choral
BIG questions of life, art, literature, poli- tics and philosophy. They encourage this type of curiosity in their students.
Planning
Who has enough time to get everything done during the day, the week, the se- mester, the school year? Highly affective teachers are just as busy as the next person, but I have observed that they rarely fly by the seat of their pants. They spend a lot of time choosing the best music through which to teach. They dig deep into the music through a careful CMP analysis, which allows them to discover how the music will stimulate an affective response. From this analysis, they determine a rich, meaningful affective outcome. The affec- tive response is just as intentional as the skills and the knowledge they want the students to acquire. Long before the music learning process begins, they know where they want to take their students. They plan the journey with intentional “extended release” strategies that lead students; little is left to chance.
If this is the type of planning you desire for yourself, please visit the CMP website
wmeamusic.org/cmp or join us at the sum- mer workshop July 10–14 at Concordia University in Mequon.
Self Reflection
One of my colleagues on the CMP com- mittee recently reminded me of the impor- tance of keeping a self-reflection journal. She has a notebook at the ready during every workshop, meeting or planning session. She keeps track of quotes, ques- tions, ideas and responses so that she can re-read them at a later date. Often, what seems unimportant at the time becomes the core of a bigger and more profound realization later. Highly affective teachers are similarly engaged in a process of self- reflection before, during and after teaching a lesson. They ponder their own values. They examine their teaching style. They strive to get better. Holding up the mirror after a lesson that went well is easy, but looking in the mirror after a crash and burn is more important. It is in these moments when they ask themselves, “Why did this
Wisconsin School Musician
happen?” Self-reflection may lead them to discover a fresh approach to an old problem.
Teaching to the affective realm is a very significant part of what we must do as teachers of students through music. If you are interested in learning more, come to the CMP workshop this summer. You
will discover that this way of questioning, planning and thinking is a habit you will want to create.
Marcia Russell teaches general music and choir at Platteville Middle School, grades 4-8, and is a member of the Wisconsin CMP Committee. Email:
russell@platteville.k12.wi.us
2017 Summer Music Programs at St. Norbert College
Band Camp An opportunity for young
instrumentalists in grades five through nine to learn, practice and perform under the direction of the St. Norbert College music faculty.
Students of all ability levels are invited to join in this fun and educational music enrichment program, taking place on the beautiful St. Norbert College campus in De Pere, Wis.
June 12-16, 2017 9 a.m.-noon daily
Concert on June 16 at 7:30 p.m. in the Walter Theatre
Camp registration is now open!
www.snc.edu/music/camps
Next Stage
In this intensive summer program held on the St. Norbert College campus, students prepare for performances under the auspices of faculty Michael Rosewall (pit orchestra and vocals) and Sarah Parks (acting adviser), and under the direction of former Notre Dame Academy choral director Teresa Schmidt.
This year, Next Stage presents:
School of Rock – The Musical Open to all high school students Orchestra auditions: Info to come
Singing and acting auditions: Week of June 5 Performances: Aug. 10-13
For more information about Next Stage, contact Teresa Schmidt, stage director, at 920-639-9372 or
teresa.schmidt18@
gmail.com, or visit
snc.edu/nextstage.
www.snc.edu • St. Norbert College, 100 Grant Street, De Pere, WI 54115-2099 33
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