October/November 2014

Campus Connections... News and Happenings from Alabama’s Colleges and Universities Colleges and universities are encouraged to submit newsworthy material and announcements for publication in Ala Breve The John M. Long School of Music – Troy AMEA Performances Southeastern United States HS Honor University Our Troy University Concert Chorale and our Band/Conductors Clinic – Feb. 5-7, 2015. jazz vocal ensemble frequency have been We are grateful to AMEA for providing this selected to perform at the AMEA In-service Contact Dr. Carla Gallahan opportunity to share information with our music Conference in Montgomery in January. Both colleagues and music students across the state. ensembles are under the direction of Dr. Diane Guitar Festival – Feb. 20, 2015. Orlofsky, Director of Choirs at Troy University. Contact Dr. Robert Gibson All-Steinway Initiative Change in Leadership Clarinet Day – Mar. 28, 2015. Our All-Steinway Initiative is moving forward Contact Dr. Tim Phillips successfully, and has resulted in the purchase of Dr. Larry Blocher has been appointed Dean of the the first two Sterling Silver Steinway Grand College of Communication and Fine Arts. He We invite you to visit us on our Troy University Pianos manufactured in the world (Model B and will continue as Director of the School of Music. campus or online at music.troy.edu. Model D). We are excited to continue our Dr. Carla Gallahan has been appointed Assistant partnership with Alabama Piano Gallery in Director of the School of Music. Alabama Intercollegiate Band Birmingham as we work towards the prestigious All-Steinway designation. Up-coming Annual Events: The 2015 Alabama Intercollegiate Band (AIB) will perform on Friday, January 23rd at the Special Concert Southeastern United States Middle School Band AMEA In-service Conference in Montgomery. Clinic – Dec. 4-6, 2014. The Alabama Intercollegiate Band was designed The United States Air Force Concert Band and by Alabama college and university band directors Singing Sergeants will perform in concert on Contact Dr. Mark Walker to provide a collaborative, educational experience Monday, October 13th at 7:00 p.m. in Claudia for their students. The conductor of the 2015 AIB Crosby Theater on the Troy University campus. Southeastern United States Choral Clinic – Jan. will be Colonel John Bourgeois, Director 16-17, 2015. Emeritus of the United States Marine Band. All AIB rehearsals are open to AMEA attendees. Contact Dr. Diane Orlofsky AMEA Governing Board Meeting 2015 Conference. for 1 year by the President or Executive Officer and August 16, 2014 then archived or destroyed.A discussion occurred and MOTION 1: The AMEA will spend $350.00 to print the motion was tabled (Smith, Womack). Mountain Brook Junior High School recruiting materials to send to 500 non-AMEA affiliated music teachers currently teaching in Alabama MOTION 6: The AMEA will include on the The AMEA Governing Board met at Mountain Brook schools. Only those schools without a member of the conference session application a field for applicants to Junior High School on August 16, 2014. The meeting AMEA will be contacted. Non-AMEA affiliated means state specific learning objectives for the session. was called to order at 10:00 a.m. by AMEA President they have not held membership in the AMEA for two A discussion occurred and the motion was accepted Carl Hancock. Present at the meeting: Carl Hancock, or more years and are still actively teaching. Support (Smith, Womack). Passed. Sara Womack, Susan Smith, Garry Taylor, Carla for funding to pay for postage will be secured from the Gallahan, Rusty Courson, Michael Holmes, Sarah board through an electronic vote cast in two weeks. MOTION 7: The AMEA will invest in the creation of Schrader, Carl Davis, Pat Blackwell, Stacy Daniels, These materials will be used to support an electronic large banners, posters, and signs displaying the name of Ted Hoffman, James Zingara, Harry McAfee, Pat campaign using email. A discussion occurred and the our Association and our organization logo at the annual Stegall, Samuel Norlund, Mark Foster, Karla Hodges, motion was accepted (Womack, Smith). Passed. conference. The purchasing of materials will occur Becky Lightfoot, and Danielle Todd. over multiple years. The first year, materials built to MOTION 2: The AMEA will spend $300.00 to have display the AMEA and NAfME logo on stage during The minutes of the June 12, 2014 meeting of the the organization logo redesigned. A discussion occurred performances and sessions will be purchased. The AMEA Governing Board were read by Recording and the motion was accepted (Smith, Womack). following year, banners and large signs will be Secretary, Carla Gallahan. A motion was made to Passed. purchased to display in the hallways at the convention approve the minutes as read (Courson, Smith). Passed. hotel. discussion occurred and the motion was accepted MOTION 3: The AMEA will offer a special (Womack, Smith). Passed. Garry Taylor presented and discussed the AMEA discounted registration to the 2015 AMEA Inservice Financial, General, and Editorial Reports. Conference to former AMEA members after joining The AMEA Board reviewed the Recording Proposal AMEA by December 15, 2014. They will have the submitted by ProCAT for the 2015 AMEA Conference. Results of an AMEA Conference Study were choice of receiving $20.00 off registration or one free A motion was made to accept the proposal (Womack, distributed and presented by Danielle Todd, a student ticket to attend the AMEA Leadership Breakfast on Schrader). Passed. from the University of Alabama. Thursday morning of the conference. A discussion occurred and the motion was accepted (Womack, A discussion took place on a variety of new Board Officer, Representatives, and Division Reports may be Smith). Passed. policies, including: Conflict of Interest Policy, Code viewed online by visiting our website, of Conduct, Whistleblower Protection Policy, and a www.alabamamea.org MOTION 4: The AMEA will solicit and encourage the Confidentiality Agreement. use of lightning sessions for the 2016 conference. Unfinished Business Lightning talks are fast, multi slide presentations where Announcements: at least 6 speakers have 10 minutes to present a single • Southern Division NAfME Leadership Meeting: Sara Womack presented and discussed the new idea or technique very well. We will create a new 9/7/14 - 9/8/14 in Atlanta, GA Strategic Plan. The Plan establishes AMEA’s mission conference application for these types of events. • AMEA Board Meetings: Pre-conference, 1/21/15 at and vision, as well as goals, objectives, and action A discussion occurred and the motion was accepted 6:00 p.m. steps, to ensure the success of the association and its (Smith, Womack). Passed. Post-conference, 1/24/15 at 1:00 p.m. membership. A motion was made to adopt this • Ala Breve column Deadlines: 9/15 for October 2014, Strategic Plan (Smith, Courson). Passed. MOTION 5: The AMEA will publish the names of the 1/15 for February 2015, 4/15 for May 2015 conference session selection committee(s) and Garry Taylor led a discussion on the 2015 AMEA performing group selection committee(s) in the May A motion was made to adjourn (Womack, Courson). Conference Planning including scheduling, room issue of the Ala Breve. The committees will adopt and The AMEA Governing Board meeting was adjourned considerations, and facilitators. use a simple rubric for assessing sessions and at 2:28 p.m. Respectfully submitted, Dr. Carla Gallahan New Business ensembles based on the criteria the divisions feel reflect AMEA Recording Secretary their values and standards. A sample rubric will be AMEA Award nomination materials were distributed available to the public, however, results will be stored and reviewed. These awards will be presented at the ala breve 51

Music Literacy and Language Literacy: by Shelly Cooper Parallel Connections Editor’s Note: This article appears as one of a series written especially for Ala Breve by experts in the field of music education. Do I need to know about Brain-Targeted Teaching? Are there Benefits of Combining Music and English Language Arts similarities between songs and stories? What are the benefits of combining music and English language arts (ELA)? Why “Children who are immersed in music and language are more would I spend music time to read a book with my students? prepared to listen, more receptive and alert, and more active Within this article, I provide answers to these questions and in their responses” (Cooper, 2010, p. 26). Songs and “sound a sample activity that promotes music learning and language stories” provide opportunities for students to manipulate learning. individual phonemes (song examples: Apples and Bananas, Old MacDonald, Come to My Farm). Songs help children in the Brain-Targeted Teaching production of phonemes because during singing sounds are produced at a slower rate (the ratio is approximately 1:2) and Brain-Targeted Teaching (Hardiman, 2006) addresses with greater separation of phonemes. Singing a book to and students’ emotional and cognitive needs. Neuroscientists with a child offers the benefit of manipulating individual recognize the interactions between the cognitive and phonemes in an enjoyable manner. emotional brain systems. The brain processes incoming stimuli first in the emotional center. “If information processing When teachers sing the words, they produce sounds at a is short-circuited to the emotional center before the thinking slower rate that provides children more time to process, which center, long-term memory and deep learning is significantly in turn promotes phonemic awareness and language impaired” (Hardiman, online); therefore, teachers that comprehension. Through singing—whether by using phrases incorporate teaching strategies for promoting positive emotion of the text or creating songs to enhance existing text—children can enhance long-term memory. Music is an effective tool for are provided opportunities to echo and respond to the teacher. promoting positive emotions. These types of response activities avoid students becoming “stranded at superficial levels of comprehension” Similarities Between Songs and Stories (Cunningham, et al., 1989, p. 130). Integrated music lessons provide rich reading response activities that help students There exists a strong relationship between songs and stories; build and increase vocabulary, comprehension, phonological both can enhance brain development and increase a child’s awareness, and reading fluency. The arts “enhance and vocabulary. Trollinger (2010) notes the brain functions in a motivate other learning. The systems they nourish, which similar fashion when an individual reads aloud or sings, and include our integrated sensory, attentional, cognitive, that singing positively effects language development, speech, emotional, and other motor capacities, are, in fact, the driving and comprehension. The sounds and foundational structures forces behind all other learning” (Jensen, 2001, p. 2). of reading and singing provide children “multiple opportunities for engaging in reciprocal vocalizations while Answers to Questions simultaneously immersing children in the structure, rhythms, rhymes, and melodic patterns of language” (Cooper, 2010, p. Do I need to know about 24). Brain imaging provides researchers and teachers with evidence that songs and stories can “light up the brain” and Brain-Targeted Teaching? “research shows that a love of books is the number-one determinant of future academic success” (Cooper, 2010, p. 24; Yes. If we provide students Pfaff, 2008, pp. 123-124). The figure below shows the structural similarities between music learning and linguistic with positive learning learning. environments and promote positive emotional responses, they are likely to recall more information and store than information Figure 1: Musical and Linguistic Learning - Baa Baa Black Sheep Musical Learning Linguistic Learning Antecedent consequent phrasing Asking a question, responding with answer A tonal language based upon a melodic scale Sentence structure built upon parts of speech Inflection that rises and falls with the sense Inflection that rises and falls with the sense of the phrase of the phrase Harmonic sense Alliteration and rhyme Singular sounds flowing together to create a Singular sounds flowing together to create a larger meaning larger meaning Source: http://www.ecmma.org/blog/movement_matters/teaching_literacy_is_teaching_music 52 October/November 2014

in both short- and long-term memory. chant as it appears in text and add the “Riding the Bus” melody for every appearance of the text. Are there similarities between songs and stories? Yes. Song • Pass out cards with ordinal number words (e.g., first, and stories can promote cognitive development. There also second, third, etc.) to various students. exists similarities in their phrasing, structure, and inflections. • Have them put the words in order on the white board • Introduce cards with the animal pictures that correspond What are the benefits of combining music and English language with the book (e.g., pig, goat, etc.). Challenge students to arts (ELA)? Benefits include enhancing students’ learning and put the animals in sequential order of their appearance in reading fluency in both content areas. the book. • Introduce cards with the words that rhyme with each Why would I spend music time to read a book with my animal (e.g., “coat” for “goat”). Have students match each students? The sample lesson included in this article provides rhyme with the corresponding animal. an example of how sharing children’s literature in your • Read/Sing through the cards on the whiteboard: classroom can enhance foundational learning in music and language. Enjoy “singing” the story of “The Little School Bus” o first is a goat in a coat with your students. o second is a pig in a wig o third is a fox wearing socks The Little School Bus travels to the General Music Classroom o fourth is a chick who is so quick o fifth is a bear with lots of hair Suggested Grade Level: 1-2 o sixth is worm who starts to squirm o seventh is a sheep who likes to sleep Music Areas of Focus: • Transfer the scale pattern to tone bells, stair-step bells, and/or other barred instruments • steady beat; pitch matching, singing a major **Note: Sing the first card series on “do,” second card series on scale series, experiencing 6/8 meter “re,” etc. (see figure below). Finish the scale by singing “they are” on high “do” before singing the “Riding the Bus” melody Reading and Language Areas of Focus: for the last time. • Vocabulary: Classify common words into conceptual categories (e.g., animals) • Elements of Literature: Sequence a series of events in a literary selection, heard or read. Determine whether a literary selection, heard or read, is realistic or fantasy. Participate (e.g., clapping, chanting, choral reading) in the reading of poetry by responding to the rhyme and rhythm. Materials: References: • Card Visuals: Ordinal Number Words, Animals, Rhymes, Cooper, S. (January 2010). “Lighting Up the Brain with Songs and “Beep, Beep, Beep” school bus card Stories.” General Music Today, 23 (2), 24-30. • Book: The Little School Bus by Carol Roth Cunningham, P.M., Moore, A.M., Cunningham, J.M. & Moore, D.W. Rhythmic Phrase/Chant: (1989). Reading in elementary classrooms: Strategies and observations. White Plains, NY; Longman. Melody: Hardiman, M. M. “Mariale Hardiman's Brain-Targeted Teaching Model” Retrieved from http://www.braintargetedteaching.org/index.cfm Kodiak, E. (March 2013). “Teaching Literacy is Teaching Music!” Early Childhood Music & Movement Association (ECMMA). Retrieved from http://www.ecmma.org/blog/movement_matters/ teaching_literacy_is_teaching_music Pfaff, L. G. (2008, July). “I love storytime.” Parents, 123-124. Trollinger, V. L. (2010). “The Brain in Singing and Language.” General Music Today, 23, 20-23. Procedure: Dr. Shelly Cooper is Professor of Music Education at the University of Arizona where she teaches undergraduate • Speak rhythmic chant several times. Have students start and graduate music education courses. Cooper also “filling in” the “beep, beep, beep” section with words and teachers Kodály certification courses at Arizona State adding the motion of “pushing the horn;” add “pat, pat, clap” University and the University of New Mexico. Cooper is the during words “take a seat.” editor of General Music Today and the Book/Media • Read story to class. Have students speak the rhythmic Review Editor for the Journal of Historical Research in Music Education. ala breve 53

Orchestra as a Vehicle for Social Change: Providing By Rebecca MacLeod Opportunities and Teaching Perseverance Editor’s Note: This article appears as one of a series written especially for Ala Breve by experts in the field of music education. There are few things more beautiful than When working with students who are potentially in a Title I school. The following is an account of watching a child receive his or her first at-risk, emphasizing the connection between hard the experiences that the elementary students had opportunity to play an instrument. Today at my work and success is essential. One common during the first year of the partnership. The lab school, the fourth grade orchestra students characteristic of at-risk students is an primary goal of the project was to provide came to the orchestra cottage for their first lesson. inappropriate association between cause and instrumental music instruction to underserved At the start of the lesson, I told them, “Today, you effect relationships. Internal locus of control, or students, who otherwise may not ever be exposed will meet your violin.” The looks of anticipation, the belief that one has control over the events in to a string instrument. The secondary goal was to excitement, and joy were contagious as students one’s own life, is an important factor in improve the elementary students’ awareness of opened their cases for the first time. One student developing perseverance skills and the impact of consistent work on their own exclaimed, “My violin is so beautiful!” independence. As teachers we want our students achievement. to understand the following associations: when Unfortunately for the majority of students in the you do good things, good things happen to you; The Beginning String Program United States, they will never have the and when you do bad things, bad things happen to opportunity to meet their first instrument. you (Madsen & Madsen, 1998). For example, if Interested fourth grade students enrolled at an Orchestra programs are offered in fewer than I study, I will get a good grade. However, this area Title I school were presented with a 20% of public schools in the United States relationship is not well established in a young permission slip to take home to their guardian and (Hamann, Gillespie, & Bergonzi, 2002) and the person’s life when cause and effect events are instructed that if they wished to participate in the majority of these programs are located in affluent unstructured and seemingly random. For orchestra program, the permission slip must be schools (Elpus & Abril, 2011). Because instance, my mom worked hard, but we were returned to the principal by the end of the first opportunities to learn to play a string instrument evicted from our apartment anyway and now we week of school. During the first year of the in the public schools are limited, access to string have nowhere to live. Or, I behaved in class, program, fourteen students completed this task instruction is not equitable. Schools located in worked hard, was respectful of my teachers, but successfully and were enrolled in the orchestra less affluent areas have fewer resources, directly was punished at home by an abusive guardian. program. The orchestra class included eleven affecting the type of opportunities offered to the Establishing the correct associations between violinists, one violist, and two cellists. The students in attendance (Ladson-Billings, 2006; work and reward allows students to become instrumentation decision was made based on the Costa-Giomi & Chappell, 2007; Kozol, 2005). If independent and successful. If I study, I will get size and type of instruments that had been music education is truly for all children, then a good grade. If I practice, I will play the violin donated for the project. changes need to be made that encourage teachers better. Students, with an external locus of to work with underserved populations in every control, those who feel that they do not have The class met twice a weekly, for 40 minutes each area of music education. control over their life events, may give up easily meeting, during the school day for an entire in the face of a challenge. It is our job as school year. For their personal safety and to Working successfully with underserved educators to encourage perseverance in all of our mitigate loss, left, or damage, students were not populations requires increased awareness of a students, even those who seem to lack permitted to take the instruments home to number of variables, primarily the impact of motivation. practice for safety reasons. Therefore, all lower income, fewer resources, English as a instruction and practice was completed within the second language, and single parent homes. Orchestra is one context through which the class period. Students received a total of 60 Families with lower incomes tend to be more correct associations of cause and effect can be group lessons over the course of the school year. transient and students frequently move from one taught. Systematic practice generally produces a Although one of the goals of the project was to school district to another. Frequent relocation tangible positive result in the performance of the help students associate hard work with success, impacts student attendance and parental student that both teacher and student can observe. we did not explicitly share that goal with the involvement. The characteristics listed above are When instruction is sequenced well, the students. Rather, we consciously designed our also common characteristics for students who are relationship between practicing/rehearsing a instruction to include clear target goals, small considered “at risk.” At-risk students are any passage can be heard and felt almost immediately. sequential steps towards each goal, with positive students who, on the basis of a variety of risk In a beginning lesson context, improvements in reinforcement occurring immediately when factors, are unlikely to graduate from high school performance can occur over a short period of progress was made (Duke, 2009). We also and unlikely to become contributing members of time. Achieving small target goals accompanied structured simple perseverance tasks for the society (Slavin, 1989; Taylor, Barry, & Walls, with positive reinforcement assists the students students. For example, students were instructed 1997). At-risk is defined by the following risk in realizing how quickly they are capable of to practice one to two measures of music without factors: low socio-economic status, single parent improvement. Once students realize that the teacher’s assistance, and were initially given homes, overage for current peer group, poor focusing their attention, practicing (or working), two minutes of in-class time to work on achieving attendance, little parental involvement, and and persevering on a given task all relate to the identified goal. Students were then rewarded educational minority (Kaufman, Bradbury, & progress, they begin to realize that they have for working towards the goal consistently during Owings, 1992; Shaklee & Biedler, 1992). All some control over their own accomplishments. the two minutes without giving up, rather than classrooms and populations of students include As a university professor who trains being rewarded for accomplishing the goal itself. students who are at-risk (Metz, 1993). However, undergraduate music education students to be We hoped that this would teach the students to the number of students who experience one or orchestra teachers, I decided to embark on a work towards a goal even if they were not more of these risk factors is higher in lower journey to increase access to string instruction to immediately successful. income families (Kominski, Jamieson, & students regardless of socio-economic status. To Martinez, 2001). This reality presents additional that end, I collaborated with an area elementary Fourth Grade Student Reflections challenges for both students and teachers that school, our local symphony orchestra, and the must be overcome. university to create an elementary string program The following are excerpts from letters that the 54 October/November 2014

fourth grade students wrote to me at the end of were possibly unsafe and that orchestra was a Elpus, K., & Abril, C. R. (2011). High school music the year. The students were instructed to write a potential haven, created a shift in priorities for my ensemble students in the united states: A demographic one-page letter that included whether they classroom. Creating an environment that profile. Journal of Research in Music Education, 59(2), believed orchestra was important, why orchestra supported the development of the whole child 128-145. was important (if in fact they thought it was), and became a central goal for everyone involved in whether they should be permitted to have the program, while the ability of my students to Gillespie, R. A., & Hamann, D. L. (1998). The status orchestra again during the fifth grade. To perform at a high level became secondary. The of orchestra programs in the public schools. Journal of preserve anonymity, student names are not second quote, “[Orchestra] makes you think Research in Music Education, 46(1), 75-86. included. I did not edit the spelling or grammar harder. Learn to play as a group. I made me feel of these excerpts to allow the children to have special,” provoked a number of conversations Hamann, D. L., Gillespie, R. A., & Bergonzi, L. (2002). their own voice. Many of the students’ writings with my university students. The final sentence, Status of orchestra programs in the public schools. were impacted by the fact that English is their “I made me feel special,” may have had one of Journal of String Research, 2. second language. two meanings. It is either a misspelling, “It made me feel special,” or she truly meant, “I made me Kaufman, P., Bradbury, D., & Owings, J. (1992). Without prompting, a number of the fourth grade feel special.” In other words, I am proud of Characteristics of At-risk Students in National students indicated that they learned to work hard myself. The teachers who worked with this Education Longitudinal Study of 1988. (National through participation in orchestra. For example, student felt that she intended the second meaning. Center for Educational Statistics. No. 92-042). U.S. one student wrote, “Orchestra class is important Department of Education Office of Research and because it gives students an opportunity to play Conclusions Improvement. an instrument. Playing a violin made me more The Peck Elementary String Program is now determined to work hard.” Another student entering its sixth year. The program has grown Kominski, R., Jamieson, A., & Martinez, G. (2001, expressed that learning to play string instruments from 14 students to include over 150 elementary June). At-risk conditions of U. S. school-age children. was challenging and required determination: students in grades 2 through 5. There are Retrieved September 14, 2014, from approximately 240 students enrolled in the https://www.census.gov/population/www/documentatio I learned this year in orchestra that it is elementary school grades 2 through 5, which n/twps0052/twps0052.html hard to play cello when I first started I means that over half of the school’s student thought it was going to be easy to play. population has elected to participate in orchestra. Kozol, J. (2005). The shame of the nation: The So now I have more ideas what am I Parent and student enthusiasm relative to restoration of apartheid schooling in American. New going to be when I grow up. I hope to participating in orchestra has prompted the local York: Three Rivers Press. be a orchestra teacher [sic]. middle school to add an orchestra program. Reflections from the Peck Elementary String Ladson-Billings, G. (2006). From the achievement gap Currently, string teachers and string students in students reveal that orchestra is important to to education debt: Understanding achievement in U.S. the United States are predominantly white them, that they feel proud of themselves, and that schools. Educational Researcher, 35, 3-12. (Gillespie & Hamann, 1998), while black and they value hard work. Latino students are under represented in school Madsen, C. K., & Madsen, C. H., Jr. (1998). orchestra programs (DeLorenzo, 2012; Elpus & Orchestra may be one vehicle to promote social Teaching/Discipline. Raleigh, NC: Contemporary Abril, 2011). One way for real change to occur in change, teach discipline and perseverance, as Publishing. music teaching is through increasing the diversity well as enrich the lives of all students. In order of the members in our profession. If students are for our students to reach their full potential, we Metz, E. D. (1993). The camouflaged at-risk student: never given the opportunity to learn to play a must teach them that they have control over the White and wealthy. Momentum, 24(2), 404. string instrument, it stands to reason that they will events in their lives, at least those that occur in not become orchestra teachers. Increasing access our presence. Establishing clear and achievable Slavin, R. E. (1989). Students at risk of school failure: to string instruction is essential in moving our target goals, sequencing instruction so that The problem and its dimensions. In R. E. Slavin, N. profession forward. students are successful the majority of the time, Karweit, L., & N. Madden, A. (Eds.), Effective and structuring perseverance activities where the programs for students at risk (pp. 3-20). Boston, MA: Many of the elementary students wrote that, students are rewarded regularly for effort, are all Allyn and Bacon. orchestra made them feel special, important, or strategies that can increase student self-esteem proud. “It help [sic] me understand to keep going and belief in their own abilities. Finally, Taylor, J. A., Barry, N. H., & Walls, K. C. (1997). Music and at the end I will be good. It made me feel introducing brief moments of failure that require and students at-risk: Creative solutions for a national good about my slaf [sic]. It help [sic] to play as the students to struggle in a structured dilemma. Reston, VA: Music Educators National a team. It Made me feel important.” Another environment, can teach them how to overcome Conference. student shared, “Orchestra class helped me feel obstacles that will surely occur in their future. proud of myself and my work. I know [sic] have Students who fail constantly will invariably give Shaklee, B. D., & Biedler, F. M. (1992). Changing At- a better appreciation of music. Learning to play up; while those who fail occasionally and are risk Settings for At-promise Students. General Music a musical instrument and performing made the provided with a safe opportunity to try again, will Today, 6(2), 5-7. 4th grade the best.” Improved self-esteem, develop the life skills necessary to succeed. confidence in their own ability, and the Dr. Rebecca MacLeod is understanding of the cause and effect References associate professor of music relationships between work and success are all education at the University of characteristics that we hope to instill in our Costa-Giomi, E. & Chappell, E. (2007). Characteristics North Carolina at Greensboro, students. of Band Programs in a Large Urban School Districts: specializing in string education. She earned her degrees Diversity or Inequality? Journal of Band Research, from Duquesne University (BSME) and Florida State Many of the students shared wonderful 42(2), 1–18. University (MME and PhD). She is a frequent guest perspectives regarding orchestra and its role in conductor and clinician throughout the United Sates. their lives, but two letters spoke to me on a deeper DeLorenzo, L. C. (2012). Missing faces from the level, changing my philosophy as a teacher. One orchestra: An issue of social justice? Music Educators student shared that, “I think orchestra is important Journal, 98, 39-46. to me. I think orchestra is fun. It safe for us [sic]”. The realization that my students’ lives ala breve 55

Mark Foster, Jazz Chair By now, hopefully, Birmingham will be directing the middle school consuming, and it is a multi-year project, but It is everyone is working jazz band. All three of these clinicians bring years important because there are lots of great charts with their students on of professional teaching and performing out there that all kids need to know which may the all state jazz band experience, and I am confident that they will not have parts available for their instrument. I audition music. Students provide an exceptional all state experience for all encourage you to start a group, and invite need to record their CDs of our students. Please make plans to attend the everyone. You will be pleasantly surprised how and submit them to their concert this year on January 24th at AMEA. much the kids will enjoy it, and how much more directors in time for the they will enjoy playing their instruments. directors to mail them to me by November 7th. Everywhere I have taught, students have wanted Directors should check each student recording to to play jazz. Even students who don't play \"jazz Students need to know tunes. One way to make sure the cd plays correctly. There should be instruments\" want to play jazz. I think we owe it accomplish this is to start with a simple book. no writing on the cd, only the case or sleeve. to our students to provide the opportunity for all Volume 54 (Maiden Voyage) in the Aebersold Remember that there is a $15.00 audition fee for students to play in jazz ensemble regardless of the series is an excellent way for your students to each student and a $20.00 school fee for each instrument they play. My Jr. High jazz band has learn several easy and fun charts. I try to school. Recordings submitted without these funds all the standard jazz instruments plus a flute, four encourage my students to have about 5-10 songs will not be adjudicated. Checks should be clarinets, a horn, a baritone, and three tubas. It is that they can play from memory. These are great included with the package of recordings. Please really cool when we do improv work and the horn for this because the harmonic and melodic encourage your students to purchase the books player stands up to solo. Many modern published structure of the charts is simple, and the improv with the audition materials. These books contain charts include parts for non standard jazz is easy which is great for building confidence. many great resources in addition to the audition instruments (flute, clarinet, horn, and tuba) which music, and they will be able to use them for many make them playable for virtually any group of Have fun and play more jazz... years as they progress through their musical students. There are also many modern charts that studies. are playable with bands with less than full instrumentation. These charts are great and they I'm very excited about our clinicians this year. Dr. open up the jazz experience for all students. Tom Walsh, director of jazz studies at the Indiana Where we run into difficulty, however, is with the University will be leading the Gold Jazz Band. older charts in our libraries which are great, but Dr. Bob Lark, director of jazz studies at DePaul are usually only written for the standard big band University in Chicago will be leading the Silver instrumentation. I have been working for several Jazz Band. Mrs. Sallie Vines White, director of years to create parts for flute, clarinet, horn, tuba, jazz studies at Hoover High School in and vibraphone for all these charts. This is time Jane Kuehne, Research Chair Poster Session Day and Time. Thursday, January 22, 2015 from 1:00 p.m. to 3:00 p.m. CALL FOR RESEARCH ABSTRACTS Proposal Submission. Interested researchers should submit a detailed abstract of the research project (up to 1000 words) as a The Alabama Music Educators Association, Higher Education Word or PDF document through our online submission Division invites research poster submissions from all levels of music website:http://amea-research.org. scholars and practitioners. Submissions may include completed and in-progress research studies involving any aspect of music Deadline. Submissions must be received by 11:59 p.m. CST on (education, therapy, history, psychology, performance, music in Friday, November 14, 2014 for full consideration higher education, etc.). Research based on issues facing music . educators, musicians, and music students in the Southeastern United Process for Review & Notification. All abstracts will be peer- States are especially welcome, though this is not a requirement. All revised and authors will be notified of acceptance by Friday, submissions should meet the Code of Ethics found in the Journal of December 6, 2013. When accepted, at least one of the authors must Research in Music Education. Research presented at other register and attend the AMEA Conference to present the poster. conferences will be considered. However, previously published work will not be accepted. Poster Dimensions. Posters should be professional in appearance and have poster dimensions of dimensions no larger than 36 inches Conference Days and Location. The AMEA conference will be X 48 inches. Presenters are expected to bring 20-30 copies of their Thursday, January 22, 2015 through Saturday, January 24, 2015 at research abstract to the session. the Renaissance Montgomery Hotel and Convention Center in Montgomery, Alabama. See http://www.alabamamea.org for more More Information. Contact Dr. Jane Kuehne at Auburn University information. by phone at (334) 844-6852 or by email at [email protected]. 56 October/November 2014

UNIVERSITY OF SOUTH ALABAMA DEPARTMENT OF MUSIC Audition DEGREES: Dates: BM with Concentration in Music Education MM with Concentration in Music Saturday, November 8, 2014 (Instrumental and Vocal) Education (Instrumental and Saturday, February 14, 2015 BM with Concentration in Performance Vocal) Saturday, March 14, 2015 (Instrumental and Vocal) MM with Concentration in Music BM with Concentration in Elective Studies Performance (Piano and Vocal) Saturday, April 4, 2015 (Business or Specific Outside Fields) MM with Concentration in Collaborative Keyboard Additional Dates Available by Request The University of South Alabama Department of Music, through its innovative curriculum, empowers professional musicians, music educators, and those who wish to enrich their lives through the arts. The Department serves the needs of the University to promote general education and to provide a vital cultural link to the great state of Alabama and to the Gulf Coast region. Its excellent facilities and faculty, promotion of technology, and dedication to life-long learning provide a wide spectrum of experiences for both the student and the community. ENSEMBLES INSTRUMENTAL ENSEMBLES VOCAL ENSEMBLES CHAMBER ENSEMBLES Percussion Ensemble Wind Ensemble University Chorale Flute Choir USA Steel Band Symphony Band USA Opera Theatre Trumpet Ensemble USA World Music Ensemble Symphony Orchestra USA Concert Choir Trombone Ensemble Piano Ensemble String Ensemble Tuba Euphonium Ensemble Guitar Ensemble Jaguar Marching Band Chamber Brass Ensembles Jaguar Pep Band Chamber Woodwind Ensembles Jazz Ensemble Contact Information University of South Alabama, Department of Music Laidlaw Performing Arts Center, Room 1072, 5751 USA Drive South, Mobile, AL 36688 ć'OCKNWUCOWUKE\"UQWVJCNCDCOCGFWćYYYUQWVJCNCDCOCGFWOWUKE (CEGDQQMHCEGDQQMEQOUQWVJCNCDCOCOWUKEć6YKVVGTVYKVVGTEQOWUQWVJCNOWUKE The Music Starts Here

AMEADivision Events 2014 - 2015 Alabama Bandmasters Association AMEA In-Service Conference/All-State Jazz Band All-State Band Festival January 22-24, 2015 - Renaissance Montgomery Hotel at the Convention Center April 16-18, 2015 - Mobile Convention Center All-State Solo Festival Summer In-Service Conference April 15, 2015 - Location TBA June 23-25, 2015 - Hampton Inn and Suites, Orange Beach District I District Fall Meeting August 25, 2014 Location TBA District II All-State Band Auditions January 30-31, 2015 Sparkman HS District III District Honor Band February 13-14, 2014 Bob Jones HS District IV State MPA I February 26-27, 2015 Location TBA State MPA II March 12-13, 2015 James Clemons HS District V Solo and Ensemble Festival April 11, 2015 Location TBA District VI Solo and Ensemble Festival May 2, 2015 Location TBA District VII District Fall Meeting August 19, 2014 Gadsden City HS District VIII All-State Band Auditions January 17, 2015 Albertville HS State MPA February 25-27, 2015 Gadsden City HS District Honor Band March 6-7, 2015 Albertville HS Solo and Ensemble Festival April 20, 2015 Arab HS Solo and Ensemble Festival May 4, 2015 Oxford HS District Fall Meeting August 2, 2014 Smith Lake All-State Band Auditions January 31, 2015 Muscle Shoals HS District Honor Band February 20-21, 2015 Russellville HS State MPA March 3-5, 2015 University of North Alabama Solo and Ensemble Festival May 2, 2015 University of North Alabama District Fall Meeting September 15, 2014 Hoover HS All-State Band Auditions January 31, 2015 Gardendale HS State MPA (High School) March 3-5, 2015 Homewood HS State MPA (Middle School) March 10-12, 2015 Hewitt-Trussville HS District Honor Band March 20-21, 2015 Homewood HS Solo and Ensemble Festival April 21, 2015 Homewood MS Solo and Ensemble Festival May 2, 2015 Bumpus MS District Spring Meeting May 18, 2015 Location TBA District Fall Meeting August 25, 2015 Location TBA All-State Band Auditions January 31, 2015 Location TBA District Honor Band February 20-21, 2015 University of West Alabama District Spring Meeting February 21, 2015 University of West Alabama State MPA February 26-27, 2015 University of Alabama Solo and Ensemble Festival March 26, 2015 Prattville HS Solo and Ensemble Festival April 21, 2015 Tuscaloosa County HS All-State Band Auditions January 31, 2015 Opelika MS District Honor Band February 21-22, 2015 Auburn HS State MPA March 9-11, 2015 Opelika HS Solo and Ensemble Festival April 11, 2015 Auburn JHS Solo and Ensemble Festival May 2, 2015 Trinity Presbyterian School District Spring Meeting May 11, 2015 Location TBA District Fall Meeting August 25, 2014 Location TBA All-State Band Auditions January 17, 2015 Davidson HS State MPA March 4-6, 2015 Baker HS Solo and Ensemble Festival April 25, 2015 East Site - Location TBA Solo and Ensemble Festival May 2, 2015 West Site - Faith Academy District Spring Meeting May 4, 2015 Location TBA District Fall Meeting August 18, 2014 TBA All-State Band Auditions January 17, 2015 Troy Elementary School State MPA March 9-12, 2015 Enterprise HS District Honor Band March 13-14, 2015 Enterprise HS District Spring Meeting March 14, 2015 Enterprise HS Solo and Ensemble Festival May 2, 2015 Troy Elementary School Solo and Ensemble Festival May 9, 2015 Excel HS 58 October/November 2014

Alabama Vocal Association Event Date Location All State Show Choir Audition 10/9 – 10/11 Gardendale-Mt. Vernon UMC, Gardendale All State Show Choir 1/22 – 1/24 Renaissance Montgomery All State Choir Auditions 11/13 Mt. Zion Baptist Church, Alexandria 11/14 and 11/15 Gardendale-Mt. Vernon UMC, Gardendale All State Choir 11/17 Spring Hill Baptist Church, Mobile SCPA 11/18 St. James School, Montgomery 11/19 Florence HS, Florence 11/20 and 11/21 Willowbrook Baptist Church, Huntsville 4/8 – 4/11 Samford University 2/23 and 2/24 Moody Building, UA, Tuscaloosa 2/23 and 2/24 and 2/25 Bluff Park, UMC, Birmingham 3/10 Southside Baptist, Decatur 3/11 University of North Alabama, Florence 3/13 FBC, Tallassee Solo and Ensemble 3/16 and 3/17 James Clemens HS, Madison OCS/OA/ME 3/19 Spring Hill Baptist, Mobile 11/21 Spring Hill Baptist, Mobile 2/19 Jacksonville State, Jacksonville 2/23 and 2/24 Moody Building, UA, Tuscaloosa 3/7 Gardendale HS, Gardendale 3/11 University of North Alabama, Florence 3/13 FBC, Tallassee 3/19 Spring Hill Baptist, Mobile 4/20 and 4/21 Willowbrook Baptist, Huntsville District I - 11/4 Florence HS, Florence District II – 11/20 Paul Bryant HS, Tuscaloosa District III – 11/3 Gardendale HS, Gardendale District IV – 11/20 Alexandria HS, Alexandria District V – 11/3 Randolph School, Huntsville District VI – 10/29 Tallassee HS, Tallassee District VII – 12/1 UMS-Wright Preparatory School, Mobile All events are open to all members, with the exception of OCS/OA/ME - adjudications must be completed within the district in which the school resides. Elementary/General Division October 3, 2014 Elementary Music Festival, Samford University, Dr. Michele Champion and Mr. Ken Berg October 4, 2014 AMEA/ AOSA Fall Workshop, Gwin Elementary School Dr. Michele Champion and Mr. Ken Berg October 26-29, 2014 NAfME National In-service Conference, Nashville, TN November 5-8, 2014 AOSA Professional Development Conference, Nashville, TN January 22-24 AMEA In-Service Conference, Renaissance Montgomery Hotel and Convention Center AMEA Collegiate Division October 11 - Collegiate Summit - University of Montevallo January 22 - 24, 2015 AMEA Conference, Renaissance Montgomery Hotel and Convention Center Alabama Orchestra Association All State Audition excerpts posted online - August 11, 2014 All State Audition Registration Deadline - September 30, 2014 Composition Contest Deadline - October 1, 2014 All State Results Posted online - November 17, 2014 All-State Scholarship Application Deadline - December 1, 2014 All-State Festival - February 12-15, 2015 ala breve 59



Frank Buck, AMEA Historian Capturing Our History: What You Can Do to Help During his third season at Notre Dame, Lou Holtz Until now, those programs lived in garages of What About All-State? looked back over his tenure and remarked, people who had carefully copied ratings off the Much like our festival programs, a complete “We’re not where we want to be. We’re not where wall posters decades ago. Today, they are all in collection of All-State programs is nowhere to be we ought to be. But, thank God, we’re not where one place—scanned and uploaded to a shared found. Sure, I had collected quite a few from the we used to be.” Notre Dame went on to win a folder which you can access today. Go to the 1980s and forward. Any possibility of trying to national championship that year. Holtz’s ABA section of the AMEA website and click the find programs from farther back seemed too sentiment characterizes the progress we have “MPA” link. On the next screen, you will see a remote to consider. made in assembling the history of our link to the entire collection. If you find yourself organization. not only scouring them well in to the night, and Earlier, I talked about the collection of programs enjoying every minute of it, you will not be alone. Truman Welch had collected. Among them was AMEA members do good things on a daily basis. virtually every All-State program from 1949 In our haste to move forward, we tend to forget The project to collect the ABA programs and through 1969. I might add that they had been kept the good things we have done, capture them, and rating was on the front-burner because we already in chronological order. Because of Mr. Welch’s preserve them in a way that their memories will had a 35-year head start. As a 9th grader in 1974, addition, the possibility to putting together a inspire future generations. In this article, you will I decided I wanted to be a band director, and it fairly complete collection now seems less read about recent work. You will read some was that year that I got my first program, and for daunting. thoughts about what could be ahead. Most the first time carefully copied ratings from the importantly, you will see a way in which you can charts on the wall into the program in my hands. Again, look in your garages, storage rooms, and --contribute. It would be a process I would repeat every year. the like for that random program that you can mail or email to me. If you have AVA All-State Past Presidents, Hall of Fame, andAward Winners This project has been far from a one-person job. programs, I need them; I don’t have a single one. In each issue of Ala Breve, a list of AMEA Past Various people, each who had a few programs If you have ABA All-State programs, email me Presidents appears. Depending on our ages, many stored here or there began to come forward. With to let me know what you have. I will respond of those names serve as a reminder of the the help of such people as Bill Springer, Rush with whether or not I am missing that one. wonderful people we know, or knew, personally. Gavin, Jerry Countryman, Orland Thomas, and We tell stories of hallmark performances by their Ron Sellers, we were able to plug many holes in You Too Could Be an Author groups or the wisdom they imparted. As years the collection as we attempted to piece together The positive feedback following the release of turn to decades, written records begin to serve as the pre-1974 years. The holes are still not all the ABA programs and an Ala Breve article I the primary way to preserve that history. filled, and probably will never be. But just when wrote last spring has been appreciated. One I thought everything that could be uncovered was phone call was from Dr. John M. Long. After On the AMEA website (alabamamea.org), look uncovered, Lacey Powell found one of the few reading the article, he called to follow-up on a bit for the “Past Presidents” link. Every single one is missing years in his garage—1953. The most of information about Walter Mason, AMEA pictured with a short bio. A plan is in place to recent addition came from our dear friend President from 1948. Dr. Long suggested a book review those bios for needed changes as the years Truman Welch. Shortly after his death, grandson- be written about Dr. Mason. While I would not go by and update the page as new leaders take the in-law Scott Thompson sent me a collection of begin to have the time to tackle a project of that helm. programs which included a program from 1949. magnitude, I think it opens an opportunity. Likewise, the AMEA website features pictures Could We Do the Same Thing for AVA? Alabama has had many music educators whose and bios of all Hall of Fame members. Whereas When I emailed Carl Davis about beginning an stories need to be told in an extended form. that site had previously featured only the pictures, effort to collect AVA festival programs from the Alabama also has many students in high schools, we added bios this past year. As with the Past past, his response was enthusiastic. If the help of colleges, and graduate programs who have papers Presidents, a plan is in place to add pictures and additional people was important with the ABA to write and wonder what to write about. The bios of the new inductees each year. With any project, it will be absolutely essential to replicate opportunity to marry the one with the other is project, keeping something up to date is always it for AVA. This is the part where I am asking significant. easier than trying to research back through the choral directors to put down this magazine and years. start looking through files, boxes, garages, Dr. Bodie Hinton gave us a history of Alabama storage rooms, and attics. Send me what you bands when he faced the task of a doctoral Third, we have gathered together the names of have. dissertation. William Dennison gave us the story award winners for the “Outstanding Music of legendary band director Herman Moll. Beth Educator,” “Outstanding Administrator,” My mailing address is 531 Eagle Pointe Lane, Davis recently completed a dissertation on Dr. Ed “Barbara Odom Service Award,” and our newest Pell City, AL 35128 for hard copies you would Cleino’s life. award, the “Outstanding Young Music Educator.” like to send. (If you would like to keep the Every year, the names of the new winners will be original, Xerox a copy to send. With the expected What works are out there now which chronicle added to this list. volume, and many other on-going projects, I the lives of some of our finest? What stories need would not be able to duplicate and return to be told? Who do you know that could tell one Sleepless Nights and Memories of State Contest material.) My email is [email protected] for of those stories and leave a lasting contribution One colleague told me I was responsible for the anything you wish to scan and send. to AMEA’s quest to remember its hours of sleep he was losing, glued to a computer If you are a college student, your contributions to accomplishments? What could you do to get the screen. What was the subject of the intrigue? AMEA don’t have to wait until you have diploma process going? Band contest programs…programs from the ABA in hand. Several of our university libraries have State Contest dating back to 1950. Each little copies of the Ala Breve in what is typically a nugget of history captured the names of directors, “special collections” section. Ala Breve generally the selections they played, and the ratings they published these ratings. With the help of a cell received. phone camera, we can get those digitized. ala breve 61





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