NAfME collegiate advisor


1. The overall educational framework is extremely important. Grade point average is only a mark of success, but basic skills in reading, math and writing at the entry to university can mean an opportunity to bypass cours- es (and tests) that would otherwise distract a musician’s time. Focus in high school on mastering these basic skill areas.


2. Mentor a potential candidate in music theory and piano skills; two areas that will launch their success in the first few months of their program. If your high school senior has never touched a piano, find a way for them to begin taking lessons before they hit the col- lege campus. Piano skills are a neces- sity in music education, and what they learn can strengthen their work in many other aspects of the univer- sity music program.


3. Ask yourself if the student has the ‘heart’ of a teacher. Dispositions for teaching and the ability to connect with students are becoming critical factors in certification programs. With the new ‘edTPA’ or Teacher Performance Assessment portfolio, which includes external evaluation of a candidate’s potential success, there is no buffer for those who really ‘want’ to teach, but whose heart and passion for children does not show in what they do. University programs use a variety of approaches along the way to guide students as they develop a distinct difference between teaching and performing and where the focus belongs when teaching children.


4. Encourage your student to get back- ground and experience with children. Could they assist you in your summer beginning instrumental program to


begin understanding that sometimes we work with those that have never played before? Is there a summer camp in your area where they could apply to be a counselor, an aide or even a volunteer? Does your high school program have an internship program where the student can get credit during their senior year for assisting in a music classroom in your district? Is there a children’s choir program near you with which your student could become involved? Seeing children at different age levels and different ability levels will give the student some sense of where they might feel most comfortable teach- ing and whether they can tolerate the behavioral challenges that come with teaching.


Continued on page 62 Wisconsin Foundation for School Music


2014 Board of Trustees • www.foundation4schoolmusic.org President: Mario Friedel (retired), Ladysmith Schools


Past President: R. Scott Pierce, Superintendent, Central High School District of Westosha


Secretary: Timothy Schaid, Executive Director, Wisconsin Foundation for School Music


Treasurer: James Byrd, President/CEO, Midwest Asset Management, Inc., Madison


Board Members:


Robert Berndt, Superintendent, Beecher-Dunbar-Pembine Schools Jim Brandmeier, Madison Elizabeth Burmaster, President, Nicolet College, Rhinelander Gregg Butler, Administrator, Eau Claire County Off Campus High School Rich Denhart, Academic Dean, Madison Media Institute, Madison Paul Heid, Heid Music, Appleton Vicki Jenks, WYSO Percussion Ensemble Director, Wild Rose Elaine Mischler, M.D. (retired), Waunakee Marcy Peters-Felice, Principal, Waunakee Middle School Russ Rautmann, Executive Director, Engler Center, Chilton Ted Witt, Owner, Local-Mize Wisconsin, Waunakee


Advisory Council: Linda Bergren (retired), Madison


Sarah Jerome, Superintendent, Arlington Heights School District


Rhea Myers, Attorney, Wheeler, Van Sickle & Anderson, S.C., Madison


James Schutz, Senior Financial Advisor, Statehouse Investments, LLC, Madison


Roger White, White House of Music, Inc., Waukesha


Richard W. Wolf, Emeritus Professor of Music, University of Wisconsin, Madison


Staff:


Timothy Schaid, Executive Director, schaidt@wsmamusic.org


Jamie Kember, Development Associate, kemberj@wsmamusic.org


Mackenzie Pitterle, Development & Marketing Associate, mpitterle@wsmamusic.org


Wisconsin School Musician 61


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68