trauma Responses<\/h5>\n

By understanding basic aspects of trauma response, we might begin to reframe our encounters with students. In this portion of the presentation, we will briefly discuss hallmarks of the physical and psychological changes that occur post trauma. While intended to only give a surface-level overview, basic terminology such as dissociation, hyperarousal, and disempowerment will be paired with music-specific examples.<\/p>\n

Presented by Erin Price, M.M.,<\/strong> who is a special education music teacher serving students with emotional disturbance in the greater Harrisburg, PA area. Ms. Price is interested in trauma-informed responses to maladaptive student behaviors and presents regularly on the topic of trauma-informed instruction for music. She continues to explore these responses as a part of her doctoral research at Boston University.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Integrating Self-Assessment Strategies into Jazz Education<\/h5>\n

April 9, 2022<\/strong><\/p>\n

Self-assessment is a significant predictor of achievement in jazz improvisation. However, self-assessment is not usually intentionally taught in the music classroom despite the indications that effective use of this competency may be related to one\u2019s ability to be creative (a necessary component for improvisation). In this workshop, I will share a variety of teaching strategies that can be used to help students learn how to more accurately self-assess their playing in order to develop a deeper understanding of themselves and meaningful connections with other musicians.<\/p>\n

Presented by<\/strong> Troy Davis, D.M.A.<\/strong>, who is the Director of Instrumental Music & Jazz Studies at West Valley College in Saratoga, California. He is also a lecturer in Music Education at San Jos\u00e9 State University, a course facilitator in the Music Education Department at Boston University, and the Camp Director of Hayward La Honda Music Camp.<\/p>\n

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About Music Education at BU<\/h3>\n
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The Music Education Department offers a Bachelor of Music in Music Education, a Master of Music in Music Education, and a Doctor of Musical Arts in Music Education. The BM program is a qualified licensure program in Massachusetts. Students in the MM program can also earn licensure in Massachusetts by taking additional licensure coursework. The department offers the MM in Music Education, Certificate of Advanced Graduate Study in Music Education and the DMA in Music Education online. Boston University offers a number of programs that lead to a professional license or certification.<\/p>\n

Music Education Faculty<\/span><\/h4>\n
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