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First, two reminders!
1) This Monday, 9:45 AM, November 17, we have our monthly meeting. It will be at the Countryside Church on Smith Road in Palatine, the Choir Rehearsal Room. Our presenter is Janna Williamson. The presentation: Taking off the training Wheels: General Overview of Intermediate Teaching.
2) December 1 is the start date to apply for an early career professional development grant for 2026. With the MTNA National Conference coming up in March in Chicago, it’s a great time to apply for professional development funds.
Account of the ISMTA Conference, 2025
Respectfully submitted by Lois Veenhoven Guderian, President, NWSMTA
ISMTA Conference Location and Site
The ISMTA State Conference took place on Friday and Saturday, November 7 and 8 at Blackburn College in Carlinville, southern Illinois. Carlinville is about an hour’s drive from St Louis, Missouri. The weather, fall colors and wide-open barren cornfields were lovely and an interesting change from our normal scenes as seen from our cars. Blackburn College is a small institution where student-centered learning and learning from experience are the focus. Students learn hands-on skills for life and hands-on skills in their chosen field and are provided with opportunities to apply them. For example, students in the music department have input into what courses will be included in the curriculum the following year. Music students who are pursuing degrees in music can also choose a focus in entrepreneurship and marketing. These students are given the opportunity to engage in real-life learning by spearheading the marketing of various music department events. All departments on campus practice learning from experience. Some former Blackburn College students even built some of the buildings on campus. This year, many students helped in the running of the conference. Instead of the usual faculty recital that is presented by the hosting higher education institution’s faculty at the state conference, the students, a community choir affiliated with Blackburn College along with Blackburn faculty members presented a concert. The concert featured arrangements of American songs and composers and student original work.
Concert Artist Petronel Malan
The conference artist was Petronel Malan who performed an interesting program that included two Sonatas by Domenico Scarlatti, Beethoven’s Sonata in C-sharp minor, Op.27 three piano pieces by Florence Price, and Vladimir Horowitz’s arrangement of Liszt’s Hungarian Rhapsody No 13. Petronel performed the Liszt with tremendous strength and mastery. She also performed two encores. It was enjoyable to have Petronel at the conference because she participated in other events such as our awards dinner Friday night and, in addition to holding a Piano Masterclass, she gave a presentation on Theodor Leschetizky the famous piano teacher of the 19th century. Theodor Leschetizky was a student of Carl Czerny who was one of Beethoven’s students. Among other celebrated pianists of the 19th and 20th centuries who were taught by Leschetizky, Leschetizky was the teacher of Artur Schnabel, Ossip Gabrilowitsch, and Ignacy Paderewski. Petronel had put together a “pianists’ family tree of teachers.” It was very interesting to trace the teacher -student ancestry since so many of the trees led back to Leschetizky. Another interesting item about Leschetizky is that he was a close friend of Brahms. The two went on holiday together each summer.
Before performing Beethoven’s Sonata in C-sharp minor, Op.27, something Petronel said reminded me of how useful it is to remember that Mozart was a composer of opera when teaching and performing his piano sonatas. The themes Mozart provides under the framework of sonata-allegro form sound like a mini-opera. Petronel mentioned that Beethoven studied Mozart’s scores, including some of his operatic scores like Don Giovanni. As is the case when one is listening to the Mozart sonatas, when one is aware of Beethoven’s connection to opera, ones listening to and/or playing experience of Beethoven’s Sonata in C# minor can be quite different than when listening to it as absolute music composed according to the instrumental music forms of the day. She told us to be aware of Beethoven’s connection to Mozart’s operas as we listened to her performance of the sonata. During her performance of the sonata, I found her comment to be accurate. I did have a different listening experience with the famous sonata. Overall, it was enjoyable to have a conference artist who was very accessible for conversations, and when she was not performing, delivering a masterclass or presenting, blended into the activities of the conference like one of us. I recommend that you Google her impressive life and career and enjoy listening to some of her recordings that are online.
Session Notes and Highlights
Per one hour block of time, there were two session choices or one session choice that everyone attended.
Here is the line-up of the sessions I attended with some points that I hope you find useful.
Friday Sessions
Beyond the Notes: Unlocking Musical Mastery through Intelligent Phrasing and Voice Awareness – Lynette Zelis
Lynette provided the attendees with strategies for training students’ ears to hear and subsequently play the inner voices in music. The strategies also help students to move beyond mechanical repetition in their practicing habits. A few of her strategies noted here.
Strategies: 1) Have students play the melodic and harmonic skeleton of a piece 2) have students tap the rhythm of the piece including the rhythms per each hand before trying to sight read and practice the piece 3) clap the rhythm while the teacher plays the piece 4) sing the phrasing the way the teacher plays the phrasing 5) sing inner voices while the teacher plays the piece 6) sing the part played by the right hand while playing the left hand and vice versa 7) start at the end of the piece and back up the practicing (This works well for adult learners to take the pressure of playing or performing in front of the teacher or others. 8) Block the harmonies in pieces that have Alberti bass and play the melody with the blocked chords. Do this also in duet form with the teacher. Student plays block chords while the teacher plays or sings the melody, then switch. 9) Have students find changes in hand positions by rapidly practicing the jump between the positions. For example, practice the jump between the Tonic and Dominant hand positions that are back-to-back in J.S. Bach’s A section of the Musette in D Major.10) sing melodies and inner voices while teacher plays the piece. 11) For rhythmic clarity and correctness, right from the start, play question and answer phrasing game with the teacher. Teacher plays a phrase and student plays the answer in steady tempo and with correct rhythm
Sessions 2a – our own member Kathlyn Sbarboro held the Group Piano Forum session on Ideas for Studios with One Piano or Multiple Pianos
Sessions 2b
Exploring the Intersection of Pop and Concert Culture: Radiohead Songs for Solo Piano, Yuko Kato
Yuko Kato provided attendees with historical context and the evolution of the English alternative rock group, Radiohead and how the unique sonic sound of the group led to the piano transcriptions written by Christopher O’Reilly (former host of the radio program From the Top). Yuko performed two of the beautiful and difficult transcriptions of songs from albums. The pieces are available directly from the arranger – Chris O’Reilly.
Aim Forum (AIM Smorgasbord) hosted by our member, Jennifer Cohen, and Debbie Gilette.
The ISMTA AIM Committee members provided us with an update on the AIM revision process and more good news about AIM for piano. Please see below for a shortened version of the handout they provided. The dedicated Aim Committee meets on a weekly basis!
“A piece-by-piece assessment has been underway. Results:
· Many pieces have been moved to a higher level
· The committee took time to assess the upper-level pieces – differentiating between level 12 and level 12H
· After publication, there will be a transitional year where both years are accepted
· The tight, cohesive committee has worked together to insure consistency across levels.
· The focus of the current revision is on Repertoire and Technique
· New music from the past 10+ years has been added.
Revisions/Work Completed as of October 25
· Piece-by-piece assessment complete
· Creation of a new Collections page for Level 11
· Now allowing for overlap composers whose dates span multiple periods
What is still left to do?
· Add new pieces, including those by Stephanie Meyers and suggested by members
· Add Edit/Collections Pages
· Review and add committee-approved self-published music.
· Refresh the format of Repertoire Lists”
After the AIM Smorgasbord, Jennifer Cohen presented on the Sproutbeat program
www.spoutbeat.com.
Sproutbeat is a web app with 3900 + music theory and interactive games and worksheets teachers can assign and complete with their students. Many support the aims of AIM!
Visit Sproutbeat for more information.
Session 4
Wired differently: Teaching Strategies in Music for Supporting Neurodiversity
Kozue Pepper
This session reinforced information I have gained from many professional development sessions on neurodiversity in the past. From a first point in understanding that human brains function in diverse ways, it can be helpful to educators and their students to be aware of the kinds of variations in neurological development that exist in the human population. This can lead to understanding in how to make the learning environment an environment that supports neurodiverse students’ successful learning. While no two individuals learn in exactly the same way, for students who have been evaluated as having one or more of the common forms of neurodiversity, educators can become aware of educational practices that might benefit a student.
Through research and science, society is continuing to learn more and more about individuals who identify with neurodiversity, i.e. those whose think in ways that are different to individuals who identify with being neurotypical. A relatively new mindset and term for neurodiversity is “superpower.” To think, see, hear and respond to things differently than the majority of individuals is a superpower – and society needs these superpowers. To confirm that idea, for starters, one need only think about some of the notable neurodivergent people in world history: Einstein, Mozart, Bill Gates, Emma Watson and so on.
In support of neurodiverse students, Kozue reminded us to keep things simple and organized in our studios. She provided some excellent suggestions for keeping the teaching and learning environment simple.
· When possible, depend on natural lighting or use a soft light
· Keep the furniture in the room to a minimum
· Choose neutral colors when selecting wall color and decorations
· Choose simple decorations however art is often a preferred form of decoration
· Eliminate clutter
· Make sure bookshelves are organized
Kozue also reminded us that words matter. Although encouraging, affirmative language is good for most students, it is essential for neurodiverse students. Additional supports for many students who demonstrate neurodiversity include establishing a practice plan and consistency in lesson routine.
The language continues to change in how to term or describe neurodiversity. For example, instead of using the word “disorder” to describe individuals with autism, use terms like, “high functioning” and “low functioning.” If not sure how individuals want to be called, ask the parents or the student. Do the same for students who are ADHD and dyslexic.
Session 5
Practice, Practice, Practice: Maximizing Practice Efficiency
Anthony Gray anthony.gray@siu.edu
Anthony Gray provided an excellent session on maximizing practice time. Besides providing a very organized review of practice strategies, Anthony included research on why various strategies matter. Recent research argues that hours of practice, for example, 3 hours of practice that are separated into 40-minute to on-hour segments are more effective than 3 hours of continuous practice with no break. He promotes explaining to students how to practice rather than simply telling them to practice. In other words, make sure students understand how and why to apply practice strategies before they leave the lesson. Key words that have bearing on students’ successful practice are “consistency, intensely focused, targeting and edge.” The term “edge,” in this context, means “ targeting the weaknesses that lie at the edge of a student’s ability.” Students learn more when learning tasks are on the edge of their current ability: not too hard and not to easy.
4:30-5:50: Conference Artist Recital – Petronel Malan
(described earlier)
Evening: ISMTA Banquet and Gala where the Chapter Members of the Year and ISMTA Member of the Year were honored.
NWSMTA Member of the Year: Marcia Rudin
ISMTA Teacher of the Year: Mary Beth Molenaar
Saturday sessions included the Local Association and Independent Teachers Meeting
It was interesting to hear about what other groups are doing to face the challenges of private teaching and the challenges of local associations that support the profession. Ideas from other groups that might be worth discussion at a local NWSMTA meeting: 1. Alternate monthly meetings that include presentations with monthly meetings that include a roundtable discussion by members. 2. At the beginning of monthly meetings, provide members with an opportunity to give a 5-minute presentation on their current work and/or research. 3. Every other month have a Zoom meeting instead of a face-to-face meeting. 4.) Make more use of local association teachers as resources for presentations.
In my written report to the state I included information on our NWSMTA new initiatives and the results of our fall events. As was the case for all local associations, this NWSMTA information was shared with the local association presidents and other attendees at the meeting. Highlights from the local association reports were shared with the attendees by Vice-President of ISMTA Local Associations, Cynthia Papierniak. The fall and spring local association reports are filed with the ISMTA state organization.
Saturday Session: Workshop Your Website
At 9:00 A.M. I attended an interesting session called Workshop Your Website: A Marketing Masterclass by Nicole Douglas. If you need help with your website, contact Nicole. She is a marketing professional and in our general area. She is part of the Fox Valley group.
Saturday Masterclass
At 10:00 I attended the Masterclass conducted by the conference artist, Petronel Malan. It is always inspiring to hear young people play who have worked so hard and accomplished so much by this point in life, and always interesting to hear the comments made objectively by a guest educator-performer.
Saturday Concert After the masterclass, Blackburn College presented the aforementioned concert of primarily American choral works performed by the Blackburn Choir, the Community Choir, and student song writers.
2:00 Session: An Open Conversation about Staying Vital.
After lunch I attended the session An Open Conversation about Staying Vital. The session was in panel form and organized by Dr. Joseph Welsh, Head of the Music Department at Blackburn College. Dr. Welsh, two students and a community member describe the journey of the Blackburn College Music Department from the pending elimination to the student-centered thriving model currently in place that features degrees in music and music entrepreneurship. More background on Blackburn was included in the opening paragraph.
3:00 Session Emerging Technology: Motion Capture for Enhanced Learning and Accessibility
Northwestern University provided a short session on their current, fascinating research and experimentation in Motion Capture for Enhanced Learning and Accessibility that is taking place in their piano lab. Presented by Karan-Kan Walsh and Larn Wong. Hopefully, with Northwestern so close by, we will have an opportunity in the future to hear and see more about this research.
The last session of the day was Petronel Malan’s session on Leschetizky described in the beginning of this article.
As always is the case at conferences, during lunch and dinner times it was a joy to spend time together with colleagues and kindred spirits from our own area and around the state.
Lois Veenhoven Guderian, PhD, NWSMTA President
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