Creative Collaborations with Unison-Based Content

As a music teacher, you aim to increase student agency and make music quickly, all while juggling fundamentals like technique, reading, listening, creativity, and the ever-growing demands of teaching. This webinar delves into the benefits, diverse repertoire, and dynamic teaching methods offered by Unison Based Content (UBC). We will examine six custom activities requiring little to no professional development and experience culturally diverse global grooves and jazz genres suitable for instrumental ensembles. Strategies for addressing ensembles with mixed skill levels and instrumentations will also be introduced. Learn to make rhythm-section pedagogy and content more relevant, accessible, fun, and inclusive with an emphasis on quick engagement, student-led learning, and process over product while increasing performance opportunities. Teachers will gain clear steps to transform struggling ensembles into dynamic, student-centered journeys that inspire creativity, collaboration, and meaningful connections.

Richard Frank brings holds degrees in Jazz Studies, Educational Technology, and Applied Musicology. He has performed with ensembles like the Ani Dance Troupe and Harry James Orchestra, produced the PBS documentary Maestro Mehli Mehta and the American Youth Symphony, co-founded the jazz band Present Tense, and co-wrote and produced two critically acclaimed albums. Driven by gaps in music education, he now develops supplemental methods to diversify repertoires, boost student engagement, and integrate modern teaching strategies in jazz education for inclusive, dynamic learning.

NAfME presents this live virtual event at no charge to all as a service to the music education profession. To register, you must enter your NAfME member information or create a nonmember account. After registering, check your email for instructions. A recording of this program will be available to all registrants for one week following the live event. Members can also view archived NAfME webinars in the NAfME Academy.

The views expressed are those of the presenter; they do not necessarily reflect the views of NAfME.