NAfME-Collegiate Advisor Andrew Homburg
Speaking the Language of Music
NAfME-C members: First, I hope you are excited for the conference this January. Your officers have been working hard to bring excellent programming and outstanding clinicians to you. I encourage you to check out the conference schedule in this edition and begin your conference planning now.
This year’s conference theme “The Language of Music” can be interpreted in multiple ways. Future music teachers, think of it this way—musicians have their own language. Think of terms we use daily that are unfamiliar to our non-musician friends. I remember one such friend of mine, while taking music appreciation in college, asking me to define “timbre” . . . . while pronouncing it “team-brae.” I’m not poking fun; I’m just reminded that we musicians indeed speak our own language. It is a language in which we are fluent, so much so we forget others are not as fluent. One of our jobs as teachers is to help our students be literate in our language.
We are not the only group of teachers who have our own language. To some extent, every content area
FORNSHELL, from pg. 60
winning Pentatonix. This panel discussion is sure to share the power of the language of music through the experiences and mastery that these educators have to offer, not only the members of NAfME-C but also the general MMEA membership.
Other offerings for the NAfME-C membership include the annual business meeting and the NAfME-C reception. The business meeting allows members to have their voices heard. We have the unique opportunity to shape this organization for future members. It is important that all ideas are shared. The NAfME-C reception is a great way to get to know other members as well as have a great time celebrating each of our member’s contributions to Missouri NAfME-C.
The 79th Annual MMEA In-Service Workshop/Conference is a great way to re-energize as an educator and as collegiate students. The entire MMEA organization has planned a conference full of great opportunities to learn and grow. NAfME-C hopes that the sessions we are presenting spark an interest in each member who attends.
58 MISSOURI SCHOOL MUSIC | Volume 71, Number 2
from mathematics to history has its own collection of terms exclusive of the other areas. Another of our jobs is to help our administrators understand our language, by speaking their language fluently. My colleague, Dr. Elise Hepworth, and I are presenting a workshop at other venues along this vein.
Many of our musical terms have synonyms more familiar to other content areas. For example, what you and I call a sectional, an administrator may better understand as small group instruction. Notice there is no difference in our classroom instruction, but only in the verbiage used outside of the classroom. Formative assessment, project based learning, and differentiation all have their musical equivalents. I encourage you to be as fluent as possible in many content areas.
How well we translate what we do affects how we are viewed by our administrators. When we are fluent in languages of other content areas, we help others speak the language of music.
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