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Members of NAfME Societies and Councils have provided these resources from their own original teaching experiences, music educators in their school districts, universities, communities, peers, or other trusted sources. We thank them for their assistance and commitment to NAfME members as we all pull together to keep educating and making music. We will be updating these resources frequently.
Belmont University School of Music

FEATURES AND NEWS

Assessing the Standards: An Exploration of the Respond Model Cornerstone Assessment

Assessing the Standards An Exploration of the Respond Model Cornerstone Assessment By NAfME Member Emily Hatch This article first appeared in the April 2022 issue of Journal of General Music Education. The National Core Arts Standards include Model Cornerstone Assessments to give teachers an idea of how to assess the three artistic processes of Create, Respond, and Perform (National Core Arts Standards, 2014). In this column, I will explain the Model Cornerstone Assessment for the Respond process; discuss what students need to know in order to succeed on the assessment;…

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Nearly Half of the 2023 GRAMMY Music Educator AwardTM Quarterfinalists Are NAfME Members

Nearly Half of the 2023 GRAMMY Music Educator AwardTM Quarterfinalists Are NAfME Members The Music Educator Award Is Presented byThe Recording AcademyTM and the GRAMMY Museum® The Recording Academy™ and GRAMMY Museum® has announced 207 quarterfinalists for the 2023 GRAMMY Music Educator Award™, and of that number, 88 are currently members of the National Association for Music Education (NAfME)*. Nominations from 180 cities were submitted. In addition to the quarterfinalists, 125 legacy applicants from 2022 will also be eligible to win the award this year, and of that number, 60 are currently members of NAfME*. From…

Reevaluating Professional Practice

Reevaluating Professional Practice Experimenting with the New and Interrogating the Old in Ensemble Music Education By NAfME Member Brian N. Weidner As a new band director, I remember having a post-observation conference with my principal. This discussion stood out at the time, because he was persistent in asking, “Why did you do this activity?” and “What was the purpose of that piece of music?” I remember thinking, “Everyone does long tones and interval studies as part of their warmup,” and “Because it’s a march, and we have to play marches!”,…

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