comprehensive musicianship through performance
time for development. When have you been supported in your quest to implement new strategies, tailor fresh ideas to your specific contexts, and weave them into your ongo- ing programs and practice?
Thoughts about professional develop- ment while observing music teachers in the lounge. Last summer, I was honored to join the staff for the weeklong CMP work- shop at UW-Eau Claire. On Thursday eve- ning near the close of the workshop, I sat in the dormitory lounge, way past my bed- time, looking for signs of teachers’ growth. I watched teachers move around the room from group to group, chatting about their projects and freely sharing ideas. I over- heard conversations about the familiar and unfamiliar musics we had experienced throughout the week and appreciated how this talk crossed boundaries between band, choir, orchestra and general music in a free-flowing discussion of insights. The usefulness of new perspectives for instruc- tion and assessment surfaced as teachers traded strategies and tools with one another.
I caught signs of the way CMP functions as a community of practice, sustaining teachers’ growth over time as those who had attended the workshop before drew on their insights from previous workshops. Witnessing these lively conversations about music, teaching plans and life in schools renewed my appreciation of CMP as an exceptional form of professional develop- ment. The criteria for judging the power of PD were on display as I saw firsthand how music teachers’ professional growth is cultivated and respected through the CMP community. As you evaluate the choices for professional development available to you, and if you seek ways to intensify your learning and strengthen your teaching, consider the questions posed in this column and participation in CMP as you shape your path of professional development ahead.
References:
Barrett, J. R. (2006). “Recasting Professional Development for Music Teachers in an Era of Reform.”
Arts Education Policy Review, 107(6), 19–28.
https://doi.org/10.3200/ AEPR.107.6.19-28.
Campbell, M. R., Thompson, L. K., & Barrett, J. R. (2021). Constructing a Personal Orientation to Music Teaching: Growth, Inquiry, and Agency. Routledge.
Shaw, J. T. (2020). “Urban Music Educators’ Perceived Professional Growth in a Context-Specific Professional Development Program.” Journal of Research in Music Education, 67(4), 440–464.
West, J. J. (2021). “Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012.” Journal of Research in Music Education, 69(3), 321-–342.
Janet Revell Barrett is professor emerita of music education at the University of Illinois at Urbana-Champaign and a proud member of WMEA.
Email:
janetbar@illinois.edu
CMP Summer Workshop
CMP Summer Workshop 2024 for K-12 Band, Choir, General Music, Orchestra and Private Studio Teachers
Monday, June 24 – Friday, June 28, 2024 UW-Eau Claire Campus
• Bring intention to your planning and purpose to your teaching. • Spend the week alongside great colleagues and master teachers. • Help your students develop a deeper understanding of the music they are learning.
• For all levels of CMP interest and experience in band, choir, orchestra, studio and general music.
Watch for more details to come at
wmeamusic.org/CMP Wisconsin School Musician 39
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