Lab 8 Pre-Work: Relationship Building
In this workshop, participants will explore socio-cultural identity, systemic oppression, intersectionality, and microaggressions. We will reflect on our own experiences, the identities of our students, and how to embody cultural humility.
WATCH:
Watch author Richard Lerner explain The 5 Cʼs of Positive Youth Development (2:39)
READ:
After watching the video and reading the chapter focused on positive youth development, identify and be ready to share out classroom practices outlined in these chapters that support each of the 6 Cʼs: competence, confidence, connection, caring, character and contribution.
Monday, May 12, 11am - 1pm ET
https://us06web.zoom.us/j/82975540594?pwd=ve7Cm8eGKGdZeD7MbF6SSbaLqABs5F.1
Meeting ID: 829 7554 0594
Passcode: 017522
Tuesday, May 13, 8 - 10pm ET
https://us06web.zoom.us/j/86468365633?pwd=ubZVWEtiQvcSa9ZiPpBBqHosZj4Vc2.1
Meeting ID: 864 6836 5633
Passcode: 863278
Dr. Lorrie Heagy
Founder of Juneau Alaska Music Matters & K-5 Music Teacher
Online Master of Music in Music Education Faculty, Longy School of Music
Lorrie Heagy, Ph.D., has been involved in the advancement of music education for social change in public schools, Sistema-inspired programs and the university system for over twenty years. As a K-5 music teacher at Sítʼ Eetí Shaanáx̱ Glacier Valley Elementary School in Juneau, Alaska, Lorrie works closely with the community to fund and provide access to quality arts and music experiences for every student. After completing a Sistema Fellowship at the New England Conservatory in 2010, Lorrie created Juneau Alaska Music Matters (JAMM), an El Sistema-inspired program serving over 500 students in the Juneau School District. Lorrie provides teacher training across the U.S. in positive youth development, brain-based learning and student engagement and served as the 2011 Alaska Teacher of the Year.
Lorrie holds a PhD in Education with a concentration in Learning, Instruction and Innovation from Walden University and an honorary doctorate in Education from the University of Alaska Southeast. She also holds three masterʼs degrees in elementary, music and library education and traveled to the UK in 2019 as a Fulbright Distinguished Awardee in Teaching where she researched music pedagogies that support student identity, agency, creativity and well-being. She holds both a Waldorf and English as a Second Language teaching certificate.
As an Alaskan K-12 educator and adjunct professor, culturally responsive-sustaining education has been an integral part of Lorrieʼs teaching standards for decades and increasingly so as the Juneau community strives to revitalize the Lingít language and culture. In 2014, she was adopted into the Kiks.adi (Frog) clan for her work with music and native Alaskan children and is carried by the name, Gax.áansán. With roughly 40 fluent native speakers left worldwide, Lorrie has been studying and integrating Lingít language and culture into her classroom. In 2020 she completed 50 hours of culturally sustaining pedagogy through Sealaska Heritage Foundation and a year-long national professional learning community with Zaretta Hammond, Culturally Responsive Education by Design. For the 2021-2022 school year, Lorrie is honored to team with native and arts organizations, university faculty, and school district to launch Haa Tóo Yéi Yatee, which will teach violin to all kindergarten and 1st grade students at Sítʼ Eetí Shaanáx̱ Glacier Valley through the medium of the Lingít language and a place-based curriculum.
Implementation of strategies (In inward exploration)
1) Visible Thinking Routines
https://pz.harvard.edu/thinking-routines
According to Project Zero, "A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support student thinking." We used the 10x2 Looking/Listening Routine to scaffold our thinking about a piece of music and a photo.
Explore the Project Zero Visible Thinking Routines Toolbox and choose a routine that you will integrate into an upcoming music lesson.
You can filter by "Subject" to locate Visible Thinking Routines that lend themselves to Music. Explain how you would integrate this visible routine into one of your music lessons to support student thinking.
2) Applying the Seven Steps of Interactive Modeling
Responsive Classroom Steps of Interactive Modeling
What is a social skill, routine, or procedure that you use often and want your students to do in a specific way? Choose one and integrate the 7 Steps of Interactive Modeling to teach it to your students.
Group 1 w/ Ana Maria & Ariel: Mon, MAY 19th, 11am-1pm ET (8-10a PT/10a-12p CT)
Group 2 w/ Macky & Gloria: Mon, MAY 19th, 8:00pm-10:00pm ET (5-7p PT / 7-9p CT)
Group 3 w/ Kevin & Westley: Tues, MAY 20th, 8:00pm-10:00pm ET (5-7p PT / 7-9p CT)
Group 4 w/ Carey & Joe: Wed, MAY 21st, 11am-1pm ET (8-10a PT/10a-12p CT)
As we conclude Lab 8, you're encouraged to journal and reflect on some or all of the following prompts:
What big takeaway did you gain from the presentation? Do you have any questions concerning its application to your teaching situation? Have you tried implementing it and if so, how did it go?
Reflecting on Lernerʼs 6 Cʼs of Positive Youth Development, which of the 6Cʼs are evident in your classroom, which ones need more attention and what ideas do you have to help strengthen them?
What story or place-based imagery could you integrate into your lesson to help make an abstract concept or technique more relevant to your students so that they have a relationship with it?
What ways do you help build relationship in your classroom? Consider not only the relationship between you and your students, but also about building relationships between your students and repertoire, content & skills and the way in which you teach.
Lecture Recording
Passcode: Ns42gEe%