Ron Von Dreau and Gloria E. Correa ronvond@aol.com – gecorrea50@gmail.com or

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Assistant Band Director

John M. Tidwell Middle School

Northwest ISD Texas

Teacher-Librarian

John M. Tidwell Middle School

Northwest ISD Texas

Ronald Von Dreau

Gloria E. Correa

Use your phone/computer/tablet

Go to https://todaysmeet.com/FMEA

Explore – what Fine Arts programs do to attract students to their programs, how they sustain the enrollment; how does it translate to the academic /core areas…

Develop – a mental picture of what the research uncovered about robust instructional practices in the Fine Arts classes; how to broker and translate effective practices into the academic areas.

Advocate – discuss current and future efforts to make Fine Arts Programs keystones of effective instruction for all stakeholders.

Why band?

Students convey a sense of enjoyment during class time and presentations

The directors demonstrate strong organizational skills (check-lists for everything!)

Comprehensive Program

Multiple Components (equipment, transportation, apparel, presentations)

Parents and community involvement

Recruitment – 5th grade Days Instrument Fitting Summer Camp 6th Grade Camp Registration Parent Involvement – Booster Club

The Band Handbook – Provide students with sufficient information about the scope of the program, the level of commitment required to be a successful band member, and highlights the benefits of following the program.

Philosophy

Communications (Web Page, Charms, Telephone and E-mail)

Performing Groups (Description and Expectations)

Classroom Policies (Behavior, Attendance, Grades)

Practice Guidelines (Logs, suggestions)

No Pass/No Play

Have a specific purpose for the communication Example - Review expectations and logistics for

specific performances (pep-rallies, football games, competitions) before the activity.

Be sure to provide learners with multiple opportunities to access the information using their preferred medium (examples: web, hard copies, bulletin boards, parent information sessions, e-mails, class reminders).

Have a plan to ensure everyone was informed (check-list, RSVP, section-leaders, etc.).

Critical Thinking is not a NEW concept Critical Thinking – Glaser (1941) – is an attitude

or disposition to consider solving problems in a thoughtful way vs a “quick fix.”

Deep knowledge of fundamental techniques and application

Continuously test the application of the fundamentals to develop new or updated knowledge.

You cannot create critical thinkers by yourself – Collaboration is Key!

Writing Focus – this cross curricular activity seemed like a good fit to try my hand at music. Fine Arts Objective – Describe and analyze

musical sound and demonstrate musical artistry, use standard terminology in explaining musical performances, evaluate the quality and effectiveness of music and musical performance.

ELA TEKS – plan, draft, revise, edit, and publish – writing process; present effective introductions and concluding paragraphs, include specific facts, details, and examples, use a variety of sentences.

Lesson Plan Chart Paper Guidelines/Descriptors Each class used chart

paper to describe their instruments, the sound it makes, audience responses, feelings and emotions, and transition words/phrases…

I put all the words together with a bit of a spin…

Students worked independently, in groups, finished a first draft and completed the final product as homework.

Options included hard copies, desktop publishing and a blog (in the works)!

Respectful – different styles, same goal, focused on student success.

Joint Decisions – when arguments arise, they meet somewhere in the middle (most of the time).

Working through disagreements or conflict - “what works best to benefit all children?”

Lesson Plans – Clear, measurable goals; reasonable evaluation techniques; purposeful questioning.

Communication with Parents/Families – Handbooks, e-mails, phone calls. Have a method to document (with examples) how you reach out to the community.

Individualized instruction – Know the students (and their families) with special needs. Collaborate and document your communications with SpEd coordinators, specific training, accommodations, etc.

All based solely on the Florida Music Standards and Common Core Objectives

Superior Goals - Be specific! Begin by brainstorming what is important for

your school and community. Become familiar with Language Arts/Math/Social

Studies standards that overlap with Music Add them to your lesson plans, questioning

stems, and evaluations (see handout – Masters of the 9).

Support the students’ learning across the curriculum

Document and showcase your contributions!

Within your school/community/district! Do not isolate yourself or your practice.

Association Campus/district/state leadership

team Share your input – Behavior

management, communication, logistics, equipment, performances!

Articles, presentations, and social media outlets.

Is time to take some risks!

Develop a program out of your academic area!

Collaborate with other professionals!

Make connections with other academic and enrichment areas.

Encourage band students to participate in other areas!

Get in some trouble!

Live a little!

How can you use the collaborative model you learned today?

Who can you collaborate with at your campus, region, state, nation - to extend your practice?

What new instructional risks can you begin to take after today’s presentation?

List a few campus/community events where you or your ensemble can present and/or perform this year!

Log in and share your ideas!

https://todaysmeet.com/FMEA