Tuesday, November 13th, from 6:15 to 7:30 PM
Amplify Your Data: Engaging Creativity through Assessment
Learn about assessments focusing on students creating music. Examine an assessment at primary, middle school, and high school levels. Participants experience the unpacking of the assessment (preparing for the assessment), as well as doing the assessment and reflecting on the work. Discover how your data can be used to demonstrate educator effectiveness, as well as a collaborative scoring project that gave Michigan teachers an opportunity to compare strategies with colleagues. Resources at maeia-artsednetwork.org.
Using Technology for Coding Teacher Evaluation Observations
Glenn Nierman, Brian Moore
At the turn of the twentieth century, classroom observations were, by far, the most common source of teacher evaluation data. Today, there are multiple tools and systems that support music teacher evaluation. The purpose of this poster session is to demonstrate how smart devices can be used to record, annotate, analyze, and archive teacher/student interaction through the use of video/audio capture, time-stamped text entry (in sync with any media recordings), and embedded reference materials (such as rubrics or standards) to facilitate both the observation and post-observation experiences.
Using Technology for World Music Teaching
Sangmi Kang, Hyesoo Yoo
In 2000, classroom observations were the most common source of teacher evaluation data. Today, there are multiple evaluations tools and systems. This Best Practice poster session demonstrates how smart devices such as iPads can be used to record, annotate, analyze, and archive teacher-student interaction through video/audio capture, time-stamped text entry (in sync with any media recordings), and embedded reference materials (such as rubrics or standards) to facilitate both observation and post-observation experiences.
Ukulele: Four Strings, So Many Possibilities
In this session, music educator Mike Christiansen will present material that will assist in teaching classroom ukulele. Topics include: what you’ll need to get started, teaching sequential technique and curriculum, teaching accompaniment and solo skills, repertoire, and implementing blended learning and ukulele ensembles. Whether you’re new to teaching classroom ukulele or a seasoned instructor, there will be something here for you.
Inclusive Involvement in an Innovative Approach to Ensembles
The SUNY Potsdam Campus Community Band consists of players of a wide range of ages, sociocultural backgrounds, and musical abilities. The members work together democratically on all musical decisions. Informances offer audiences opportunities to participate in music-making experiences. Session attendees will see video demonstrations and receive materials/resources to help amplify music-making involvement in their own ensembles and community.
The 100 Gig Challenge: Engagement through Service Learning
Michael Pavlik, an Illinois band director, challenged his students to play 100 (or more!) chamber-ensemble performances in their community during a school year. What began as a service learning project became something much more: As students played at nursing homes, middle and elementary schools, homeless shelters, hospitals, stroke recovery centers, community events, etc., a sense of purpose took hold in every musician, and their engagement and learning were significantly enhanced.
Integrate, Improvise & Create: Haiku & the Pentatonic Scale
Melissa Crowhurst, Penelope Renoll
With other musicians, create a haiku and practice a pentatonic scale to compose a xylophone accompaniment to the poem. Learn how to provide an exploratory setting for your classroom, giving students the opportunity to practice improvisation skills. Participants will have the opportunity to perform their compositions. Leave with an interdisciplinary lesson plan to bring back to your music classroom!
Prosthetics to Help Hold the Bow, Trombone, and Mallets
I have been working with the Southeast Community College CAD department and the University of Nebraska–Omaha Biomechanics Department to help create and coordinate prosthetics that can be used by students to hold a bow that pivots similar to a wrist, to help hold a trombone or to help move a trombone slide, and to help hold mallets and drum sticks. Learn about ways to make these prosthetics for students using a 3D printer, or how to get started to work with your school or area schools to create these items for students.
Thoughts on Commercial/Popular Music Education
Traditional and jazz education typically reach only twenty percent of our students. To encourage “the study and making of music by all,” we must diversify of music we study, create, and perform. We’ll examine the similarities and differences between traditional, jazz, and commercial music education. How do we create a cohesive, inclusive, forward-looking curriculum in an effort to instill not only musical abilities and an appreciation of all genres, but life skills that will support our students on any career path?
Flipped Out: Transforming Your Ensemble for the 21st Century
Incorporate all four 2014 Music Standards while developing 21st- century skills in a democratic environment in your ensembles. You are encouraged to participate in the NAfME webinar of the same title before this session; it provides background on “flipped classrooms” and describes a process to transform your ensembles from solely using direct instruction to infusing collaborative learning into your rehearsals. Bring a piece you are currently working on with your ensemble; we will investigate ways to “flip” your strategies for deeper student learning.
Riches for the Impoverished Music Program
Poverty is a significant issue for a majority of our schools, parents, and students. This reality creates a considerable challenge for both our schools and our music programs. The session will provide a variety of resources and applicable strategies for music teachers seeking a to create a prosperous and flourishing music program.
How to Implement Chromebooks into the Choral Classroom
Learn about the many uses for Chromebooks in the choral classroom. Whether you are a middle- or high-school director, you will find links to free and commercial sites that will enhance your teaching of concepts, as well as ways to record individual and groups for assessment. You will leave with many ideas, whether your school is 1:1 or you have a rack of Chromebooks to use. This session focuses on Google products for the choral classroom. Feel free to bring your laptop or Chromebook.
All Music Is Music: Bringing DAWs into the Music Classroom
Adding music technology, specifically Digital Audio Workstations (DAWs), in the music classroom allows students not involved in school music ensembles to experience musical growth in a different setting. To pursue this goal, students used iPads, PCs, and their own music storage devices. The series of experiences was inspired by the four anchors of the National Core Arts Standards: Create, Perform, Respond, and Connect. Evidence of growth was measured with these National Core Art Standard anchors as benchmarks for growth.
Inspiring Inward Awareness: Identity through Composition
Amy Lewis, David Potter
This poster session will examine the theoretical frameworks of identity development and their implications for music education. Participants will have the opportunity to sample musical reflections of identity development, and as an exercise, they will also be able to create compositions based on their personal interpretations of identity development using voice, instruments, and music software.
Sounds of Korea: Lift Your Spirit and Expand Your Mind
Hyesoo Yoo, Sangmi Kang
The session offers effective strategies for including Korean folk music in elementary and secondary music classrooms. Participants will experience authentic, classroom-friendly Korean folk pieces. They will learn viable methods for bringing these ideas to their music classes with the use of everyday items and handmade versions of Korean instruments. They will also enjoy rhythm and movement and traditional costumes and dance materials. Lessons include fun, hands-on activities. Handouts contain materials for immediate use in the classroom.
Activities to Make All Students Successful in Music Class
Paul McLaughlin, Lorraine McLaughlin
This hands-on session offers examples of activities and methods we have used for years in our music classrooms and music therapy sessions to meet the needs of all students. We will also be providing you with materials you can take with you and use immediately in your classroom. Whether you join in and play along or sit back take notes and enjoy, we hope the information from this session will inspire you to create fun ways to teach music to your students.
A Critical Race Theory Approach to Music Education
Our Eurocentric approach to music teaching favors students in the white majority, placing students of color at a disadvantage. Critical Race Theory provides a framework for examining society, culture, race, and power and helps us overcome biases. Without sacrificing musical content, this pedagogical approach centers students in a community that celebrates differences and supports everyone. Learn how to choose/compose culturally rich and relevant material while being mindful of race, language, context, and students’ roles as culture bearers.
Engaging the Special Learner in Notation Recognition
Effectiveness of a software application on an iPad for teaching music notation to students with dyslexia was examined. Results showed use of the device for guided practice in conjunction with instruction was significantly more effective at increasing ability of students to recognize music notation than using instruction alone. Participants will have the opportunity to try the app on their mobile devices or those provided by the presenter. We will discuss practical application and future implications for work with students who have learning differences.
Coding + Composition = Chiptune Music
Ever heard of chiptune music? Ever thought about connecting the principles of coding with music composition? STEAM is catching fire across the country, and it is easy to find natural, authentic access points between math and music. This session will offer an example of how to do just that through the composition of chiptune music using Nintendo Entertainment (NES) controllers.
Performance-Based Games & Technology to Reach More Students
Research shows students exhibit more on-task behavior when engaging in activities requiring active participation. This session examines music games, activities, and apps that can be incorporated into the music classroom. All programs described can be modified/altered to teach a variety of musical topics. Many of the games and activities can also incorporate the use of a smartboard, although this is not a requirement. Explore a variety of musical apps, many free, that can be used on the classroom or on students’ own smart devices.
Research & Strategies for Engaging Students
This session examines school culture, power dynamics between teacher and student, and methods for positive engagement in the music classroom. New teachers and teachers in a new school may find this particularly helpful as they seek to engage new students more deeply in the music-making process. We will review research, discuss best practices, and provide a packet of resources for immediate application in the classroom. Finally, the session will address how these methods can help build a more robust performance program.
Unleashing Creativity through Drum Circle Facilitation
Learn how to unleash ways to create music in a nonthreatening and equitable environment. Facilitate composition through drum-circles, and discover myriad cross-curricular ideas to help your students create and publish high-quality work. Build a community of learners who are challenged, motivated, and whose ideas ensure student ownership of learning. Empower your students to be self-directed and make an impact on their community! You will walk away with ideas to help your students collaborate, communicate, and create projects related to real life.
Listening Lessons for the Elementary Music Classroom
Darla Meek, Oshadhee Satarasinghe
Movement may be one of the greatest tools at our disposal for introducing our students to masterworks. When we teach using the powerful kinesthetic sense, students learn faster and retain information longer. Come learn how to craft effective listening lessons involving creative movement for your classroom. Extensive handouts and PowerPoints will be available for participants.
JazzSLAM (Jazz Supports Language Arts & Math)
JazzSLAM celebrates and preserves our cultural heritage of jazz, one of America’s most important original art forms. All students can participate in hands-on learning through music. This session will demonstrate some of the academic skills inherent in jazz study: language arts, math, social studies, geography, problem-solving and test- taking strategies, and learning to stay focused and find clues to answer questions about what they read and sing.
Getting Appy: Three Awesome Apps to Make Your Band Smile
Wondering how to engage your students in a high-tech world? Don’t worry—be appy! Learn how a few of the latest music apps can inspire students to explore and improve their music skills. Interact with these apps during this session on your own tablet or smartphone, and learn to create an engaging musical experience for students with virtual synthesizers, drum loops, and other innovative sounds.
Social Justice & Music Education: The Intent & Impact of Our Work
This session will consider research at the intersection of social justice and music education. With El Sistema as the most widely-known example, some music education organizations claim transformative social and economic outcomes for their students. We will examine these claims and the organizations’ intent and impact in this area. Participants will engage in several scenarios where issues of social justice create tension in the classroom. Research-based strategies will be provided, and teachers will share their best practices and ideas.
Making Music Accessible to Students with Special Needs
We will examine modifications and accommodations that can be made in music class to allow all students to make music. We will consider some common disabilities, their acronyms, and accommodations and modifications. Although labels may be helpful in providing students with the correct accommodations/modifications, not all students are the same. Additionally, the modifications and accommodations mentioned in this session can prove to be beneficial both for students with disabilities and their typically-developing peers.
Amplify Learning by Student Choice within Your Ensemble!
Joshua Boyd, Andrew Lightner
This session discusses how you create a progress system to amplify student learning by allowing the student to choose his or her own path toward music mastery. We will break down ensemble objectives into individual actions and talk about how to organize these actions into tiered sets, from beginner to mastery, including components such as technology, composing, and arranging, among others. Attendees will create their own beginning progress system so that they can put these methods into action immediately!
Creative and Practical Possibilities: Orff-Schulwerk
Orff-Schulwerk Music for Children volumes can be used creatively and practically. Discover how easy these books are to use if you remember that the volume is a tool, not the rule! Not only will teachers stretch their own creativity when presented with suggestions and practical uses for the volumes, but in the classroom, students will explore, create, and make decisions in the outcome of lessons. What better way is there to amplify innovation and inspiration in both teachers and students in the elementary general music classroom?
Deep registration discounts available with hotel packages. Save up to $225.
Making College a Reality
While working at the Passaic Gifted and Talented Academy in New Jersey, I proposed to my administration a collaboration with the John J. Cali School of Music at Montclair State University. This collaboration greatly enhanced educational opportunities for our string students, who were taught and coached on their respective stringed instruments by university students and faculty from Montclair State. This interaction could potentially lead to some of our students’ future enrollment there or at another college/university.
Creating Lifelong, Conscientious, Music Consumers
We will discuss different music philosophy/teaching perspectives with a focus on how to develop students who will be lifelong, conscientious, music consumers. Attendees will learn various upper-level teaching approaches for issues such as copyright law. We will explore techniques for creating community in the general music room and how to help hesitant students become independent music readers. New ideas for teaching music history and The Great American Songbook will also be shared.
Assessment in the Beginning Instrumental Classroom
We will share with teachers of beginning instrumental students both paper-based and electronic assessment resources that can be used to showcase students’ understanding of musical concepts such as note identification, rhythmic accuracy, pitch differentiation, and composition, as well as of sound production, dynamics, phrasing, and articulations. Examples of self and group evaluation performance critiques, skills rubrics, and journals to track home practice will be presented. Standards and the NAfME Teacher Evaluation Workbook will be discussed.
Library of Congress Materials for Use in Teaching Standards
This session offers an overview of free resources available from the Library of Congress in Washington, D.C., that can be used to teach the 2014 Music Standards in Creating, Performing, and Responding. Examples include the National Jukebox of historical recordings, videos on a variety of topics such as “Artists Rights & The Digital Marketplace,” recorded performances, and lesson plans that can be used to teach the music of many genres in accordance with the Standards.
Reversing Roles: What Students Learn When They Teach
As teachers, we are on a quest to get our students to think critically about the music they are learning. We often get into a rut: Play this, fix that, finger it this way, and perform. We frequently answer the same questions about the same concepts, such as, “What is that note?” or “What’s the dynamic here?” We will discuss how role reversal in the classroom has had a major impact on students’ musical understanding.
Creating Pathways to Asia with Folk Songs, Games, and Dances
There has been a significant increase in South Asian immigration to the United States over the past several years. However, few educational materials are available for presenting music from these countries. In this session, participants will learn folk songs, games, and dances from Sri Lanka and India. Teaching these activities is an excellent way to inspire interest in other cultures, and it also gives the students from these countries a sense of home. Lesson plans and PowerPoints will be available for participants.
Engaging Students in an Online or Blended Classroom
This poster shares “best practices” for engaging students in both blended and online classrooms. Topics discussed include creating engaging discussions, fostering student collaboration, and Learning Management System (LMS) setup. The discussion includes further results of the research and educational implications.
Inspiring Cutting Edge, Innovative, & Efficient Teachers
This best-practices session will demonstrate efficient and effective ways of targeting, developing, and implementing problem- and project-based learning, integration, and other student-centered teaching strategies that work best for you. These strategies engage music education students in hands-on planning and collaborative work and prepare them to be efficient and effective classroom teachers knowledgeable in the latest forward- thinking teaching techniques. Resources for this session are based on case studies.
Enhancing Creative Thinking with Technology in Music Teacher Education
Jonathan Kladder, Matthew Clauhs
This session presents examples of successful approaches to technology implementation into two “traditionally”-conceived music teacher education coursework requirements: brass and woodwind technique classes. In these courses, two music education faculty implemented a variety of applications on iPads to support creative musical engagement. See examples of student work, student perceptions and experiences, and outcomes. Implications for the field of music education and suggestions for further research will be provided.
Individual Assessment in Choir: A Strategy for the Digital Age
Assessment should be valid, reliable, individualized, and relevant. Ensemble classes present unique assessment challenges. The strategy presented in this session allows students to submit a real-time recoding of their singing in an ensemble setting through a common recording technology—a phone. Suggestions will be made for software and online platforms that are useful in collecting student submissions and providing feedback. Learn about this assessment strategy, and engage in a discussion about authentic assessment and the evaluation of choristers.
A System to Amplify Involvement through Student Choice
Kalyn Todd, Christian Gordon
Amplify student involvement! Progress-system teaching involves teacher-created performance tasks where students are given the freedom to accomplish the tasks in any way, order, or time that they choose. Attendees will see videos/pictures of students choosing their own paths to learning during a “progress cycle.” Participants will be encouraged to ask questions using Twitter to receive live, real-time answers. After the presentation, attendees can connect with the presenters, ask questions, and explore ideas related to progress-system instruction.
Hearing Is Believing: Using Recordings in Band Rehearsal
This session will focus on how we as educators can effectively use recordings in band rehearsal. Topics include rationale and justification for the teaching strategy, effective criteria for choosing recordings, and procedures for implementation. The session will conclude with a discussion on where to find solid model recordings.
No Teacher Is an Island: Cooperation among Feeder Schools
Melissa Eick, Margaret Flood
Our students come to us with diverse musical experiences. As teachers at all levels, we can make it a priority to provide classroom experiences that serve students throughout their time in a school music program. One way to do this is to establish a cooperative relationship among teachers in feeder schools. A secondary band director and an elementary general music teacher offer practical tips on how to initiate, maintain, and grow collaborative connections among elementary, middle, and high school programs.
De-Stress and Retain your Music Majors
Sara Baker, Katherine Buckler
As college music students self-report increased levels of depression, anxiety, and social phobia, a systematic approach to retaining music majors must include addressing their psychological health. Tested strategies that can be implemented in classrooms and departmentwide initiatives will be presented in this hands-on presentation promoting mental and emotional well-being.
Laptop Orchestras in Secondary Schools: A Feasibility Study
This study examined the integration of a laptop orchestra into the curriculum of a secondary public school. Participating directors and members of laptop orchestras at U.S. colleges and universities completed surveys about resources required to support the ensemble. Student learning outcomes of these orchestras aligned with current 2014 Music Standards. Directors needed specialized training, and equipment costs ranged from $10,000 to $750,000, but far less if students own their own laptops.
Blended Classrooms: Best Practices for Engagement
Best practices for engagement in blended classrooms are presented as actionable techniques that can be incorporated into a variety of subject areas. Topics presented include online discussion boards and course development for music classes.
Approaches to Trauma-Informed Pedagogy
The music classroom can be a safe haven for all students. Attendees will learn basic developmental repercussions of childhood trauma, including sexual and physical abuse, extreme poverty, and violence, and then apply that knowledge to best practices in music education. Attendees will learn how to provide hurdle help for their students while correcting problem behaviors and how to develop interdisciplinary lessons. Acquire ideas to help increase student performance and participation opportunities, regardless of level of musical or intellectual ability.
Music Superheroes Concert
This poster presentation teaches music students how to maximize their own superhero potential by participating in a Music Superheroes Concert. Dressed as superheroes, students at all levels connect, perform the works of the great composers, and reflect on the creative abilities that made these people super-talented. Students gain an appreciation of the legacy of the composers and become inspired to be superheroes in their own right, as well as begin to understand the expression of creativity.
Teaching Music to the Dyslexic Learner
One in five students, roughly 20 percent of the population in the United States, is a dyslexic learner. In this session, learn about best practices for teaching children with dyslexia. Leave feeling equipped to meet your dyslexic students where they are and teach to their learning styles.
Does Competitive Marching Band Meet Needs of All Students?
How do secondary students perceive value of competitive marching band? This study investigated whether certain perceptions of competitive marching band emerge when data are stratified across the categories of gender, year in school, ethnicity, and section prior to each round of data analysis. Participants were students from 11 suburban public high schools located just outside Chicago. Results indicate that high school students’ perspectives of competitive marching band may be shaped by their demographic characteristics.
The ukulele is currently a hot topic in music education. Come and learn how to incorporate the ukulele into your classroom through the use of popular music.
“My Administration Doesn’t Understand”: Lessons from Research
Learn about research into the professional relationship between music teachers and administrators. Two surveys, one each for music teachers and administrators, were sent via social media/e-mail. Along with data on district, school, and teaching situation, the survey sought perceptions of the music program’s contribution to the community and of the classroom observation process. Acquire strategies to improve your working relationship with school administrators and on how to help your program be an integral part of the school community.
Snare Drum: From the First Lesson to the College Audition
This workshop is an in-depth and detailed study of snare drum pedagogy. Session topics will include equipment, technique, exercises, stroke patterns, hand development and coordination, sequential learning of rudiments, and literature.
Why High School Students Participate in Band
Forty-five high schoolers were asked what motivated them to participate in band. Findings support prior research revealing that many students are intellectually, emotionally, expressively, and musically nurtured by membership in a school band. A number of respondents indicated that band was where they built their strongest support relationships and highlighted the importance of band as a social and emotional support space where they find sanctuary from the stressors of their lives.
Scaffolding Vernacular Music Learning in Class Guitar
Students in a secondary guitar class bring their own musical preferences, experiences, and abilities. While each student may have a unique motivation for taking the class, many want to be able to play their music. This presents a challenge for a teacher attempting to navigate the various student playing abilities and musical preferences. Learn how to scaffold instruction so students of all playing abilities can join in performing popular music selections and how students can share their music with their peers in engaging learning experiences.
Learning & Involvement through Creating & Improvisation in Middle School
Marci DeAmbrose, Lori Falcone
Move beyond performing in middle school music to include students as active music creators. This presentation focused on the skills students need to create their own music, moving from scaffolded projects to “on their own” composition. Learn ways to create music in vocal and instrumental classrooms, such as improvising with pop tunes, creating music in the style of the music on the concert, and teaching autonomy in composition. This model has been developed to accommodate students with a variety of musical interests and at various levels.
Non-Jazz Improvisation Activities for Band and Orchestra
James Mick, Matthew Clauhs
Creating music is one of the Artistic Processes that guide the 2014 Music Standards, yet few instrumental students engage in creative activities outside the jazz-band setting. In this session, presenters share sequential improvisation activities for band and orchestra students that require no prior experience or knowledge of jazz theory.
Game-Based STEAM Projects for Music Technology
Do your students enjoy challenging themselves with games? Do they like playing with their tech devices? Get in on the STEAM train, and learn how to build and incorporate game-based tech challenges for teaching music through composition and film scoring.
Tales of 2 Ensembles: Performance-Focused & Active Learning
Working at two different schools, I set up contrasting orchestra classrooms, one a conventional performance ensemble, and the other with an active learning focus on analysis and composition. The active learning approach used specific music vocabulary based on the elements of music, helping students organize their knowledge. Students used this knowledge to scaffold their compositions and musical analysis. We will share the results of our study and its implications, as well as a number of simple compositional activities.
Creating Music-Makers & Leaders Using Peer Assessment Strategies
Katrina Cox, Amy Simmons
Students are rarely asked to analyze the products generated in rehearsals. In this session, we describe strategies to incorporate the 2014 Music Standards related to the Performing subcomponents of Rehearse, Evaluate, Refine, and Present. See how strategic sequencing paired with teacher-facilitated small-group activities can challenge students to connect what they learn about music-making to the musical products they generate by involving them in decision-making and peer assessment.
Promoting Compassion & Empathy through World Music
Exposure to world music and ethnically diverse compositions is vital for students navigating today’s world. This music can be a springboard for sensitive and honest discussions about social change, race relations, and political activism. I will share my top 5 favorite world pieces, from beginning to authentic performance. Several of my students will provide feedback about the result of performing world music in the choral classroom and the impact it has had on their understanding of those who are different from them.
Urban TTBB Choir: Selecting Music that Makes a Difference
Selecting appropriate literature for adolescent male choirs experiencing the onset of vocal maturation can be a challenge. Based on an examination of 10 years of literature performed by successful middle school tenor/bass choirs from urban areas, this session can help alleviate some of the guesswork. Learn what music urban tenor/bass singers are responding to successfully and what music elements are contained in these selections.
Using Composer Database Tools to Diversify Your Curriculum
Rob Deemer, Cynthia Turner, Christian Folk
There is a growing desire to explore music of composers that reflect the diverse U.S. population. This means finding works by women composers and composers of color, two groups often not included in classrooms or concert programs. Recently, searchable and browsable database tools have become available to allow educators, conductors, performers, and researchers to focus searches and easily find women composers and composers of color based on a number of data points. Learn the challenges and joys of this kind of inclusion!
Interactive Learning Structures
Interactive Learning Structures are used to actively engage students through thought, action, and dialogue. They can be used to activate prior knowledge, teach content, encourage practice skills, or inspire reflection. This session will introduce participants to partner, small-group, and whole-group structures that are quick and easy to manage.
Adapting Classroom Instruments for Students with Disabilities
Students with disabilities are eager to play classroom instruments and participate in classroom music making, but sometimes their challenges limit traditional interaction with instruments. Learn how to remove barriers and provide accessibility to many classroom instruments by making a few simple adaptations/modifications that allow students full participation in music-making and equal access to the curriculum. Explore new technology that makes creating music accessible to everyone, even if the student has very limited mobility.
Own It! Rehearsal Techniques Empowering Students Success!
This presentation will focus on rehearsal techniques that empower students to take ownership of their growth and musical success by creating an inclusive atmosphere that is high energy and inspirational.
Using Storybooks to Create Meaningful Music Experiences
When done effectively, the use of picture- and storybooks can offer immersion in music experiences and understanding of music elements. Additionally, integrating music and language arts promotes higher-level thinking in both subject areas. This session introduces a number of storybooks and activities that correlate with the elements of music. Participants will engage in moving, listening, dancing, singing, and creating via storybooks while developing understanding of melody, harmony, form, timbre, rhythm, and texture.