Heart of Los Angeles (HOLA)’s Post

Thanks to Natalie's post and National Association for Music Education (NAfME) action center page, I was shocked to see a decrease in Title I funds and possible elimination of Title II (professional development) funds! As someone who strongly supports post-graduate professional development opportunities, I encourage you to fill out this quick form on NAfME's website and share your support. Here's the story I included on my form as I hope it inspires you to share your thoughts and stand up for music education and it's teachers! "I've been a public school music teacher for eight years as well as a professional development clinician for ten years. Title II funds are an essential piece to ensuring student and teacher success, and the threat of budget cuts or possible elimination of them is sickening. To provide some perspective, four-year teacher preparation programs only partially prepare teachers for todays classroom. Due to the extraordinary amount of credits required in an undergraduate degree program, college students do not have enough practical time in the classroom to be adequately prepared to teach young students. Some of these topics include teaching students with physical or emotional disabilities, teaching with technology, integrating new methodologies (project-based and STEM-based learning), fostering diversity and inclusion, avoiding teacher burnout, fundraising, copyright and so much more. Part of the reason teachers are leaving the profession is due to lack of funds supporting post-graduate learning opportunities. It's in-person and online profession development opportunities that provide teachers with the education, mentorship, collaboration, confidence, and support to be successful in the classroom. My own experience presenting nationally and internationally to various education communities has allowed me to better refine my craft as a K-12 educator and provide resources for teachers that wouldn't have otherwise had them. Presenting allows for refinement of skill, fosters the birth of newer pedagogies, and aids in the modernization of teaching tools. It also invites the collaboration of industry companies in support of crafting high-quality and effective teaching tools for the classroom. Attending and presenting at conferences gives me the intrinsic motivation to continue to do this great work, despite being underpaid and overworked. I hope you will consider supporting funds for Title II, I and IV to ensure a positive future for our educators and our students."

This #PrideMonth, we celebrate the vibrant diversity of our music community. Let's continue to foster acceptance and love for all 🌈 Here are 4 Ways to Foster an Inclusive Classroom ➡ Read the full article: https://lnkd.in/eWDjbVn5 🎵 Diverse Repertoire: Including music from various cultures, genres, and historical periods. This not only broadens students’ musical exposure but also allows them to see their own cultures represented. 🌎 Cultural Context: Teaching the historical and cultural background of music pieces. This helps students understand the broader context of the music they are learning. 🎤 Student Voice: Encouraging students to share their musical interests and experiences. This can lead to more engaged learning and a sense of ownership in their musical education. 💭 Critical Discussions: Facilitating conversations about how social issues intersect with music, such as exploring how different artists have used music as a form of social commentary. By integrating these elements in curriculum development, music educators can create a curriculum that not only educates but also empowers students by honoring their diverse identities. #TMEA #InclusiveEducation #DiversityInMusic

“The wonderful thing about hidden curriculum is that every music teacher has the power to uncover it and address it as best they can.” Longy Director of Teacher Education Erin Zaffini’s article, “The Power of a Hidden Curriculum Audit,” was published in the Fall 2024 Massachusetts Music Educators Association (MMEA) Journal. In her article, Zaffini proposes that teachers make strides towards a more inclusive curriculum by first identifying what is available in their classroom and school. For example, what ensembles are offered? What kinds of music, skills, and concepts are currently taught? This, in turn, illuminates which students and voices are being underrepresented, or not represented at all, in their curriculum. “From promoting certain composers as the ‘best’ to unintentionally prioritizing traditional ensembles over modern musical groups during the school day, we tell students what is important, and what is worthy of inclusion in our classrooms.” To combat this, Zaffini recommends teachers use a “hidden curriculum inventory” document to identify holes in their curriculum and take steps toward a more equitable classroom. “The hidden messages—what we are saying to our students without actually saying it out loud—quite often become the loudest messaging of all.” Read more at https://bit.ly/47vjDYh. #musicconservatory  #musicschool  #musicstudents  #gradschool  #musicians  #musicteachers  #musiceducators  #musiceducation

Colleen Semones ’25, a current #EtownGPS Master of Music Education (M.M.E.) student, attributes her career growth to her education at Elizabethtown College. "The M.M.E. program has changed the trajectory of my career. Because of the program, I am becoming a better teacher and already have many new skills and tools to use with my students daily. My training in current, relevant topics has made me feel reinvigorated in my quest to change lives through music." Learn how an online Master of Music Education degree from #EtownGPS can accelerate your career: https://bit.ly/3E8NdEb.

A very wise man once said: "There are two ways to have the tallest building; you can carefully & patiently build the tallest building... or you can tear down everyone else's buildings." :: We want to shout out & support the other music schools, teachers and shops that teach. Although we often point out that there are sub-par teaching methods out there, we have never publicly or privately disparaged anyone else in the industry. :: We do not consider anyone 'competition', DSE Music Tuition has no competitors, we do not look sideways at what anyone else is doing. We look straight ahead and work every day at continuing the supply the very best tuition to the student and families that have given us a chance. :: We have recently (to our absolute delight) had a number of music schools/ teachers (locally and interstate) licence and start using our teaching curriculum & lesson plans. We do not see this as ‘now our competitors have our secrets’, we see it as more students will now have access to the best teaching methods available! :: *Side note - if you are interested in using our teaching curriculum/ lesson plans, all the info is here: https://lnkd.in/gcbCETPU :: To everyone in the musical education industry, we support you, we are hear to chat, share ideas & help you. If we can do anything to help you or your students, here is the email: info@dsemusic.com.au :: We have been in this industry for a long time and the only way to succeed is to know and deeply love musical education & consistently work toward providing the best possible service you can to the consumer. :: We are all so lucky to be able to work in this industry and there is a lot more to be gained from being thankful, humble and united. It’s all love from us. :: #industrylove #industryunity #industrygrowth #music #musicmatters #nocompetition #canwehelpyou #musicteachers #musicschools #musicaleduaction #itsalllove

Evolving as a High School Choir Director: A Reflection on Growth Join me in reflecting on my journey as a high school choir director, from the early days of striving for excellence to evolving perspectives on success. In this video, I share insights gained over the years, from initially setting arbitrary standards to understanding the importance of continual growth and effective communication. Learn how my experience has shaped my approach to teaching and fostering excellence in my choirs. Watch now for a candid discussion on professional growth and the pursuit of excellence in music education! #ChoirDirectorJourney #ProfessionalGrowth #MusicEducation

Celebrating 21 February - National Youth Day with our Catholic Youth Voices of the Youth Miriam Matipira - "Youth in Music" Realising that a lot of our choirs are made up of young people, one can envision the presence of more youth activity in the realm of music. Establishing youth choirs specifically to the interests and preferences of youths, could be one of the ways to encourage the youth to be part of the bigger communal and liturgical life of the Church. While maintaining the spiritual aspect of the Catholic Church, more youths could reach out to more forms of musical expression. Putting youth focus on music education and instrumental skills development by having workshops and training sessions is another way of safeguarding the future of Catholic Music. It is up to us to provide opportunities for young musicians to learn from experienced mentors and improve our musical abilities. By creating more room to encourage youths to contribute their talents, creativity and enthusiasm, one sees the possibility of improving the musical worship experience, especially in areas where youths are becoming more disinterested. In the spirit of Lent, there is also a possibility in which, we can use music as at tool for evangelization by organising concerts, music festivals or even community events. I believe by doing this music brings together Catholic youths from different parishes and communities, and even backgrounds. This creates opportunities for spiritual growth for us as youths on the other hand it can boost participation in the community

Join me as a moderator of a panel where we will discuss our co-created pathways process with CMCB staff and faculty alongside our Creative Inquiry Labs. We all know someone who loves music but has been pushed away by a school or teacher. As music educators, it is heartbreaking to see. So how do you build a program to ensure that never happens? Some students are interested in being Performing Musicians, in winning competitions or being competitive for admission to music conservatory. But many others are Community Musicians who make music for the kinship and camaraderie of working with other people. Some are Citizen Artists, who think about how their music affects the world or their sense of social justice: artistic activists, teachers, music therapists, or liturgical musicians. And many more are Musical Explorers, learning about all the richness that music has to offer, either through learning multiple instruments or in exploring multiple genres on a single instrument. You won't want to miss this conversation about how we are finding ways to equitably value all of these voices! https://lnkd.in/edyDutYm

Taking the Arts Experience Further with Tupelo Music Academy: Family-Safe Environment: At Tupelo Music Academy, we recognize the importance of creating a safe and nurturing environment for students. Our commitment to a family-safe atmosphere ensures that homeschool families can trust us to provide a secure space for artistic exploration and learning. Flexible Scheduling Tailored for Homeschoolers: Understanding the unique scheduling challenges of homeschooling, Tupelo Music Academy provides flexibility to accommodate varied routines. Homeschool students can benefit from personalized lesson plans, allowing them to balance their academic and artistic pursuits seamlessly. Early Morning Advantage: One notable advantage for homeschool students is the opportunity to schedule music lessons earlier in the day. Research indicates that cognitive functions are often at their peak during morning hours. By incorporating music lessons early in the day, students can maximize their learning potential and set a positive tone for the rest of their educational activities. #50families #musiclessons Music is Life Terrence The Music Master

This NYC official single-handedly supports the city's music industry and founded NY Music Month, reaching over 1.5M people! In the world of government bureaucracy, true innovation is rare. But sometimes a visionary emerges who can navigate red tape to create real change. Meet Shira Gans, MPP: a government "intrapreneur" with a knack for spotting pressing social issues before they hit the mainstream. What is her true superpower? Creating tangible public good by creating real interpersonal connections. As Senior Executive Director of Policy + Programs at NYC Mayor's Office of Media and Entertainment, Shira has made waves. She established the first Office of Nightlife, founded NY Music Month, created music education programs, and launched a $10M grant fund for female creatives. Oh, and she saved iconic recording studios along the way. Shira doesn't wait for the official greenlight. She knows action prevails over stasis. Case in point: During the 2008 financial crisis, Shira envisioned a groundbreaking program to bank the unbanked. When her boss requested a report instead, she refused. "Reports don't drive change," she said. "Action does." The result? 12,000 new bank accounts for the unbanked and financial education for 800 underserved individuals. But Shira's impact began long before her current role. Farm-to-table cuisine? She championed it a decade ago with community farmers markets. Prison reform? Right out of college, she fought for mental health care in CA prisons. Her favorite Dostoevsky quote says it all: "The degree of civilization in a society can be judged by entering its prisons." In other words, Shira doesn't just identify problems – she constructs solutions. Colleagues describe her as having a "preternatural ability" to drive change. And she does this by building consensus where none existed, and selling her vision like a seasoned diplomat with self-deprecating humor. In Shira's world, there's no such thing as "it can't be done." There are only innovative solutions waiting to be discovered. And she's just getting started. At the most recent NY Music Month conference, she announced her most groundbreaking solution yet: Seed funding for a public undergraduate music business degree at CUNY. What could you accomplish if you stopped waiting for someone else's green light? The views expressed in this profile do not necessarily represent the views of the agency or the City.