MARCH PROGRAM - ERIC SUTZ - MINDFULNESS PRACTICE | |
Spring Pop & Jazz Recital is coming soon. Please see below for the information of the recital.
Dates: Sunday, April 27, at 3:30 PM.
Place: St. Michael’s Episcopal Church, 647 Dundee Ave, Barrington, IL 60010.
Registration starting date: February 27, 2025
Registration deadline: April 13, 2025
To keep the recital at a reasonable length, the Recital committee has decided that the maximum number of performance will be 25 for each recital. (It will be first come first serve.) Please review the rules and procedures before you enter your students to the recital. They can be viewed online at
https://www.nwsmta.org/uploads/1/4/1/6/14166152/pjr_policy_2_9_25.pdf
We are looking forward to wonderful performances at the recital. If you have any questions about the recital, please contact Janna Gainulin or Chyi-Ling Evans. Thanks!
Pop & Jazz Recital co-chairs,
Janna Gainulin and Chyi-Ling Evans
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AIM LEVEL 1-2 COMPLETE AND LEVELS 10-12 PERFORMANCE EXAMS |
The deadline to register students for the Level 1-2 Complete Exam and Levels 10-12 Performance Exams is March 13th and the exam will be held on April 13th at Harper College.
Please go to https://www.nwsmta.org/opera-aim-registration.html for online registration.
All teachers entering students must be able to work a minimum of 3 hours to fulfill their work requirement. First time users of OPERA must register to create an account. For help on registering, please click the HELP button on the OPERA page or contact Exam Co-chairs Helen Chang or Mary Anne Block.
Level 1-2 Teachers must mail one check for all their students' entries to Brenda Haynes. The registration fee for Level 10-12 is already collected in December when registering for Theory. However, if your Level 10-12 student passed the Theory in a previous year and is only registering for Performance this year, a $20 re-enrollment fee is required now. If a Level 12 student is choosing the Recital option, it must be scheduled for dates before July 31 and an extra $25 recital fee is applied. Please go to the Aim Page for all fee details, dates and deadlines, teacher work requirements and procedures. https://www.nwsmta.org/achievement-in-music-aim.html
Thank you,
Brenda Haynes, April Exam Chair
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TEACHERS' MUSICALE INPUT NEEDED |
Dear Teachers,
Hello, my name is SuZane Ray. I am a member of NWSMTA and am the chairperson for the Teachers' Musicale.
I know many of you have wanted to participate in our Teachers' Musicale, but weekday performances can be difficult with some teachers' schedules. I also understand that many NWSMTA members teach full days on Saturdays and often have performance commitments on Sundays.
To make this event more accessible, we’re considering a weekend musicale that allows more teachers to share their artistry while reaching a broader community audience. A well-attended event not only showcases our talent but also attracts potential students who are inspired by live performances.
Should we continue to hold the event in May?
What if we were to consider moving the event to a weekend day in the early summer?
I’d love your input on finding a day that works best. Let’s work together to make this an exciting and successful event, while building our music studios!
Looking forward to your thoughts,
SuZane Ray, BA, UMTC
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Dear NWSMTA members,
I wanted to share with you a book giving an interesting point of view on teaching/mentoring. 10 to 25: The Science of Motivating Young People written by David Yeager.
What motivates your students? According to David Yeager, if a young person is criticized for their work, especially if they are high achievers, they are more apt to be devastated by the criticism. They go from a species that loves learning, to a species that cannot tolerate the effort that is needed to succeed in moving to the next step forward in their life. If instead, that same person is critiqued with the statement, “I believe in your ability to make this piece come alive.” And if it is followed by the changes needed to improve, the student would realize that a person they respect sees their potential for an even better performance. That would likely lead to more enthusiasm for taking on a more difficult task.
Carol Dweck, a teacher of Peter Jeager, was the originator of the “Growth Mindset Belief.” Studies have been done that show students can go on to create greater growth from their struggles and failures, than from their achievements. Those who are used to success will see struggling or a failure as something to hide. Instead of getting help to improve, they will hide their struggles from the very people who could help them through the challenge.
The “Mentor’s Dilemma” refers to the decision of the mentor, to 1.) attempt not to make the student’s life more difficult by giving challenging criticism, but rather, allowing them to feel good about their present level, 2.) being honest about what is needed to improve and hope they will do something about it, or 3.) state your belief the student possesses the ability to improve themselves to the point they can move past this struggle.
A better way to be a motivator is to say, “I am giving you this information because I have high standards and I think you can meet them.” You want them to be able to imagine a new story. Mentors could share stories of their challenges and how they managed to move beyond them. Young people need to learn that the discomfort of being challenged by the stress of a poor performance is not a sign of lack of ability, just a need for improvement. The stories can help students go forward and see examples of it happening around them, if they know it exists.
The brain is like a muscle that can grow and get stronger. Change is possible during challenging struggles. The signs of stress someone experiences, are often thought of as something that will work against you. We can think differently about the stress we feel. Instead of thinking of your heart racing and hands getting sweaty, you can realize this is a sign you are doing something important to you. You are about to embark on a stronger performance. This is based on the belief that stress may be a positive enhancement. You take the stress and turn it into a resource.
We have heard of the “compliment sandwich” as a positive way to encourage students. You give them a compliment, “Your steady tempo was very soothing. Be careful to lift your pedal for each new harmony, so we can hear it change colors. I thought your dynamic contrast reminded me of two very different friends.” In fact, this is a suggestion for how to encourage students when judging for AIM. In this case, you have only moments to react to the performance, and likely no further contact with the student. If the teacher/mentor goes over the comments and helps the student frame them so the student comes to realize the “judge” felt they had the ability to go to a higher level in their performance. Then the teacher becomes a mentor for further growth. A mentor has an opportunity to encourage students to see struggles or failure as an opportunity to move past their present limitations.
Adolescence is a time for students to build a future where they will be valued. If students are motivated to be of value to others, they will have a healthy, positive view of themselves.
Deborah Lynch
Newsletter Editor
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Northwest Suburban Music Teachers Association | https://www.nwsmta.org | | | | |