# data[].attributes.headline
Students are excited to make music and request to hear/perform songs we've done in the past.

# data[].attributes.subject
Students are excited to make music and request to hear/perform songs we've done in the past.

# data[].attributes.body
How do I bring in my students cultures while holding space for the vast difference in my school's majority cultures.

# data[].attributes.headline
Seeing students play their choice of song on the guitar is full of joy for the student and represents their interests and culture

# data[].attributes.subject
Seeing students play their choice of song on the guitar is full of joy for the student and represents their interests and culture

# data[].attributes.body
My students choose what song we play. Sometimes I give them choices and they pick one from the choices, but very often they make a suggestion and I find a way to make it work.

# data[].attributes.body
Student are excited to hear songs that represent their culture

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I think this one is important to honor various musical traditions from around the globe and I use both avenues of learning in my classroom.

# data[].attributes.subject
I think this one is important to honor various musical traditions from around the globe and I use both avenues of learning in my classroom.

# data[].attributes.headline
I wonder if music notation refers strictly to western musical notation, or if teaching aural tradition through non-western musical notations can be done successfully and authentically in the general music classroom.

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I wonder if music notation refers strictly to western musical notation, or if teaching aural tradition through non-western musical notations can be done successfully and authentically in the general music classroom.

# data[].attributes.body
Allowing my students to choose a song they want to work on and giving them all the same tools/options.

# data[].attributes.body
When teaching middle school D75 students how to make hip hop, I learned more about their interests which ranged from sports to food.

# data[].attributes.body
I wonder what what brings joy to kids who do not enjoy performing...

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Repertoire choice!! And instrument choice when possible.

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Repertoire choice!! And instrument choice when possible.

# data[].attributes.body
We do all kinds of non standard notation and share compositions.

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I try to create traditions - that makes students feel "at home"

# data[].attributes.subject
I try to create traditions - that makes students feel "at home"

# data[].attributes.body
Students participate happily and are excited by the music they create

# data[].attributes.body
Students have a say and a voice in the music we choose.

# data[].attributes.headline
I wonder what the word homeplace means for different students

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I wonder what the word homeplace means for different students

# data[].attributes.headline
We do something called the music minute.  We look at a musical event or birthday on the day the students come into class.  Through this we examine musicians from different cultures, ethnicities, races, genders, disabilities.

# data[].attributes.subject
We do something called the music minute.  We look at a musical event or birthday on the day the students come into class.  Through this we examine musicians from different cultures, ethnicities, races, genders, disabilities.

# data[].attributes.body
Students enjoy learning about the people who create the music they are working on.

# data[].attributes.body
Students get excited when they are able to dictate the rhythmic patterns that they already know how to perform

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I (re-)discovered Solfège several years ago, and my band kids sing their butts off along with playing their instruments. It really helped close the gap between listening/reading issues.

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I (re-)discovered Solfège several years ago, and my band kids sing their butts off along with playing their instruments. It really helped close the gap between listening/reading issues.

# data[].attributes.headline
I wonder how to incorporate (if I incorporate) western music notation when it is not part of the musical culture we're learning about.

# data[].attributes.subject
I wonder how to incorporate (if I incorporate) western music notation when it is not part of the musical culture we're learning about.

# data[].attributes.body
The momentarily my students go to the back room to pick out clothes for their scenes and songs.

# data[].attributes.body
I center black and brown musicians and music. In the recent past, many of my students have been interested in cultures I don't share a horizon with (Indian, Japanese). How do I facilitate a link?

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Students are aware that learning music is similar to learning a new language and that there are multiple aspects to it (aural, visual, physical etc)

# data[].attributes.subject
Students are aware that learning music is similar to learning a new language and that there are multiple aspects to it (aural, visual, physical etc)

# data[].attributes.headline
Giving choices to students to perform songs allows a closer look to their internal journey and experience

# data[].attributes.subject
Giving choices to students to perform songs allows a closer look to their internal journey and experience

# data[].attributes.body
Keep in mind that notation is one potential route to a destination - not the destination itself.

# data[].attributes.body
This is what drew me into K-5 music. This is what I care the most about. This is what the families and children I work with feel most strongly about in my work. This is where I feel the strongest inspiration. This is how I've found my purpose.

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Decolonization and de-centering from White Artists and European Music

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Decolonization and de-centering from White Artists and European Music

# data[].attributes.body
Focusing mainly on Women and non-white artists. Focusing on music from different cultures and in different languages

# data[].attributes.body
in my classroom, we start off with immersing ourselves, learning how to sing it and responding to the piece first, then take a look back at musical notation

# data[].attributes.body
I do not "correct" students when they use non-musical vocabulary to describe something. I let them use vernacular musical terms rather than "music theory" terms because often these are the ones that allow more students to understand and they are not incorrect!

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Students are able to play and experience music that is relevant to them.

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My main goal is cultivating student identity, so I try to be as supportive as possible to cultivate identity

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My main goal is cultivating student identity, so I try to be as supportive as possible to cultivate identity

# data[].attributes.body
Giving students a say in what they choose

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My students learn a lot of their music by ear, and we sing a lot in class as well as learning their music on the violin. Training the musical ear is so important! Focusing on note reading with 3rd-5th graders. 

# data[].attributes.subject
My students learn a lot of their music by ear, and we sing a lot in class as well as learning their music on the violin. Training the musical ear is so important! Focusing on note reading with 3rd-5th graders. 

# data[].attributes.headline
I use a lot of student-selected repertoire and popular music to expand the canon.

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I use a lot of student-selected repertoire and popular music to expand the canon.

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What does Status Quo mean in this context?

# data[].attributes.headline
Realizing that learning by ear and "repeat after me" techniques are valid ways of learning and teaching music

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Realizing that learning by ear and "repeat after me" techniques are valid ways of learning and teaching music

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Without the past the present and future would not exist

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Without the past the present and future would not exist

# data[].attributes.body
I run into literacy problems when teaching music literacy.

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Students' perception of the music room as a "safe place", where they can be themselves, expressing their feeling and emotions through singing/playing.

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Students' perception of the music room as a "safe place", where they can be themselves, expressing their feeling and emotions through singing/playing.

# data[].attributes.headline
Reconsider what a performance might look like for student ensembles

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Reconsider what a performance might look like for student ensembles

# data[].attributes.body
Allow student creativity and cultures to drive the way we design and plan for performances

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Teaching repertoire that represents the various cultures at the school. 

# data[].attributes.subject
Teaching repertoire that represents the various cultures at the school. 

# data[].attributes.headline
I incorporate projects about how my students interact with music but also reflecting and analyzing how artists and genres came to be. What story are they telling?

# data[].attributes.subject
I incorporate projects about how my students interact with music but also reflecting and analyzing how artists and genres came to be. What story are they telling?

# data[].attributes.body
Connect music to social studies units at the grades. Songs, dances, instruments

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Move outside of typical rep for elementary

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Move outside of typical rep for elementary

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Search for authentic musical sources and share them in an authentic way

# data[].attributes.body
Students love coming to music classroom knowing that they will sing the hello song

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I love when students being in songs that they are listening to!  Makes the music room a place where they can make connections to their lives!

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I love when students being in songs that they are listening to!  Makes the music room a place where they can make connections to their lives!

# data[].attributes.body
It is very difficult for me to integrate music notation into my classroom without it feeling like a "side note" from the other stuff we are doing. Students almost immediately lose interest when I mention notation.

# data[].attributes.body
i wonder how you can center culture when there is a multitude of cultures represented within your classroom/ school

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Finding what makes each student connect to music class

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So far this year my students have been cautious/reticent about creating their own original works and this has me concerned for the future.

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So far this year my students have been cautious/reticent about creating their own original works and this has me concerned for the future.

# data[].attributes.body
trying to be more intentional this year about balancing repertoire/literacy/core concepts with stories/people/important music events

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Teacher selections plus students selections are important.

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Teacher selections plus students selections are important.

# data[].attributes.headline
Lots of improvisation and play in order to create Joy and Flow

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Lots of improvisation and play in order to create Joy and Flow

# data[].attributes.body
Students more engaged when it's their own music, but many have different tastes in music. Giving them choices of repertoire helps.

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I've learned SO much about traditional Chinese music while teaching my Chinatown population... Now my beginning band kids get WAY more depth than the old white European folk songs that I grew up with.

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I've learned SO much about traditional Chinese music while teaching my Chinatown population... Now my beginning band kids get WAY more depth than the old white European folk songs that I grew up with.

# data[].attributes.body
When students perform something they are talented at in front of the school, it activates pride in their talent, positive attention for their hard work, and shows true joy in their abilities.

# data[].attributes.headline
I wonder how to discuss status quo with the very young ones

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I wonder how to discuss status quo with the very young ones

# data[].attributes.headline
I wonder how to allow for more creativity in the music room when there is so much else to get to

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I wonder how to allow for more creativity in the music room when there is so much else to get to

# data[].attributes.body
Students can arrange music that has meaning to THEM

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I wonder how we can make more of the music kids listen to outside of school, the basis for instruction in the music classroom.

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I wonder how we can make more of the music kids listen to outside of school, the basis for instruction in the music classroom.

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I try to make an environment that fosters thought and is visually and emotionally appealing to students.

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I try to make an environment that fosters thought and is visually and emotionally appealing to students.

# data[].attributes.headline
Helping children who are non verbal express themselves musically 

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Helping children who are non verbal express themselves musically 

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Students need to know themselves and who they are and where they come from

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Students need to know themselves and who they are and where they come from

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I believe in positive reinforcement and helping children to feel good about themselves and their accomplishments

# data[].attributes.subject
I believe in positive reinforcement and helping children to feel good about themselves and their accomplishments

# data[].attributes.headline
We incorporate movement into the classroom. I have found that the use of movement and dance connects them to music in a more joyful and immersive way. 

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We incorporate movement into the classroom. I have found that the use of movement and dance connects them to music in a more joyful and immersive way. 

# data[].attributes.body
As a music teacher, I create curriculum that is not based on musical genre and that can amalgamate to the student's musical interests/genre of choice (ex. song analysis).

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Call & response works well to develop their "ears."

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What is the status quo in classrooms?

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Studies of music with childrens March of Birmingham with protest songs for civil rights and how it works today

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Studies of music with childrens March of Birmingham with protest songs for civil rights and how it works today

# data[].attributes.headline
How can I lead students in more advanced and complex musical experiences when they have never had a music class before?

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How can I lead students in more advanced and complex musical experiences when they have never had a music class before?

# data[].attributes.body
Teaching western notation or a mixture such as icon notation etc....

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I love surveying students about their culture and use the information to learn about their favorite genres which I use as the background music to repretoire taught

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I love surveying students about their culture and use the information to learn about their favorite genres which I use as the background music to repretoire taught

# data[].attributes.body
I've created a "role," or a teacher persona, for myself. Mr. Dupont is the human incarnation of the idea of fun. I want every child to experience joy in my classroom. I know this isn't the reality. But it is what I'm striving for and how I recenter and ground myself throughout the day.

The children need time in their day for purposeful fun. Intentional group creativity. The joy of looking into another person's eyes and singing to them. The joy of dancing with your friends. Joy opens their minds, lets them expand their presences, and learn to love and feel at home in their bodies.

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I am not so sure what the status quo is anymore. It has been several years since my teacher education which felt outdated at the time. I am trying to find/create content and methods that feel more relevant.

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I am not so sure what the status quo is anymore. It has been several years since my teacher education which felt outdated at the time. I am trying to find/create content and methods that feel more relevant.

# data[].attributes.body
We started our year off discussing the Blues: its predecessors and derivatives. So much of that unit is sharing stories of the African diaspora

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how to resolve issues with a program that is being chipped away by declining enrollment and the "urgency" of moving up level 1's learners (a majority of the school) in Math and ELA by pulling them out of my already minimal music periods...

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we balance teaching our students new things and inviting them to explore stories/ideas/concepts outside their known world while giving them voice and choice which facilitate belonging in the music room

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Kids learn best when they're having fun. Rhythm dictation games, multicultural call and response activities.

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Using songs that are relevant to my students and what they are interested in and what they know from TikTok as well as sharing songs that I am excited to share that go beyond the songs we tend to see as educators

# data[].attributes.body
I emphasize the importance of being able to learn music by understanding notation and also having the ability to learn it by ear. When I receive pushback from students on either method, I give examples of professional settings where both skill sets are necessary.

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I want to participate in this discussion. But I haven't found a place in it aside from listening and trying in my small sphere to amplify. Where do I fit into this? How do I effectively advocate in my school, my field, my profession?

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setting students up for being successful at playing a piece of music. They get so excited and feel so accomplished when they play a piece successfully.

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The news isn’t new,

The “news” isn’t true,

Take your truth to street,

Put your truth to the beat,

Tell ‘em what’s true,

Don’t let them mediate you!

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Boomin out the music feeling the beat

Head in the clouds feeling love on the street

Love on the street

Love on the street

Block party poppin dancing all night

MC call my name spinning tunes all night

Love on the street

Love on the street

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Caribbean roots mixed with James Brown

DJ'ing block parties in the Boogie Down

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Captors: Deaf to the signals

Had to ban what they didn't understand

Captives: broke through the ban

Made the music with their voices and their hands

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Damned if I do; Damned if I don’t.

I want to make the effort it’s like slipping on ice,

going nowhere fast.

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A work song, all along.

And we’re still searching the beyond.

Sing it out so proud.

Hear me out through the clouds.

All the wrongs, beat it out on the drums

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hip-hop in the classroom

successful with students

who have struggled

hip-hop in the classroom

more than the narrow notions

Of standardized test performance

hip-hop in the classroom

Critically conscious

to decipher the meaning of what is obvious…

And…

what is missing…

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||: Pushed down from beginning/

same monster in new clothing :||

The labor and the struggle

See no way to prosper

All we ever do is get a paycheck with no numbers

This is how it is, for me

for me and everybody

In Everybody there’s somebody

This is somebody’s story

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Drum, drum all, all along, spread the Freedom as a, as a song!

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Drum, drum all, all along, spread the Freedom as a, as a song!

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The story of African Americans and liberation

Consist of protests, marches, movements, and divination.

Cause Social justice was rarely an afterthought

It was priori

songs, chants, and drumming

Are all at the heart of me

Despite the attempt to disconnect enslaved Africans

the People found ways to transpose and dish out classics then

Through Ritual and music from Africa survived the Caribbean

It gave us the power to continue to wanna win again

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MCs with the boom box, breakers rockin high tops

Now we glide across the stage and we "can't stop, won't stop"

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History is pain to me, adversity makes gains for thee

Disdainfully, I pray for thee, exclusion makes one yearn for peace, my niece deserves love unity

Challenge makes us manage, damage creating advantage