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Interested in accessing ESSA dollars for your school’s music program? Check out this new webinar from the NAfME Public Policy Team!  The “2018 Back To School -Title IV Webinar” is the latest installment of the public policy team’s advocacy webinar series. These quarterly webinars are presented live so NAfME members can ask questions to the public policy staff in real time. All advocacy webinars are recorded and archived so you can watch when it’s convenient for you! As you gear up for the new school year, you can view this archived webinar to learn more about increased funding for the Title IV block grant – and how it can benefit your music program. ...
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Perhaps one of the great things about teaching preschool music is the freedom to make your own curriculum. Unfortunately, it is also one of the most frustrating things. While much research has been done on the effects of music at this age group, there is very little that is known on how to teach it. Most states don't even have a music standard for this age group. Why? At such an important age of discovery, growth, and learning, why does it seem overlooked in the music realm? That is what I want to discover and hopefully bring influence to: how to teach and prepare current and future teachers how to teach music to preschool aged children, and how we can work together ...
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[Excerpts from the following article were first published as "Retirement, Now What" by Paul K. Fox in the Fall 2013 issue of PMEA News.] A career in school music teaching for many of us is a “calling,” which is a nice way of describing our dedication to the intense 24/7 schedules of classes, rehearsals, after-school activities, meetings, preps, arrangements, and performances. After embracing 35 years of directing/managing orchestras, choirs, string and band camps, musicals, and plays, and creating music, lessons, programs, enrichment media, curriculum, workshops, letters of recommendations, and the like, I finally “hung up my boots” in June, now welcoming ...
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“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” – Albert Einstein This article was originally posted at https://paulkfoxusc.wordpress.com/2015/09/01/a-blueprint-for-success-preparing-for-the-job-interview/ . New or Prospective Music Teachers – Reviewing the Situation By now, I hope you have had the opportunity to revisit and reflect on my past blogs about marketing professionalism, pre-interview preparation, tips and techniques on interviewing, development of storytelling skills, and the criteria for selection of the “ideal” school teacher candidate. Please peruse these articles at https://paulkfoxusc.wordpress.com/category/marketing-professionalism/ ...
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"Depth of Knowledge" - Webb's Depth of Knowledge is related to Bloom's Taxonomy.  Depth of Knowledge Overview Chart  Since we are limited to the number of assessments we can administer it matters how we ask the questions and what we ask our students to do to demonstrate they are learning how to read and perform music on their own.  The following attachments were developed with the expertise of Ohio assessment expert Thomas Rounds. How we ask the questions... 2017 Advanced Band Written Final (2nd year band) page 2 - Part D - There may be more than one correct answer in the box which means the students need to know the meaning of every term and cannot play ...
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"Self-Evaluation" - A long time ago in a galaxy far, far away my students were required to fill out a paper practice chart with the number of minutes they played at home each day and turn it in to me at the end of the week with a parent's signature.  Now, I utilize a Google form that requires my students to engage in some self-evaluation and goal setting each week.  The purpose of the form is to encourage students to concentrate on correct repetitions instead of minutes practiced, evaluate their area of strength for the past week, and set a goal in the area they want to improve during the current week.  Please feel free to check out the Practice Chart my students ...
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"Flipping the Classroom" - Every week my students perform music they select for their classmates during 'Showcase Friday'.  It is a throwback to the show-and-tell concept from elementary school.  The music can be from our method books, the concert repertoire, private lesson material, or pieces they find on their own at the music store or internet.  Students have sung or performed on their band instruments, piano, ocarina, and even a nose flute.  They perform solo or with their classmates.  This year I started to post some of the best on my YouTube channel.  'Showcase Fridays' incorporate student choice, collaboration, communication with parents, and student engagement.  ...
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Ancient words of wisdom.   I grew up hearing and seeing many interesting proverbs in Nigeria where I was born and raised. Taxis and trucks often had sayings and slogans painted on their rear bumpers and trunks--one catchy line that has stuck in my memory is “better late than The Late .” [ The Late is used in front people I have taken that to heart  in front deceased people’s names  and been late on a few occasions, and hopefully it will be many more years before I am “The Late.” A proverb from Etsako, Nigeria, that I particularly like is “A dog that wags its tail learned to do so when he was young.” What could this mean for us in the field of music ...
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I am passionate about helping teachers and students engage in music composition.  The new National Core Arts Standards (2014) emphasize creativity, and leaders in the field of music education encourage composition because it allows students to express themselves in a personal way that is different from performing or listening to music. I believe composition is equally as important a musical activity as performance, improvisation, and analysis. The benefits of composing are many, including the development of musicianship skills, listening skills, an understanding of contemporary music and music theory, as well as simply providing training for the beginning ...
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