|
Dear JJ,
Greetings from the Oregon Music Education Association!!
The following email includes OMEA's May News.
| |
OMEA Spring Journal Released | |
The spring edition of the Oregon Music Educator, was released at the end of April. Please click here to access OMEA publications. Issuu will now archive all OMEA publications dating back to 1948. These older editions will be posted as access becomes available for scanning. | |
|
OMEA members - we would like your input to create a mission and vision statement for our organization, as well as begin to engage in strategic planning.
Now that we have a dynamic new website (thank you, Ben Lawson, for accomplishing this task!) these statements of purpose will be visible in a public space to hold us accountable and set a guiding vision for the work we do for all of you and your students.
Please complete this survey to give feedback on the direction of OMEA, in addition to our strengths and challenges. This survey will be open until May 10.
We appreciate your input!
Erika Lockwood, OMEA President-Elect
Laura Arthur, OMEA Advocacy Chair
| |
| 2A/1A | 3A | 4A | 5A | 6A | | Portland Christian | McLoughlin | La Grande | Canby | West Salem | | St. Stephen's Academy | Westside Christian | Estacada | McKay | Lake Oswego | | North Clackamas Christian | Sutherlin | St. Helens | Rex Putnam | South Salem | | Delphian | Douglas | Tillamook | Wilsonville | West Linn | | Veritas |
| Scappoose | Springfield | Grant | | |
OMEA/OSAA Solo and Chamber Contest | |
OMEA Conference 2024 Survey | | |
|
|
Oregon's ACDA Summer Workshop with be August 13th this year and will be hosted at Portland Community College's Sylvania campus. This will be a one-day event focused on reading sessions and pedagogical best-practices to prepare directors for the new school year.
Kathy Briggs
OMEA Choir Chair
kathy.briggs@smapdx.org
www.oracta.net
| |
This is a reminder that we have a full membership meeting on Sunday, May 19th at 6:00pm. The meeting link can be found on the OBDA Calendar of Events on the website (www.oregonbda.org). We would also appreciate you taking a look at the Membership Directory and commenting with updates to your information. This year, we have added a new column to the directory (Preferred Pronouns), please comment in the appropriate empty box next to your name with what you would like to be entered. Noelle Freshner and I will update that accordingly. Many new jobs have been added to the Job Postings page on the OBDA website; if you know of an opening not listed, then please submit the posting with the form on the website. Please let us know if you have any questions. Thank you.
Eben A. Fernando Heldreth
OBDA Secretary
ebenheldreth@gmail.com
| |
OMEA Diversity, Equity, and Inclusion | |
|
We are the Oregon Music Educators Equity professional learning
community! If you have a brilliant resource, song, approach, or idea
that you want to share with other music educators, please share it
here. We will include your sharing in our monthly Equity newsletter. Please click here for this month's issue.
Thank you so much for those who participated in our affinity spaces at the
conference! We’d love to hear your feedback and ideas for what to improve for next year!
Cynthia Navarro
DEI Co-Chair
navarro16@gresham.k12.or.us
Amanda Sarles
DEI Co-Chair
asarles@siuslaw.k12.or.us
| |
 | |
What can you do, RIGHT NOW? Advocacy steps to take action today!
1. Make it local: Local Advocacy Action Plan
This resource is intended to aid music educators and music education supporters as they seek to improve the overall condition of a music program. Use the Local Advocacy Action Plan for pursuing new resources and opportunities which can improve a music educator’s ability to provide students with high quality music education experiences.
2. Educate yourself and decision makers around current challenges and talking points:
This two-page document from Arts Are Education is designed to help prepare advocates for meetings with school district or state decision makers. Whether virtually or in-person, this resource is also a great leave-behind that can clarify what communities must do to ensure quality arts education programs in their districts.
3. Contact your Oregon Legislators
Let them know about current successes in your school, district, or area and engage with them around your concerns that impact music education. Contact or visit your Oregon Legislators, or find your legislators based on your address HERE.
4. Engage with national advocacy resources
Find Resources at NAfME and the NAfME Advocacy Resource Center, or visit the Oregon Music Advocacy Website.
We all know that music is an essential part of our students’ academic and social-emotional learning. As the music education expert in your building and district, we strongly encourage you to reach out to your leadership, be involved, and advocate for your students, your music colleagues, and yourself. Remind your administrators that music is part of a well-rounded education, as defined at the federal level by the Every Student Succeeds Act.
Laura Arthur
OMEA Advocacy Chair
larthur@pps.net
· OMEA Advocacy Website
| |
Secondary General Music Chair Survey | |
|
For the last two years, OMEA has been exploring the possibility of adding a Secondary General Music Chair to the board. I am excited to announce that the position has been approved and that I am committed to fulfilling the role in the inaugural term. This role will serve middle and high school music teachers who are teaching anything other than band, orchestra, or choir – as well as elementary music teachers whose work lands outside of the traditional general music curriculum. Some examples include:
- World music ensembles such as mariachi or steel drum bands
- Popular music courses such as songwriting, class guitar, or rock band
- Digital music classes such as music production
- General music classes such as music survey, music theory, or dedicated special education classes.
I truly believe that these courses have an essential role in our K-12 schools as they serve a population who has traditionally been excluded from music education. If we are to build robust music education programs, these courses must run alongside traditional ensembles.
My own interest in this work has been building over the last two decades through professional development with World Music Drumming and Music Will as well as my own kids’ limited opportunities to explore the music they loved while enrolled in public schools. As the program coordinator for music education at Portland State, I have been part of modernizing our curriculum to decenter European music; provide coursework for future music educators in rock band, mariachi, and music production; and emphasize culturally responsive pedagogy in our music education program. I am excited to share my passion for broadening the options for students in our K-12 systems, for collaborating with our colleagues who are already doing the work, and supporting those who are curious about trying something new.
My goals in this role are:
- Collect Data: Who is already teaching these types of classes? What are they teaching? Who takes them? What kind of support is in place in terms of curriculum and budget?
- Build Connections: How can those who are teaching similar courses work together to problem solve and share best practices? Who is able to support emerging programs?
- Provide Professional Development: What can we add to our conference to celebrate the work already being done and support teachers interested in starting new courses? How can we partner with NAfME to build on the work they are doing in this area?
- Create a Toolkit: What do districts, schools, and teachers need to know to build new programs? How does current licensure through TSPC limit our options and how can that change?
There is a concern amongst some ensemble directors that adding alternate music courses will take students away from their programs, but the evidence around the country shows the opposite. Providing more options gets more kids involved in music and not only does not diminish the numbers in band, orchestra, or choir, but often brings more students into the ensembles.
My first step is to find out what is already happening in our state. Please take a few minutes to complete this questionnaire: Secondary General Music Survey.
Mari Schay
OMEA Secondary General Music Chair
mschay@pdx.edu
| |
 | |
A NAfME Town Hall on Artificial Intelligence (AI) and Music Education-What It Is and Why It Won't Replace You
"Nearly every day there is a new headline sharing positive attributes and potential risks associated with Artificial Intelligence. Regardless of how we may feel about technology changing society, the reality is that AI, specifically Generative AI, is here to stay and is impacting music classrooms throughout the world. Many possibilities exist for GenAI to enhance creativity and instructional practice, and music educators must ensure that such tools are used responsibly. NAfME is committed to exploring the benefits and appropriate use of GenAI in music education."-Scott R. Sheehan, NAfME President
Use of AI is accelerating at an unprecedented pace, with growing complexity, impacting every field and profession, and all levels and content areas of music education. Join NAfME elected leaders and members of NAfME's AI Task Force for an interactive town hall focused on AI and music education. Meet members of the AI Task Force and learn from their insights on AI and music education, what AI is, and why it won't replace you. Key questions include:
· What are some important frameworks for understanding AI during this time of unprecedented rapid change?
· How is AI impacting you now? How are you using it?
· What is your biggest concern about AI?
· What questions do you have about AI and its impact on music education?
· In your ideal scenario, what is your best hope for AI in music education?
This town hall will include a panel discussion, a short presentation on why AI won't replace you, and a breakout room discussion opportunity facilitated by AI Task Force Members. There will be breakout discussion sessions focused on AI and music education for different levels including higher education (and administration), collegiate, secondary school, and elementary school.
|  | |
|
A Tri-M Music Honor Society chapter opens up a world of opportunities for students who have already shown themselves to be academically capable and musically gifted. Through performance and community service, they’ll develop confidence, creativity, critical thinking, compassion, and a host of other leadership skills sure to serve them well in school and beyond.
Click here to join or renew your Tri-M membership!
All middle and high school teachers and students are invited to join Tri-M® advisors and students for this online National Tri-M® Rally Tuesday, March 26, at 8:00PM ET/5:00 PM PT! Share ideas, network, and learn how your chapter can make a difference in your community.
Register here!
| |
|
Follow OMEA on Instragram at "oregonmusiceducation."
You can also follow OMEA on Facebook by liking "Oregon Music Education Association."
OMEA social media is a great way to receive news and updates in real time!
| |
OMEA's 2023 - 2024 Sustaining Members | | |
Oregon Music Education Association
560 NE F ST STE A PMB 732
Grants Pass, OR 97526
541-291-1149
| |
| | | |
