Abby Butler
As one of the perks for serving as editor I receive copies of other state NAfME journals. I will periodically skim through the issues, looking for articles that might be of interest to MME readers. This can be a dangerous, fascinating, and inspiring activity! Danger- ous because it is easy to get lost in the pages, before I know it, the afternoon has slipped away. Fascinating because each journal is unique reflecting issues and interests of import to their members shaped by local events. It’s also inspiring because the journals remind me that we are part of a professional organization comprised of individuals who struggle with similar challenges and rejoice over the same achievements.
In this issue we feature two articles reprinted from other state journals. Robert Coleman is a “retired” middle school band director. Cole- man serves as communications director for the Utah Music Educators Association and as edi- tor for the Utah Music Educators Journal. He is also a freelance writer contributing pieces to Opera News and the Salt Lake Tribune. Gui- tarist Thomas Amoriello penned the second featured article. Amoriello currently teaches guitar classes at Reading Fleming Intermedi- ate School in Flemington, New Jersey and serves as the Guitar Education Chairperson for the New Jersey Music Education Associa- tion. Both articles are based on interviews of experienced teachers fully immersed in their jobs, offering advice from colleagues in differ- ent parts of the country.
Only a seasoned middle school teacher could have written Coleman’s article, Traversing the Piranha-Infested Waters of Classroom Management! As any teacher knows, effec- tive classroom management is the key to a successful and long-lived career. It’s also a perennial challenge all teachers face at some point in their teaching, so when I came across Coleman’s article I thought it might be worth a read. I was hooked after reading his opening lines, “Managing students in a music class- room is something like crossing Piranha-in- fested waters. You might come out unscathed, unless they smell blood. If that happens, all you can do is hope your life insurance is paid up”!
If you currently teach guitar in the class- room or are thinking of doing so, then you’ll want to read Tom Amoriello’s article, Guitar Education Roundtable: Thoughts on Guitar Ensemble. As a solo instrument the popular- ity of guitar skyrocketed during the last half of the 20th century. More recently, the clamor for guitar instruction in our classrooms has resulted in a plethora of new materials, pub- lications, workshops, and stand-alone classes all geared towards including the guitar in the music curriculum. Tom’s article provides a little background on the guitar and its role in the classroom, then shares strategies and tips from experts around the country.
Other articles of interest are all by Michigan teachers. In Research to “Real Life”: Impli- cations of Recent Research for Elementary General Music Heather Shouldice demystifies the application of research for the elementary general music specialist. She identifies three different research studies, describes the re- search questions and results then explains how teachers might use this knowledge to improve music teaching and learning. The clarity and directness of her writing coupled with her ex- pertise as a general music specialist make this an especially valuable article for all teachers.
Doctoral students Christopher Marra and Jes- sica Vaughan-Marra share information from the biennial SMTE symposium in A Report on the 2015 Society for Music Teacher Educa- tion Symposium. This event featured research presentations, keynote speakers and opportu- nities for collaboration among music educa- tors in teacher education. The authors provide a detailed summary of the symposiums’ highlights, including a keynote address by renowned educator, Gloria Ladson-Billings, a world leader for culturally responsive peda- gogy.
Featured articles in the instrumental and choral columns offer insight into opportunities for music students to perform following high school graduation. While the context for each is different, the need for continued experi- ences in musical ensembles after high school is clear.
Marty Marks asks the question in his epony- 2
From the Editor
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