Music Ed Forward Podcast

Dr. Juliet Hess offers both theory and practical suggestions about how music classrooms are uniquely poised to inspire and support social change at the intersections of activism, critical pedagogy, and music education.  Highlighting the framework and specific examples from her book Music Education for Social Change: Constructing an Activist Music Education, Dr. Hess shares her research, stories, and ideas for what teaching for social change could look like and sound within music education classrooms.

As music educators, we are well aware of the importance of Social Emotional Learning (SEL), especially in the wake of pandemic learning and teaching.  But what might it look like in the music classrooms?  What opportunities are we including - and missing - for seamless inclusion of SEL in music ed?  This podcast with Dr. Scott Edgar focuses on the possibilities for practicing SEL in the music classroom - both with adults and students.  Dr. Edgar also reminds us of the necessity of an equity lens in our SEL practice, common SEL stumbling blocks (and how to overcome them), as well as future learning opportunities for teachers in regards to SEL in music classrooms.  Listen in and get a few new ideas to try this week - and beyond!https://musicedforward.com/podcast/22

Do students know why you show up at school every day?  Could sharing your “why” help you connect with students - and possibly even invite more student agency in your classroom?  This episode contains an invitation to look beyond the day-to-day and embrace the big picture of what is possible in and through our music classrooms - and what role your “why” might play in the process.

Alice Tsui joins us on the podcast this week to talk about how to create brave spaces that empower student and collective voice while centering joy in Black Lives Matter and AAPI communities. Alice's Insta videos @musicwithmissalice demonstrate her inspirational approach to working with her students and her school community. In this podcast she shares very practical ideas for moving music education forward in both the short and long run, including how to continue the personal aspects of anti-bias/anti-racist work so we can bring that into our professional lives and classrooms. We. invite you yo join us in the conversation.https://musicedforward.com/podcast/20

From start to finish in this podcast, Girl Conductor - Ms. Maria A. Ellis - offers her wisdom, passion, and sheer joy in teaching and learning! Maria shares how she starts classes the first time she meets students with the intention of building relationships and knowing her students' musical preferences. She tells her own story about being rejected from a music education training program - and how she was able to get in only 3 months later.  And she offers each of us some sound advice about how to be the most successful, influential music teachers and human beings we can be. Maria is a true cheerleader for all students and teachers, and her passion is contagious.Show notes - musicedforward.com/podcast/19

As music educators, we've learned too much this past year to go back to “normal,” as soon as pandemic safety allows. From the lessons of pandemic teaching to the anti-bias/anti-racist lessons learned this past year - curriculum re-design in music education is not an option.  It is imperative.  This podcast outlines three small but mighty steps that we can implement starting today and continue to implement over time.

Dr. Carlos Abril joins us in the podcast today to talk about the current role - and the potential future impact - of colleges and universities in moving music education forward.  He has a clear and cogent vision for the kind of music educators he'd like to inspire and empower - those who become leaders in the field and agents of change in music ed. Join us for this thoughtful and hopeful conversation on how the academy can be integral to transforming music education at the undergraduate and graduate levels (with K-12 thrown in, for good measure).

In part 2 of this conversation with The Passionate Black Educator, Jasmine Fripp, highlights the importance of music educators being fluent in diverse styles of music in order to serve and empower our students as musicians and humans.  We also talk about ear training, music notation (including and beyond Western notation), and being “clouded by our own nostalgia” - and how to move ourselves forward, to the benefit of our students and communities.  Jasmine shares ideas about how we can broaden our own minds, perspectives, and skills as educators - so we can pass those possibilities along to our students. What happens when we are afraid to leave our “stoop” - and what might happen if we decide to leave our “stoops” anyways.  Tune in for some inspiration, love, and straight talk on how to move music education forward.

In this episode, Jasmine Fripp, The Passionate Black Educator, talks about the ways music educators, our music classrooms, and our music curricula “give hate” - whether we are aware of it or not.  Jasmine lists specific examples of ways our “hate” - intended or not - impacts our students, and how we can adjust our teaching practices so our classrooms and curricula are welcoming, inclusive, and empowering places for all of our students.  Show notes: https://musicedforward.com/podcast/15

Shouldn't diversity, equity, inclusion, and access be central to all of our learning with students and teachers? Dr. Karen Howard shares context and practices to further diversity, equity, inclusion, and access and move music education forward. With a focus on teaching practices in music education and beyond, Dr. Howard shares her research, as well as the research of others, to inform possible evolutions in our practices in music teaching and learning. This episode highlights an incredible number of resources - both academic and pedagogical. You don't want to miss this one!

In this episode, Elena Aguilar shares her journey as a transformational coach and how she works with coaches. Elena's coaching and consulting work lead her to write a book about resilience, seeing how it underpins our success and happiness as teachers. Highlighting the connection between resilience and equity throughout, Elena shares stories, experiences, and advice to help educators move forward during pandemic teaching - and beyond.  PS She gives a MAJOR shout-out to arts educators!  Thank you for seeing us and valuing the arts - we appreciate you, Elena!

Ready for some practical, tried-and-true, made-for-teachers resilience advice?  Me too! This podcast shares some of the highlights of Elena Aguilar's book “Onward: Cultivating Emotional Resilience in Educators.” After outlining the synergistic organization of the book, we feature three chapters by spotlighting quotes and ideas from the author and elaborating on them in the context of pandemic teaching. This podcast hardly scrapes the surface of the insights included in “Onward” - but you'll want to join in on the wisdom, encouragement, and interconnection highlighted in this podcast.

How can we shift the nervous system when it gets locked into fight-flight mode?  This podcast has simple, quick, practical tools to help you move into “rest and digest” mode. And we can ALL use that right now.  These short practices can help you in a pinch - or become a part of your daily routine. (And bonus - I share my favorite activity for helping calm students; it has never failed me or my students.)

This week Dr. Kate Webster shares her experience of pandemic teaching, self-care, and resilience as inspired by her experiences as a Music Educator, Runner, Yoga Teacher, and Mom. Kate's easy-going, connected, and wise offering in this podcast will invite you to see yourself in our conversation about our struggles, successes, and ultimately ongoing intentions to care for ourselves so we can serve our students in a whole-hearted, connected way. Join us for this close-in conversation between two teachers, doing the best we can - in the face of many uncertainties. . . probably much like you.

What is the difference between self-care and self-compassion - and why does it matter?  What is working for teachers and school communities around the world as we see to strengthen resilience?  This podcast with the amazing Fran Prolman is real talk, real inspiration, and real ideas for how to practice the skills and mindset to help us through tough times.  Get ready to be inspired and uplifted! 

We made it to 2021. Now what? This new beginning to a new year has been long-awaited and long needed. This podcast outlines 5 Resilience Building Strategies for us personally and professionally, as well as some great tools to help us grow more steady and resilient in 2021. January is resilience month here on the Music Ed Forward Podcast. Let's lift one another UP!

We can. We have. And we will.  Although we didn't wish for it, 2020 and this pandemic has shown us, as music educators, what is possible as we have united to support one another, our students, and our global music education community. Without an ounce of toxic positivity, this podcast outlines some of the greatest triumphs within our profession this past year which can reveal the promises and possibilities for 2021 and beyond. Join us for this podcast as we acknowledge what was and look forward with resounding hope.

2020 and pandemic teaching has caused many teachers to question their effectiveness, suitability for the profession, and - in difficult moments - their worth as a teacher.  This podcast takes head-on the mounting layers of beliefs, stories, and challenges that can overwhelm us in times such as these - and offers a practice for ourselves, as well as members of our trusted communities, to bring us back to our true selves. You are invited to listen to the podcast, invite a close colleague and/or friend to do the same, and to support one another through the story and practice herein.

2020 has included countless challenges - and we have learned a lot.  Part of 1 of this 3-part series outlines how teaching necessarily looks differently - and how our mindset has to be open to those changes. Many music teachers have a very specific vision of what “good music teaching (and learning)” looks like - and many of those visions of quality learning are not possible, at least in the same way during our current COVID context. This podcast outlines 5 ways we can think about teaching differently - and offers concrete approaches to help us shift our thinking.

Moving from classroom instruction to online learning takes translation.  Our mindset about priorities and possibilities will, in large part, determine our experience, as well as our students' experiences with online learning in music.  Getting our minds - and hearts - around what is most important, what to hold on to, and what to let go of is key as we move from teaching in person to teaching online.

What should be at the heart of learning?  How do we know if students are learning things that will stick with them?  Using the work of Jay McTighe, Grant Wiggins and Judy Willis, this episode highlights how Understanding By Design can transform the way we think about music learning.  With attention to understanding, transfer and process, we can and help students learn more and faster, while using brain-based strategies that will help retention of learning, as well.

Want to know one of the most powerful tools for music educators to create meaningful learning?  The National Core Arts Standards for music.  Embedded in these power-packed standards are both the big picture AND the building blocks of transformative music learning for children.  And for teachers?  The National Core Arts Standards provide a framework for prioritizing, planning and organizing meaningful learning for your students and community.

What does it mean to write a high-quality unit for a music classroom?  Having a strong sequence for teaching concepts like rhythm and melody is important.  But how do we get at the bigger picture?  What do we REALLY want students to take with them into their adult lives?  This episode outlines how to use the elements of scope and sequence as the foundation for really meaningful, transformative learning in the music classroom.

Why would I stop teaching music?  Great question!  You see, I've loved teaching children and working with amazing teachers for more than 20 years in schools.  But through my work as a professional developer, I learned there was an incredible need for high-quality PD for music and arts educators in schools around the world.  This is my story of why I jumped. . . and how I hope to make a difference.