Past President’s Message Continued from page 10
right.” If you’re currently bad at your job (I was in the beginning), then I’ve got good news: you’ll fail today, and that failure is ripe ground for learning if you let it be. Be critical of yourself, but be fair.
PASSION: I once heard it described to me like this: You’ve got to cultivate in yourself (and demonstrate to others) that you love: 1) your students, 2) your content, and, 3) the challenge of linking those first two loves together in “holy learning matrimony.” If you figure out how to do that, you will never WORK a day in your life. I am proud to say there are very few days where I feel like I am working, because most of the time I am thriving. It
doesn’t feel like work when you and the students are having fun and their needs are being met.
So, there it is: care, competence, and passion — the CCP of teacher credibility.
References Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.
Stuart, D. (2014). These 6 Things: How to Focus Your Teaching on What Matters Most. New York: Corwin.
Brent Rose is the Director of Bands at Kelly Walsh High School in Casper. He teaches Symphonic Band, Marching Band, Pep Band, Multiple Jazz Ensembles, and Percussion Ensemble. Brent is on staff with the Wyoming All-State Marching Band as the Brass Instructor. Brent sits on the board of directors for the Wyoming Worlds of Music Council and has served numerous board positions with both the WMEA and the Wyoming Jazz Educators. Brent is a tuba player, holds a Bachelor of Music Education from the University of Wyoming, and a Masters Degree in Teaching from Grand Canyon University in Phoenix, AZ.
The Many Benefits of Music Education—Tips to Share with Your Principal Here are some simple ways principals can assist their school’s music educators:
CREATE AND FOSTER AN ENVIRONMENT OF SUPPORT: • Study the ways that music education develops creativity, enhances cooperative learning, instills disciplined work habits, and correlates with gains in standardized test scores. • Provide adequate funding for instruments and music education materials.
COMMUNICATE CONSTRUCTIVELY • Encourage music teachers to support their cause by writing articles in local newspa- pers, professional journals, or by blogging online about the value of music education. • Share your students’ successes with district colleagues.
Visit
www.nafme.org for more Principal Resources.
Did you know . . . the most expensive instrument ever made available for public sale was a MacDonald Stradivarius Viola? The instrument was put up for auction at a starting bid of $45 million. Not surprisingly, this exceptional viola failed to secure a buyer.
Editors Note: Special thanks to my proof-readers, Debbie Rose and Pam Schweigert, for their incredible expertise in finding all those little hidden (or not so hidden) errors that I seem to read past with ease. Without them, you’d see every misplaced comma, misspelled word, upper case and lower case reversals, missing letters, reference errors ... well, you get the picture. Good proof- reading is tedious, time consuming, and requires a talent I don’t have! I’m grateful and humbled by their ability.
President’s Message Continued from page 6
So many changes in store for each one of us every year, some personal – some professional. Facing each of them with the right attitude can help to keep us fresh and rejuvenated and ready each day to give our best to students.
I wish for all of you a fantastic fall season, and I look forward to seeing you in January, for our WMEA State Music Conference in
Casper. Fall 2018 |
www.wyomea.org
Lila Kennah is in her 27th year in the classroom where she currently teaches music and science in Hulett. She obtained her Bachelors degree in Music Education from the University of Wyoming in 1990 and a Masters Degree in Curriculum and Instruction from Black Hills State University in 2004. She has taught K-12 music in Big Horn, Upton, and Hulett. Lila is a member of WMEA, WEA, and ACDA. She previously served as the membership chair for the WMEA.
11
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
