Music Education Professional Development Series

2024-2025 Professional Development Series

The Power of Belief: Fostering Musical Self-Efficacy for Students and Teachers 

Esteban Adame, Megan Lewis, and Ed Michaud DMA alums, Presenters
Karin Hendricks, Host
October 12, 10-11:30 am EDT

Perceptions and Practices in Inclusive Music Education: An Exploration of Competencies, Resources, and Universal Design for Learning

Josh Jordan, DMA alum, Presenter
Jackie Smith, Host
RESCHEDULED November 9th, 10:00-11:30am ET

Integrating Growth Mindset Principles into Music Instruction

Melissa Koonce, DMA alum, Presenter
Brian Kellum, Host
November 16th, 10:00-11:30am ET

Reciprocity as a Framework for Care

Amy Catron, DMA alum, Presenter
Gareth Dylan-Smith, Host
January 11, 10:00-11:30am ET

We Are Powerful: AAPI Perspectives on Music Teaching, Learning, & Research

Alice Tsui, Lily Lung-Grant, and Justin McManus, DMA alums, Presenters
Kinh Vũ, Host
February 22, 10:00-11:30am ET

Engaging Children in Songwriting: Considerations for the Primary Grades

Jonathan Dillon, DMA Candidate, Presenter
Kelly Bylica, Host
March 22, 10:00-11:30am ET

2023-2024

FALL

You Don’t Have to Hurt!: Body Mapping for Beginning Strings

Noelle Rader & Allison Ross, Presenters
Karin Hendricks, Host
September 16th, 1:00-2:30pm ET

Toward Cultural Competence through Music Education: Where Do We Begin?

Austina Lee, Presenter
Gareth Smith, Host
October 28th, 10:00-11:30am ET

Intersectionality and Music Education: Embracing the Complexities of Student Identities

T Parker, Fabian Lopez, and Lily Grant, Presenters
Kelly Bylica, Host
November 4th, 10:00-11:30am ET

SPRING

Trauma Symptoms as They Present in the Music Classroom

Erin Price-Hamilton, Presenter
Tawnya Smith, Host
February 24th, 10:00-11:30am ET

Opening the Door: Creating an Optimal Learning Environment for Neurodiverse Students in Music Ensembles

Becky Ford, Jackie Smith, & Adam Symborski, Presenters
Jackie Smith, Host
April 6th, 10:00-11:30am ET

Can I Just Play? (Do You Hear Me?): The Identities of Five Elementary Music Students

Melissa Goetschius, Presenter
Tawnya Smith, Host
April 20th, 10:00-11:30am ET

Caring Pedagogies in Music Education: Fostering Meaning, Connection, & Justice

Hosted by Dr. Karin Hendricks
September 17, 2022 – 1:00-2:30pm (ET)

Creating and Composing in the Music Classroom

Hosted by Dr. Kelly Bylica
October 15, 2022 – 10:00-11:30am (ET)

Popular Music Pedagogy: Possibilities and Perils

Hosted by Dr. Ruth Debrot & Dr. Gareth Dylan Smith
November 19, 2022 – 10:00-11:30am

The Many Dimensions of Mentoring

Hosted by Dr. Andrew Goodrich
January 28, 2023 – 10:00-11:30am

Pipelines and Pathways Toward Increased Participation in High School and College Ensembles for Underrepresented Groups

Hosted by Dr. Brian Kellum
February 18, 2023 – 10:00-11:30am

Meaningful Music Making with Preschoolers and Prekindergarteners

Hosted by Dr. Diana Dansereau
March 18, 2023 – 10:00-11:30am

Whiteness and Elementary Music Education

February 12, 2022

Since the murder of George Floyd, many music educators have declared #BlackLivesMatter. However, verbal and written proclamations—while important—are 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—with the goal of breaking down the barriers it presents—can 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. Oxford Research Encyclopedia of Education.; Kendi, I. X. (2016). Stamped from the beginning: The definitive history of racist ideas in America. Hachette Book Group, Inc.]

Presented by Allyn Phelps, a 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.

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.

Trauma-Informed Teaching in Music

March 26, 2022

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.

Building Trusting Relationships with Students 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. Presented by Sallie Arnold, M.Ed., 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.

Creating a Trauma-Sensitive Environment 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’ trauma. Presented by Betty Bauman, 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.

Showing Up For Class An educator’s 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. Presented by Michelle Jamieson • 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.

Understanding Student Trauma Responses 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. Presented by Erin Price, M.M., 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.

Integrating Self-Assessment Strategies into Jazz Education

April 9, 2022

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’s 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.

Presented by Troy Davis, D.M.A., 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 José State University, a course facilitator in the Music Education Department at Boston University, and the Camp Director of Hayward La Honda Music Camp.