Opus 3: “Amplify: Involvement”
Sponsored by National Federation of State High School Associations (NFHS)
Amplify: Involvement – Engaging Diversity in Music-Making and Teaching.
How do we create a fully inclusive classroom for all learners and all students, regardless of background, learning style, or level of musical experience? Scroll down to learn more.
This Opus, or learning, track will be led by Alice Hammel.
Dr. Alice M. Hammel is on the faculties of James Madison and Virginia Commonwealth Universities. The research focus for her career is the education of students with disabilities, differences, and those who are at-risk and who live in poverty. Dr. Hammel is deeply invested in equity, access, and inclusion for all students and frequently travels throughout the U.S. to share her ideas with educators. She has several print publications available through Oxford University Press, has published numerous journal articles, and is frequently invited to serve in guest residency positions. Her primary goal is to become a better teacher with each passing day.
Learn more about earning micro-credentials.
Learn more about all the Opus learning tracks.
Deep registration discounts available with hotel packages. Save up to $225.
Poverty—Equity, Access, and Inclusion: Is Fair Equal?
Monday, November 12th, from 9:15 to 10:00 AM
Alice M. Hammel
How does our knowledge of equity, access, and diversity affect the way we teach? How can we identify students in need and assist them? What can we do to create a more inclusive and equal environment in our classrooms and ensembles? This session focuses on poverty and its intersectionality with other differences students and their families face. The session looks at situational and generational poverty as well as best-practice ideas for teaching situations.
Racial Literacy and Music Education
Monday, November 12th, from 10:00 to 11:30 AM
Darrin Thornton, Nicole Becker
Racial literacy is the first step toward anti-racist practice. Building racial literacy requires reflection, dialogue, and a collaborative effort to seek mutual understanding. In this facilitated discussion, we will explore the unique affordances music education offers for racial literacy work, as well as the challenges presented by incorporating such work into the classroom.
Restorative Justice
Monday, November 12th, from 2:15 to 3:15 PM
Andrew McGuire
Students in the Modern Band program at Sullivan High School in Chicago Public Schools learn, compose, and collaborate to forge pathways through popular music. The nontraditional expectations of marketing, booking shows, organizing rehearsals, and arranging their own music require high levels of social-emotional sensitivity. Their projects demonstrate not only their musical prowess, aligned to the 2014 Music Standards, prepared by NAfME, but also their social emotional learning.
African American Diaspora Presented by Smithsonian Folkways
Monday, November 12th, from 3:15 to 5:45 PM
Huib Schippers, Meredith Holmgren, Dwandalyn Reece, William Coppola, Loneka Battiste
Since 2008, Smithsonian Folkways has been engaged in the education of teachers through a process known as World Music Pedagogy. Through intensive 40-hour courses, teachers are developing instructional practices that feature Folkways multimedia resources for involving students in thoughtful listening, performance, creative activities, and an understanding of music’s significance to cultural knowledge and values. This session will make a case for the application of Folkways resources to World Music Pedagogy as a comprehensive approach to knowing the music and culture of the African American diaspora.
Listening Like an Adjudicator
Monday, November 12th from 5:15 – 5:45 PM
James Weaver
This workshop uses the NFHS Music Adjudicator online training course to educate students on how to prepare for contest and festivals by teaching them what to expect from their adjudicators. The use of this course has positively changed the way teachers and students alike approach adjudicator assessments as well as how they create peer feedback on school performances.
Sponsored by: National Federation of State High School Associations
Issues of Social Justice – Whose Song Are We Singing?
Tuesday, November 13th, from 8:00 to 9:00 AM
Karen Howard, Christopher Roberts
Explore the sociocultural and performative context of songs used in elementary music classes, including standards and additions from global cultures. Hear an introduction about culturally responsive teaching and social justice in music education; then learn about the musical material. Topics include presentation of gender in classic American folk songs, evolution of controversial terms, and song origins. Ideas for navigating the histories of these songs through discussions and modifications will be presented.
Principles of Culturally Responsive Pedagogy
Tuesday, November 13th, from 8:45 to 10:15 AM
Jeffrey Murdoch
This session will help music educators identify social and racial inequalities that exist in public-school classrooms, while providing useful and practical methods of addressing these inequalities through instruction, programming, and administration. Principles of culturally responsive pedagogy and how it transfers to the music ensemble classroom will be discussed.
Poverty Simulation
Tuesday, November 13th, from 2:15 to 4:45 PM
So Where Are We? Lessons from Wakanda
Tuesday, November 13th, from 5:00 to 5:45 PM
All Opus Presenters
This experience will serve as the conclusion of our Opus. Presenters will share final thoughts as related to the phenomenon of the Marvel movie Black Panther. To be discussed in particular: what we take, who we deny, and how we ignore (in subtle and unsubtle ways) those in need.
