Podcasts about update applications

In this episode, Anne discusses Self Determination Theory & Singing Games in the Elementary Music Classroom. This episode was inspired by some light research for improving students motivation and participation, particularly as students reach those upper elementary grades. By considering the three pillars of SDT: autonomy, competence, and relatedness, we can better promote student engagement in our classrooms. ⭐️ Full Show Notes for this Episode Here

“If a student has been unsuccessful at elementary and middle school, by the time they get to high school, it's really hard to shift and course correct. But if they haven't been successful at elementary and you get them at the middle school level, you really do have the potential to shift that course in a monumental way, to reshape their views about whether they are indeed successful and worthwhile. You really have such a big role to play.”Jessica Nápoles is Professor of Choral Music Education at the University of North Texas. She teaches undergraduate coursework in choral methods, conducts the Concert Choir, and mentors graduate students in research. Dr. Nápoles served as Interim division chair for Conducting & Ensembles in 2019-2020 and Interim division chair for Music Education in Fall of 2020. A native of Florida with a Cuban-American background, Dr. Napoles taught middle school chorus in the public schools of Miami and Orlando, FL. She received her bachelor of music education, master of music education, and PhD in music education from the Florida State University. Prior to her appointment at UNT, she taught at the University of Utah for 11 years.Dr. Nápoles is an active choral conductor, clinician, and adjudicator, frequently engaging in guest conducting opportunities locally, regionally, and nationally. She has conducted All State and honor choirs in 20 states across the United States. She has conducted the Southern, North Central/Central, Eastern, and Western division honor choirs for the American Choral Directors Association (ACDA). In 2019, Dr. Nápoles made her Carnegie Hall debut as choral conductor for the WorldStrides OnStage Honors Performance Series. She was asked to return every year since.In addition to her choral conducting invitations, Dr. Nápoles is a well known researcher, with numerous publications in journals such as the Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, Journal of Music Teacher Education, Update: Applications of Research in Music Education, and the International Journal of Music Education. She served on the editorial boards of the Journal of Research in Music Education, the premier research journal in music education, the International Journal of Research in Choral Singing, and the Journal of Music Teacher Education. Her research interests center on testing practitioner practices empirically, expressive conducting, burnout, and teacher talk. She has presented at conferences on these topics nationally and internationally. She is presently serving on NAfME's Executive board of the Society for Research in Music Education.Dr. Nápoles is meaningfully engaged with the American Choral Directors Association (ACDA) at the national level. She is currently the Chair of the Research Standing Committee. Additionally, she served as Assistant Conference Chair for the 2019 and 2021 conferences, the Honor Choir Coordinator for the 2015 and 2017 conferences, and she is currently the co-chair of the 2025 Dallas national conference. Dr. Nápoles led the writing team of the ACDA COVID-19 task force that drafted a document to assist choral directors at all levels during the pandemic.To get in touch with Jessica, you can email her at jessica.napoles@unt.edu or find her on Facebook (@jessica.napoles.1).Choir Fam wants to hear from you! Check out the Minisode Intro Part 3 episode from February 16, 2024, to hear how to share your story with us.Email choirfampodcast@gmail.com to contact our hosts.Podcast music from Podcast.coPhoto in episode artwork by Trace Hudson

Dr. Rebecca MacLeod is Professor of Music Education at the University of North Carolina Greensboro, where she directs the string education program and conducts the UNCG Sinfonia. She is the author of Teaching Strings in Today's Classroom and is published in Journal of Research in Music Education, International Journal of Music Education, Bulletin for the Council of Research in Music Education, Update: Applications of Research in Music Education, Journal of Music Teacher Education, String Research Journal, Psychology of Music, The Strad, American String Teachers Journal, and various state music education journals. She has served on the editorial boards of the Journal of Research in Music Education, the String Research Journal, and as guest reviewer for the International Journal of Research in Music Education. She is the recipient of the UNCG School of Music, Theatre and Dance Outstanding Teaching Award, the American String Teacher Association National Researcher Award, and the UNCG Junior Research Excellence Award. A passionate advocate for increasing access to string education to all students, Dr. MacLeod directs two community partnership programs that provide string instruction to underserved students: the Lillian Rauch Beginning Strings Program and the Peck Alumni Leadership Program. Students of these programs have performed for Dr. Maya Angelou, Dr. Gloria Ladsen-Billings, and the Sphinx Virtuosi. Her research on working with underserved populations, vibrato technique, music teacher education, and music perception has been presented at the International Conference of Music Perception and Cognition (Thessoloniki, Greece), Music Research and Human Behavior International Conference (Barcelona, Spain), International Society for Music Education (Glasgow, Scotland), Music Educators National Conference, National Association for Music Education National Conference, American String Teachers National Conference, Midwest Band and Orchestra Clinic, Society for Music Teacher Education, and music educators state conferences. Prior to joining the UNCG faculty, she taught elementary, middle, and high school orchestra in Hollidaysburg, Pennsylvania and was orchestra director and chair of music activities in Beaver, Pennsylvania. She was the assistant artistic director and conductor of the Tallahassee Symphony Youth Chamber Orchestra and Philharmonia Orchestra in Tallahassee, Florida. She has served on the American String Teachers Association National Board and is past president of the North Carolina ASTA chapter. She was a guest lecturer at Xi'an University and Shaoguan University (China) in summer 2016 and 2017. Dr. MacLeod received her undergraduate degree from Duquesne University and her MME and PhD from Florida State University. She is a frequent guest conductor and clinician throughout the United States and abroad. https://teachingstrings.online https://vpa.uncg.edu/home/directory/bio-rebeccamacleod/ ------- Your support is appreciated! If you are enjoying The Orchestra Teacher Podcast, please consider becoming a supporter for as little as 99 cents per month. I am working hard to bring on some amazing educators who will share ideas, tell their story, and offer some support for all of you. I have invested a lot of time in putting it all together and money purchase equipment that will help provide the best possible listening experience. Here is the link: https://anchor.fm/orchestrateacher/support Thank you for your continued support! If you have suggestions for podcast guests, please let me know by providing a name and contact information. --- Support this podcast: https://podcasters.spotify.com/pod/show/orchestrateacher/support

songstress jo (Tiffin University ‘23; Rock Hall Resident Rocker 2022) and their mom, Nicole Ochenduski, share a conversation about songwriting, supporting teen's musical development, and the role of unconditional family support. Nate Kruse, Ph.D., Associate Professor of Music Education at Case Western Reserve University, shares his research on informal music learning and vernacular musicianship. Nate comments on the role of songwriting, musical expression, and supportive adults in young people's lives. Jo Ochenduski aka songstress jo website: songstressjo.com all social media platforms: @songstressjo linktree: https://linktr.ee/juliaochenduskimusic Folkestad G. (2006). Formal and informal learning situations or practices vs. formal and informal ways of learning, British Journal of Music Education, 23(2), 135–145         https://doi.org/10.1017/S0265051706006887  Giotta, D. P., & Kruse, N. B. (2022). “An unmarked puzzle box”: High school students navigating creative experiences through songwriting. Contributions to Music Education, 47, 37–59. Mercado, E. M. (2019). Popular, informal, and vernacular music classrooms: A review of the literature. Update: Applications of Research in Music Education, 37(2), 30–37.           https://doi.org/10.1177/8755123318784634 North, A. C., & Hargreaves, D. J. (2006). Music and adolescent identity. Music Education Research, 1(1), 75–92. https://doi.org/10.1080/1461380990010107 Powell, B. (2021). Modern band: A review of literature. Update: Applications of Research in Music Education, 39(3), 39–46. https://doi.org/10.1177/8755123320988528

Intro - 0:00Tune called Planxty Sir Festus Burke | Randal Bays/fiddle, Chris Smith/tenor banjo, Roger Landes/bouzouki | composition by Turlough O'Carolan, from the album “Coyote Banjo” by Chris SmithPart I, Path to Music Education - 01:34Relating to Jacqueline Henninger's experience in pedagogy, music education, and the Fulbright program that led her to Texas Tech University .Part II, Making Connections, Opening Doors - 29:21Relating to Jacqueline Henninger's experience at Texas Tech University teaching future music educators, creating more accessible spaces,  and changing the standard of music education pedagogy.Part III, Personal Identity/Experience in Academia - 44:47Relating to Jacqueline Henninger's experience as a woman of color in academia, the music education field, and as an advisor/mentor to students.Outro - 51:12Planxty Sir Festus Burke Dr. Jacqueline C. Henninger, Associate professor of Music Education and Associate Director for Performance, Education, and Applied Studies (PhD, Music Education, MM, Music Education, and BM Music Studies, The University of Texas at Austin) began her position in the School of Music at Texas Tech University (TTU) in August 2014.  In 2018, she was inducted into the TTU Teaching Academy and was also named a recipient of the TTU Alumni Association New Faculty Award.  Prior to joining the faculty at TTU, Dr. Henninger was a Fulbright Scholar in Sub-Saharan Africa, which enabled her to teach and research at Tumaini University Makumira in Usa River, Tanzania, East Africa from 2012 - 2014.From 2005 – 2013, Dr. Henninger was an Assistant Professor of Music and Human Learning with the Butler School of Music faculty at The University of Texas at Austin (UT-Austin). Immediately prior to that faculty appointment, she was a member of the music education faculty at The Ohio State University (2000 - 2005).  Her teaching responsibilities have included undergraduate and graduate courses in music education, coordinating and supervising student teachers, and advising master and doctoral level examinations, projects, theses, and dissertations.Her research, which has been presented at state, national, and international conferences, is focused on two academic areas:  teacher preparation and multicultural music education.  Dr. Henninger's articles have been published in the Journal of Research in Music Education, International Journal of Music Education, Update: Applications of Research in Music Education, Journal of Music Teacher Education, Journal of Band Research, Texas Music Education Research, Global Music and Culture:  Intersections and Inclusion, Texas Music Educators Conference (TMEC): Connections, and TRIAD.  She is also the author of a textbook chapter entitled The Teaching and Learning of Music of East Africa:  Songs and Dances of Tanzania, which is within the textbook entitled Teaching General Music:A K-12 Experience.  Dr. Henninger has served and is currently serving on the editorial boards for several state and national refereed journals in the field of music education. Dr. Henninger is active in state, national, and international organizations.  She is currently the Past President of NAfME-Texas, which is the state affiliate of the national organization (NAfME, which is the National Association for Music Education).  Prior to being elected into the position of President, she served as President-Elect, Member-at-Large, and was on the Council of Chairs for NAfME-Texas (formerly known as TMEC, which was the Texas Music Educators Conference).She has also served as the Chair for the Special Research Interest Group (SRIG): Instructional Strategies with NAfME and was recently appointed as the Board Advisor for the Society for Music Teacher Education (SMTE). After earning her Bachelor of Music degree from UT-Austin, Professor Henninger had a highly successful public school teaching career as a choral and band director at Fulmore Middle School in the Austin Independent School District.  Dr. Henninger continues to enjoy working with public school students, prospective music educators, and practitioners as an events adjudicator, guest clinician, guest conductor, guest lecturer/presenter, and guest panelist on local, national, and international levels. VVMC: Friends & Voices, a Collaborative PlaylistVoices from the Vernacular Music Center

What do Dr. Craig Hurley’s research and your singers’ musicality have in common - everything! In this episode, Dr. Hurley shares his incredible research into infusing expression and what he’s found about singer artistry while compiling data for his study. For those research lovers out there, we talk about data and how the study was set up, even where the research question came from (hint: thanks Robert Shaw and an article by Dr. Cornelia Yarbrough). For those uninspired by research, don’t worry, Dr. Hurley is an elementary specialist who has perfected the ability to transfer research into tangible tools that, as he says, “will impact rehearsal tomorrow.” Whether you have 5 year-old new singers, a community choir of all ages, or the most advanced college choir, this episode and Dr. Hurley’s research offers ideas you can try in rehearsal immediately. Dr. Hurley’s Bio: http://www.cobblearning.net/mustangmusic/about/ More resources from Dr. Hurley: http://www.cobblearning.net/mustangmusic/teacherresources/ Learn more about Spivey Hall Children’s Choir and Dr. Hurley’s Young Artists: https://www.facebook.com/shccprogram Book and article referenced in episode: Caldwell, J. T. (1995). Expressive singing: Dalcroze eurhythmics for voice. Prentice Hall.
 Yarbrough, C. (2002). Sequencing musical tasks: The teaching artistry of Robert Shaw. Update: Applications of Research in Music Education, 21(1), 30-37. *Show music originally written by Mr. Todd Monsell **Show photography provided by Dr. Dan Biggerstaff

Show Notes: Little Kids Rock Association for Popular Music Education (APME) Teaching with Orff Articles: Modern Band Recorder Lesson   Martina’s Bio:  Dr. Martina Vasil is assistant professor of music education and director of the Modern Band, Orff Schulwerk, and Dalcroze Summer Institute at the University of Kentucky (UK). She teaches collegiate courses in general music, popular music education, and qualitative research and continues to teach preK–6 music at Lexington Montessori School. She is Orff Level III and Dalcroze Level II certified. Martina was a member of the inaugural Modern Band Higher Education Fellowship and has brought Modern Band training to teachers locally and internationally (Liberia). Martina’s research centers on popular music education, Orff Schulwerk, and music teacher education. She has published in the International Journal of Music Education, the Journal of Music Teacher Education, UPDATE: Applications of Research in Music Education, and the Orff Echo. She recently published a book chapter, “Popular Music Education and Orff Schulwerk”, in the Bloomsbury Handbook of Popular Music Education (2019). Afternoon Ti Links: Blog Instagram: @highafternoonti   Intro/Outro Music Our Big Adventure by Scott Holmes

Update: Applications of Research in Music Education Editor Brian Silvey interviews author Jason Cumberledge on his article "The Perceived Influence of Social Media on High School Band Students’ Decision to Participate in College Marching Band."

In this short episode, Nick discusses why we have changed the way we calculate your fertilizer, seed, and chemical expenses.

Update: Applications of Research in Music Education Editor Brian Silvey interviews author John-Rine Zabanal on his article. Together they discuss the effectiveness of drone accompaniment in improving intonation.

In Part I, Dr. Ryan Fisher shares information about the male singing voice and ideas for how to work with students during the transitional voice period.  In Part II, you'll hear about his research on the male voice, research on falsetto vs. lower range singing for male teachers in the classroom, and how to take care of our voices as teachers.   Dr. Fisher is the Associate Professor of Music Education and Associate Dean for Academic Affairs of the College of Communications and Fine Arts at the University of Memphis in Memphis, TN.  He earned his Bachelor of Music Education from Lee University in Cleveland, Tennessee, his Masters of Music in Choral Conducting and PhD in Music Education from the University of North Texas. His writings have been published in various journals including Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, and Update: Applications of Research in Music Education. Afternoon Ti: www.afternoonti.blogspot.com Intro/Outro Music: Our Big Adventure by Scott Holmes www.scottholmesmusic.com 

Today on the podcast, I'm talking with my good friend, Michael Chandler all about Orff-Schulwerk. I first met Michael when he was my Level 1 recorder teacher at the Orff-Schulwerk Certification Course at Southern Methodist University. I can't say enough wonderful things about Michael as a brilliant musician, thoughtful pedagog, and just a genuine human being. I hope you enjoy our conversation about music and music education as much as I did! Originally from McKenzie, Tennessee, Michael Chandler taught music and movement to elementary school children in Texas public schools for 16 years, most of them in the Lewisville Independent School District, where he was named Teacher of the Year at two campuses. In 2005, 2007, and 2013 his student ensembles were selected to perform at the TMEA Clinic and Convention in San Antonio. Dr. Chandler has presented workshops in 38 states, the District of Columbia, and Puerto Rico for TMEA, TCDA, AOSA, and numerous state MEA organizations. He has taught in AOSA-approved Orff Schulwerk teacher education courses at Southern Methodist University, the University of Central Arkansas, the Hartt School, Oregon State University, the University of St. Thomas (Minnesota), the University of Memphis, and Education Through Music in New York City. He is a past-president of the North Texas Chapter of the American Orff-Schulwerk Association (AOSA) and served as a Regional Representative on the AOSA National Board of Trustees. Dr. Chandler was a pianist for the Children's Chorus of Greater Dallas (CCGD) for 10 years and the organist and pianist at Round Grove United Church (UCC) in Lewisville for 17 years. He is the author of Everyday Recorder, Recorder Everyday!, an Orff Schulwerk approach to integrating recorder into the general music classroom. His publications have also been featured in Update: Applications of Research in Music Education, The Orff Echo, and The Southwestern Musician. Dr. Chandler earned the Bachelor of Music degree in music education from Union University in Jackson, Tennessee; the Master of Music degree in piano performance from the University of Arkansas in Fayetteville; the Master of Arts degree in music education from the University of St. Thomas in Minnesota; and the Doctor of Philosophy degree in music education from the University of North Texas. Contact Michael | Everyday Recorder, Recorder Everyday The Anacrusic Podcast is a proud member of the Music Teacher Development Podcast Network. The MuTed network provides support in the form of audio on demand programming designed by and for music educators. You can find more information about our network at mutedpodcasts.com  Click here to become a member of the TAP Insiders FB Group | Click here to subscribe to the Anacrusic Newsletter

The Director of Bands at the University of Missouri, Brian Silvey joins the show to talk about his background, music teacher education, and the importance of conducting gestures. Topics: Brian’s background as a young trombonist from rural Kentucky, the lessons he learned from his band director, and his path to becoming the director of bands at the University of Missouri. Music teacher education and the challenges faced by young teachers and the resources to help young teachers succeed. Thoughts about differentiated teaching in band, particularly keeping the students who are pushing ahead of their classmates occupied and engaged while not discouraging others. Brian’s research into expressive conducting and some interesting findings about the importance of what conductors do on the podium. The types of classroom routines that are most effective for classroom management and good rehearsals. Links: Brian Silvey The University of Missouri School of Music Maslanka: A Child's Garden of Dreams Vaughn-Williams: Symphony no. 5 Biography: Brian A. Silvey is Director of Bands and Associate Professor of Music Education at the University of Missouri. At MU, he teaches undergraduate and graduate music education courses, conducts the Wind Ensemble, and provides oversight to the entire band program. Dr. Silvey has presented music education research and teacher preparation clinics at state, national, and international venues. Recent presentations have included the International Society for Music Education conference in Baku, Azerbaijan (2018), the Music Research and Teacher Education National Conference in Atlanta, Georgia (2018), the Midwest International Band and Orchestra Clinic in Chicago, Illinois (2017), and the College Band Directors National Association conference in Kansas City, Missouri (2017). He is published in the Journal of Research in Music Education, International Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, Research Studies in Music Education, Update: Applications of Research in Music Education, Journal of Music Teacher Education, Journal of Band Research, and the Teaching Music Through Performance in Band series. He serves currently as Associate Editor/Editor-Elect of Update: Applications of Research in Music Education and as Editor of the Missouri Journal of Research in Music Education. In addition, he also serves on the editorial board of the College Band Directors National Association Research Journal. His research interests include conducting expressivity and effectiveness, instrumental conducting pedagogy, and preservice teacher preparation. Dr. Silvey is the past recipient of the MU Writing Intensive Teaching Excellence Award, the School of Music Faculty Excellence Award, and the Gold Chalk Award for Teaching Excellence. He is an experienced events adjudicator, guest conductor, and guest clinician, having worked with bands across the United States.

  Employment inquiries. A new law in Michigan prohibits local governments in the state from adopting ordinances that regulate the information a current or potential employer may request, require, or exclude on job applications or during the interview process. This includes local prohibitions on salary history inquiries, as well as local “ban-the-box” requirements. Notably, the law does not bar criminal background check requirements in connection with the receipt of a license or permit from a local governmental body. Minimum wages. Nevada’s minimum wage is adjusted each year based on increases in the federal minimum wage or, if greater, the cumulative increase in the cost of living. According to the Office of the Labor Commission, the rates, effective July 1, 2018, will remain unchanged — $7.25 per hour with an offer of qualifying health benefits or $8.25 per hour without such an offer. The rate for daily overtime also stays the same because the minimum wage rate is not changing. Tipped workers. Under the Consolidated Appropriations Act, 2018, an employer may not keep tips received by employees for any purpose, including allowing managers or supervisors to keep any portion of employees’ tips, regardless of whether or not the employer takes a tip credit. In response to the new law, the U.S. Department of Labor’s Wage and Hour Division released Field Assistance Bulletin 2018-3, which clarifies its approach going forward — until new regulations are proposed — on tips and the tip credit. The bulletin confirms that employers that pay the full federal minimum wage may now allow nontraditionally tipped workers, such as cooks and dishwashers, to participate in tip pools. It also states that the agency will immediately begin using new enforcement tools to protect workers’ tips — including by recovering all tips unlawfully kept by employers, and imposing liquidated damages and civil monetary penalties as appropriate. Sexual harassment. Companies are increasing their focus on sexual harassment policies and training due to the #MeToo movement, according to a recent XpertHR survey. Most employers (92 percent) have a formal sexual harassment policy, and over a third (38 percent) plan to update theirs this year. Overall, employers seem secure in their ability to combat and prevent sexual harassment. Sixty-eight percent of survey respondents believe their workplace culture is inclusive and provides equal opportunities for women, while 71 percent are confident that their employees feel safe to report sexual harassment. Labor turnover rates, February 2018. The BLS defines the separation rate as the number of separations during the entire month as a percent of total employment. The following separation rates were reported for February 2018 for private industry and government. They are compared with the separation rates for February 2017. Total nonfarm employment (private industry and government): 2.9 (2018); 2.8 (2017) Total private employment: 3.2 (2018); 3.2 (2017) Mining and logging: 4.1 (2018); 4.4 (2017) Construction: 3.7 (2018); 4.3 (2017) Manufacturing: 2.4 (2018); 1.9 (2017) Trade, transportation and public utilities: 3.1 (2018); 3.3 (2017) Information: 2.8 (2018); 2.4 (2017) Financial activities: 1.9 (2018); 1.8 (2017) Professional and business services: 4.6 (2018); 4.4 (2017) Education and health services: 2.2 (2018); 1.9 (2017) Leisure and hospitality: 4.9 (2018); 4.7 (2017) Other services: 2.2 (2018); 2.9 (2017) Government: 0.9 (2018); 1.0 (2017)

(UPDATE: Applications extended to April 14th!) Apply HERE! On this episode of It’s Hot In Here, hosts Bella Isaacs and Ben Sonnega to speak to Ingrid Diran and Josh Shapero, two co-facilitators of the University of Michigan Biological Station’s newest course offering: Great Lakes Arts, Cultures, and Environments. GLACE is an interdisciplinary humanities program held in … Continue reading Great Lakes Arts, Cultures, and Environments (GLACE) →

Update: Applications of Research in Music Education Editor Debbie Rohwer interviews author Jessica Napoles. Together they discuss Jessica's recent article which focuses the perceived effectiveness of reduced verbal instruction in choral rehearsals.

Update: Applications of Research in Music Education Editor Debbie Rohwer interviews author Jennifer Walter. Together they discuss Walter's recent article which focuses on a study of preservice music teachers’ self-reported use of earplugs.

Update: Applications of Research in Music Education editor Debbie Rohwer interviews author Laura Meehan. Together they discuss Meehan and Kimberly VanWeelden's recent article which focuses on determining the types of frequency of music and special education workshops held at state music educators association conferences.   Laura's article, "Teaching Children With Disabilities: Preparation Through State Music Educators Association Conferences" can be found here: http://upd.sagepub.com/content/35/1/5.abstract.

Update: Applications of Research in Music Education editor Debbie Rohwer interviews author William Bauer, Associate Professor of music education at the University of Florida, about his study examining music education researchers' perceptions of the importance of selected technologies to scholarly inquiry.  The abstract for the article, Technological Affordances for the Music Education Researcher" can be found here: http://upd.sagepub.com/content/early/2015/03/13/8755123314568570.abstract.

Update: Applications of Research in Music Education editor Debbie Rohwer interviews author Brandon Haskett about some of the main issues surrounding steel band directors' attitudes- including methodology, the balance of genres programmed, the inclusion of contextual information, and directors’ steelpan performance backgrounds. The abstract for the article, "A Survey Study of U.S. Collegiate and K–12 Steel Band Directors’ Attitudes Relating to Steel Band Curriculum and Pedagogy" can be found here: http://upd.sagepub.com/content/34/2/5.abstract.  

Update: Applications of Research in Music Education editor Debbie Rohwer interviews author Dan Isbell about his article discussing studies that provide information on the decision to become a music teacher, the early socialization of music teachers, the culture within schools of music, and models of music teacher identity. The abstract for the article, "The Socialization of Music Teachers: A Review of the Literature" can be found here: http://upd.sagepub.com/content/34/1/5.abstract