Description:

Multiple Intelligence in the Music Classroom: Howard Gardner’s Theory of Multiple Intelligence suggests that individuals do not have just one intelligence but, rather, possess a portfolio of intelligences, Music being one of them. What is becoming increasingly evident is that while developing our students’ music ability, we are also helping to support the other intelligences. When we invite our student to sing, move, play instruments, and respond expressively, we are helping to nurture, strengthen and develop their Verbal, Linguistic, Logical, Mathematical, Bodily, Kinesthetic, Visual Spatial, Interpersonal, and Intrapersonal intelligences, as well. Because our content is developmentally appropriate, almost everything we teach in the music classroom can have an equally significant impact on the general classroom. Feierabend will discuss the Theory of Multiple Intelligence and its implications and applications in the general music classroom, and also explore ideas and lessons designed to be shared with classroom colleagues in their classroom.

Music educators plant seeds for a lifetime of music making but teachable moments do not always happen in the classroom. Fortunately, the school year offers many opportunities to create experiences outside of the music schedule. By doing so, we also make them accessible to our greater community. When families, faculty, staff, administrators, friends, and community businesses are invited to participate, everyone becomes invested, not only in the growth and development of our students, but of the music program, as well. It is our responsibility to create opportunities for all members of our community to become involved with music on a continuous and consistent basis throughout the day, the month and the year. This session will share a dozen ways to enrich the musical growth and development of all, while providing experiences that just might capture the soul of a young child and inspire a lifelong love of music.

Clapping games are immediately engaging, language is not even required and yet laughter abounds. You are never too young or too old; they are simply too much fun. But take a closer look; clapping games are profound. They deepen and enrich all the intelligences and are of significant benefit to the development of our mind, body, and spirit. The cooperation required has profound implications on a global scale, as well. Humor, love, kindness and joy are universal. Sharing music with others builds a bridge where we are offered a window into another culture and delighted to find ourselves looking back. A country’s musical culture also offers insight into its history, spirit, and heart. This experience can lead to greater awareness and understanding. This lively session will explore countries and cultures through their clapping games; join us as we meet wonderful people through the gift of their music. The world just might become a kinder, more tolerant place if we all sang, danced, and clapped together.

OAKE Nat’l Conf. | Folk Songs for Instrumental Settings with Carol Swinchoski & Jessica Pietrosanti

Description

Folk songs in instrumental settings – CS for Band!

Date and time to be announced.

Description

Listening to stories is an incredible way to broaden our understanding of ourselves and others. By incorporating a story with an attached song, John Feierabend’s First Steps in Music 8-part musical workout gives students a “cool down” time while the teacher models expressive singing and storytelling for the students. Want to enhance your musical storytelling? Join teacher trainer John Crever and learn powerful musical techniques to take your expressive storytelling skills to the next level.

Description
“Often a single experience will open the young soul to music for a whole lifetime. This experience cannot be left to chance. It is the duty of the school to provide it.” Zoltán Kodály: Children’s Choruses, 1929

Introduction to the Movement parts of the First Steps in Music Curriculum – Friday, March 7, 2025, 3:30 PM
Introduction to teaching part singing the upper elementary and middle school grades – Friday, March 7, 2025, 12:30 PM
Introduction to the vocal parts of the First Steps in Music curriculum – Saturday, March 8, 2025 9 AM

Description

Introduction to the Vocal Parts and Movement Parts of the First Steps in Music Curriculum.

The exact dates and times are to be announced.

Description

Transitioning from unison to part singing can be challenging for upper elementary and middle school students. Proven strategies for developing part-singing by ear and eye are critical for the preparation of choral singing in the later grades. But where to begin? And how? This session will address the part-singing challenges that upper elementary and middle school students encounter while transitioning from unison to parts and from ear to eye in the development of part-singing competency. When we set up an appropriate sequence of learning, all of our students can be on their way to not only singing with understanding and joy during their school years but will have the necessary skills to sing independently and with others throughout their lives.

Improvisation plays a crucial role in music development, but when to begin, and how? With appropriate prompts, engaging methods, and active participation, even young children can successfully improvise. “The Nutcracker ” (Movement Exploration) and “Hansel and Gretel” (Arioso; vocal improvisation) provide two distinct opportunities, and the inspiration and tools necessary to aid creativity. What a wonderful way to start, even our youngest students, on their path to a life-time of confident improvisation. Join us as we dance each character and discover the delight of moving expressively and musically to many of the Movement Exploration themes in “The Nutcracker,” and explore the many opportunities for Arioso in “Hansel and Gretel.”

 Conversational Solfege™ is a pedagogical approach used to intuitively develop notational literacy skills with students of elementary age through adults who are tuneful, beatful, and artful. Through carefully sequenced activities, Conversational Solfege™ first develops an understanding of music through the use of rhythm and solfege syllables at a “conversational” level, then gradually evolves into reading, writing, improvisation, dictation, and composition skills. Teachers will learn how to enable students to joyfully assimilate the skills and content necessary to be musically literate, as well as learn various techniques to allow the acquisition of these skills. This Conversational Solfege™ course will address lesson planning, unit planning, and assessment and applies to music educators in most music educational settings (classroom, choral, and/or instrumental) elementary through college.

 Conversational Solfege™ is a pedagogical approach used to intuitively develop notational literacy skills with students of elementary age through adults who are tuneful, beatful, and artful. Through carefully sequenced activities, Conversational Solfege™ first develops an understanding of music through the use of rhythm and solfege syllables at a “conversational” level, then gradually evolves into reading, writing, improvisation, dictation, and composition skills. Teachers will learn how to enable students to joyfully assimilate the skills and content necessary to be musically literate, as well as learn various techniques to allow the acquisition of these skills. This Conversational Solfege™ course will address lesson planning, unit planning, and assessment and applies to music educators in most music educational settings (classroom, choral, and/or instrumental) elementary through college.

First Steps in Music Certification Course

The First Steps in Music curriculum is designed to prepare children to become musical in by being Tuneful, Beatful, and Artful. First Steps in Music for Infants and Toddlers provides developmentally appropriate activities that are well suited for children under three years old with their caregivers. First Steps in Music for Preschool and Beyond provides activities for children as young as three, but are appropriate for any aged child that needs to further develop their tuneful, beatful, and artful abilities. Folk songs and rhymes as well as classical music are the primary source materials that are used to develop their musical minds and abilities. Created by Dr. John Feierabend, this pedagogical approach contains everything you need to lead a music class for preschool and early elementary students, including Echo Songs, Call-and-Response Songs, Simple Songs, SongTales, Action Songs, Circle Games, Beat Motion Activities, and more. Ample time will be spent on exploring complete lesson plans for a three-year curriculum. Participants who successfully complete this course will receive an official certificate of completion from the Feierabend Association for Music Education.

Course Materials:
First Steps in Music for Preschool and Beyond by Dr. John Feierabend

Conversational Solfege Level 1&2 Certification with John Feierabend | Gordon College, Wenham, MA

Through carefully sequenced activities, Conversational Solfege™ addresses the National Standards, while enabling students to joyfully assimilate the skills and content necessary to become musically literate, including the acquisition of listening, rhythmic and melodic reading, dictation, composition, and improvisation in an intuitive manner. Applications of Conversational Solfege™ are ideally suited to: elementary general music curricula; choral organizations at all levels; Orff Schulwerk; Kodály; Dalcroze; Gordon Music Learning Theory; high school and college sight singing and ear training; class piano; Suzuki; as well as recorder, band, and orchestral instrumental instruction.

The Feierabend Curriculum examines a pedagogical method that develops music literacy. Based on models used to teach conversational foreign languages, this course develops an understanding of music through the use of rhythm and tonal syllables at a “conversational” level that gradually evolves into reading, writing, improvisation, and composition skills. This is a literature-driven curriculum. The sequencing of musical elements grows out of those tonal and rhythmic elements that exist in folk song literature. Each rhythm or tonal element is explored in patterns, songs, and themes from classical literature. Applications of conversational solfege range from elementary general and choral music courses to collegiate level choral, sight-singing, and ear-training courses.

Participants who successfully complete this course will receive an official certificate of completion for Conversational Solfege Level 1 & 2 from the Feierabend Association for Music Education (FAME).

Suggested Texts and materials  for Course:

Conversational Solfege Level 1 Teacher’s Edition, and Conversational Solfege Level 1 CD/ mp3 file

Conversational Solfege Level 2 Teacher’s Edition, and Conversational Solfege Level 2 CD/ mp3 file