belonging
Embracing Diversity, Equity, Inclusion, and Access (DEIA) in the Audition Process Part Three of a Four-Part Series By NAfME Member Roque Diaz, Member of the NAfME Equity Committee Read parts…
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Embedding Diversity, Equity, Inclusion, and Access (DEIA) in Repertoire Selection Striving for Representation Part Two of a Four-Part Series By NAfME Member Roque Diaz, Member of the NAfME Equity Committee…
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Cultural Appropriation versus Cultural Appreciation in the Arts Part One of a Four-Part Series By NAfME Member Roque Diaz, Member of the NAfME Equity Committee As educators and professionals in…
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Diversity in Classical Music An Overview of the NBSO K–12 Music Keyword Equity Database By Jazzmone Sutton, NAfME Senior Manager for State Advocacy and Equity Representation plays a crucial role…
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Creating Positive Childhood Experiences with Music By NAfME Member Edward Varner This article was first published in the January 2024 issue of Journal of General Music Education. Abstract The purpose…
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How do you make your classroom an inviting and welcoming space for all students? Five Music Educators Respond This article first appeared in the October 2023 issue of Teaching Music.…
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Navigating Divisive Concepts Laws Resources for PK‒12 Music Educators By Karen Salvador and Ryan D. Shaw[1] Divisive Concepts Laws (DCLs)[2] are legislative and executive actions that restrict teaching, professional learning,…
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A Place for Difficult Conversations The Foundations of Music Education Classroom By Drew X Coles This blog is sponsored by NAfME Corporate member Teachers College, Columbia University Master of Arts…
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Dear Colleagues: Take Notice This Transgender Day of Visibility By NAfME Member Ær Queen Whenever someone asks what my job is, I get excited! I get to share that I…
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The Student Voice Are We Listening and Adapting? By NAfME Member Dr. Lori Schwartz Reichl “If you want to serve, you must begin by listening, not assuming.” ― Jacqueline Novogratz,…
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