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An innovative leader in music education pioneers fresh perspectives within their community, advocating for inclusive access to music learning and championing hands-on creative development. They build bridges between diverse musical practices, guiding others with a hospitable and visionary approach to foster generativety and equity in the field.
Eastman Educator's Wind Ensemble Networking: the value of professional collaboration
I am a member of the Eastman Educator's Wind Ensemble. This group offers me the opportunity to engage with my music educator peers— I am able to be at the forefront of thinking in my music community. This outlet allows me to take the initiative to talk to my peers, and others in the profession about issues that affect access and opportunity in learning music. Through discussion, I have learned of many new, innovative techniques and projects to include in my own classroom. For example, this ensemble had the opportunity to work with composers virtually and ask questions about their pieces we were playing. I would like to use this technique in my future classroom. This ensemble consists of over 80 music educators within the Rochester region.
Case Study of Lisa: examining the question, who are we teaching?
This research would allow an educator to be an innovative leader. The research conducted allows for an educator to question– how am I able to guide / build bridges with my students, parents, and administrators? Lisa was able to express how music plays a role in her life which can be used as a tool to teach her in a “minds-on and hands-on” fashion through utilizing music. By exploring the way music impacts all students, it can be used to create individualized lessons that focus on building vibrancy and generativity within the classroom– the educator is able to create a hospitable classroom.
Harmony in Diversity: Leading with Multicultural Music
As an innovative leader, I value picking multicultural music because it showcases my commitment to cultural awareness and competence within the classroom and beyond. By incorporating diverse musical traditions into my ensemble's repertoire, I broaden my own horizons while also setting an example for others to follow– it’s about leading by example and encouraging inclusivity in the musical community. This practice enriches the experiences of my audience and fellow musicians which fosters a deeper understanding and appreciation for the variety of musical expressions that exist globally.
Widening the Net: Conceptualizing Music from a World Perspective
An innovative leader builds bridges between diverse musical practices, guiding others with a hospitable and visionary approach to foster generativity and equity in the field. This reading falls into this category as it promotes educators finding musical opportunities such as attending concerts, joining community music groups, and taking continuing education courses such as master classes or workshops to fill gaps in their western-music-based collegiate education. The author recommends teachers incorporate diverse music / traditions / styles into their curriculum and repertoire. Additionally, she recommends educators encourage their students to engage in their own cultural music and traditions. By embracing diversity, teachers are able to promote human-centered learning. Therefore, educators are actively broadening their musical expertise and cultural competence, embracing and adapting to diverse musical practices and contexts.
Pioneering Equity and Creativity: Curating an Inclusive Wind Band Repertoire
Through the completion of my "TopTen Wind Band Repertoire" assignment, I demonstrated innovative leadership by creating a list of Grade 3, 4, and 5 pieces that reflect inclusive, community-centered values. I used class discussions and readings to ensure I prioritized diverse composers and genres, providing a platform for artists who lack representation, while also considering factors such as student ability, instrumentation, and price.
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