The Polo Clad Students

Derek became an acclaimed concert pianist by the age of 10. His longtime piano teacher, Adam Ockelford, explains his student’s unique relationship to music. Adam encouraged his obvious musical interest and ability, although it was obviously natural. Adam gave him lesson as child understanding

Tanner started his freshman year playing in the second best orchestra of three in his school. Here, he excelled musically and made new friends with upperclassmen. By January, one of Tanner’s older friends had convinced him to join choir, so he decided to audition for the upcoming year. As a sophomore, Tanner sang bass in the top choir, even though he did not have any prior singing experience. The same year, he also auditioned into Symphonic Orchestra, the top orchestra of his school. While he was in both the top orchestra and choir, he started student conducting for the lower orchestras and choirs. By senior year, Tanner’s schedule was almost completely filled with music classes. Consequently, Tanner grew extremely close to his high school ensemble directors. It got the point where he could casually call his Symphonic Orchestra director “mom.” This inspired Tanner to make it a goal for himself to form strong relationships with his future students. Through his experiences conducting his high school orchestras, and choir, Tanner found that he really enjoyed teaching music and decided to study music

Imagine a third grader, small and blonde, standing on a stage that practically swallows her. She gazes in awe at the bright lights that seem to tower miles above her head; likewise, she follows with a stare, fixating on the hundreds of darkened faces that remain directly in front of her. Unlike her classmates who fidget with nerves beside her, she feels a rush of adrenaline. What may have seemed to some an ordinary choir concert in a dull auditorium, was, to me, a life changing moment. Ever since this day, for 9 years now, I have had an unwavering passion for music and performing. As I aged, I found myself excitedly learning how to play 7 new instruments, but even considering the vast number of bands, orchestras, choirs, and instrumental lessons that I joined, I noticed myself

Andruska is also a professional vocalist that performs in various classical music settings. She is a cantor at several churches, and sings in various choirs throughout the community. When meeting with Mrs. Andruska in our pre-conference, it became clear that she prides herself on providing highly effective instruction for all of her students. She describes her teaching style as being diverse, given that she incorporates many different general music education methodologies into her teaching. She is Orff and Kodaly certified and works with students in our autism program (CAPS), special education programs, and general K-5 education

An experienced educator, Dwight Asberry holds a bachelor of arts in behavioral science from National University in La Jolla, California. He has also undertaken significant undergraduate studies in music education at Pasadena City College and California State University Dominguez Hills in Pasadena. Dwight Asberry earned his teaching credentials in K-12 music in 2004 and has since completed graduate training in music research at Adam State University and music technology at both Southern Oregon University and Seattle Pacific University. He is currently pursuing a master of arts in e-learning at Concordia University in Portland, Oregon.

In pages 55-60 of Green’s book, On Teaching Band: Notes from Eddie Green, the author discusses the successful introduction of playing instruments to students at the approximate age of 11-13 years. He offers techniques to maintain student engagement when beginning to teach instrument-playing. Green states that he prefers to keep a neat classroom to encourage students to be equally organized. He also determines the physical needs of the classroom, including wire stands and playable instruments for each student, stating that he prefers the students receive their instruments at school.

Sam Ortega, a junior here at Chino Hills High School, is a kind and hardworking student. While most kids feel uncertain about what they want from their future, Sam has a clear idea of where he sees himself and is working towards those goals even at sixteen years old. Being involved in activities on campus mirror his future goals. His role of co-Art Director of LGBT+ Club is preparing him to one-day work at an LGBT+ Youth Center, where he hopes to empower and protect LGBT+ youth. Sam is also a part of our world record holding Drumline, and over the years he has grown so much as a percussionist. He began Drumline in 8th grade, playing bells. He went on to play auxiliary as a sophomore, and timpani this year. Sam's love for music drives him, even

On Saturday, I had the chance to attend the recital of Antonio “Nio” Ajero at the Cole Concert Hall on campus. It was an interesting and unforgettable experience, Nio, is a young boy with impeccable talent. I didn’t really know what to expect when I decided to attend the event since I had never even been to a piano recital for anyone, especially not one for a child. As the Hall began to fill, the lights dimmed and Nio, greeted the audience with a bow, his father was also there. When he started playing it was a harmonious feeling that filled the air, he played with such emotion. He seemed to become one with the piano, they seemed to morph into one soul. At this point in the show I was already in shock that a child could play the piano that well

Across the United States many elementary school music classrooms are filled with simple and popular tunes such as Hot Cross Buns and The Ode to Joy, played on the recorder, while high school students may be playing collegiate or professional pieces of music such as Armenian Dances and Carmen Suites. I have been very fortunate to have gone on the journey of progressing through different music education programs within Fairfax County Public Schools. If I was never exposed to music while in elementary school I might not have ever found one of my greatest passions or been able to create such fond and unforgettable memories. While music education programs across the country appear large and strong, many schools are beginning to experience budget reductions. As a result, music is often the very first component of a school 's curriculum or programs to be cut or significantly reduced, but I believe this is not the right course of action. It is important to preserve and promote music education in public schools because of the proven cognitive, character,and academic benefits for students.

The first reason why The music he teaches reaches not only the students, but the people who come to hear the students and share in their experience. Even if you have never played an instrument or sang a song, once you spend time

In Mrs. Pollard’s room I witnessed several lessons that made me pay attention to the way they were addressing basic music competencies. For instance, there was one activity where Mrs. Pollard pretended to have a ‘mute button’ that she could press while the students were singing a song, at which point the kids would mouth

It is a pleasure to write to you in support of Ethan Javage’s application for acceptance into your college program. My first interaction with Ethan was as his elementary general music instructor. It was in those years that I became aware of his interest in music. It was later - as his Upper School music instructor - that I was reintroduced to Ethan’s musical interests and his proficiency as an instrumentalist. Since freshman year, he remains a valuable member of the music program at Woodlynde School.

When I was a little girl, my father, William Koehler, always seemed to take significant delight in teaching things to me. He always spoke to me about teaching from many different approaches and the importance of a complex understanding of subject matter. He also emphasized the satisfaction of the “lightbulb moment,” which he defined as the exact moment he could tell that his students (including myself) began to firmly grasp the concept he was teaching. To this day, Koehler, who is also an esteemed bassist, still loves to teach. His job as a tenured college professor allows him to enjoy his passion for teaching on a daily basis. William Koehler, a Professor of String Bass and Music Education at Illinois State University, truly loves his job because of its significant impact on society and because he finds teaching to be among the most joyful and fulfilling things in his life.

Education is among one of the most important aspects of life; providing knowledge to our younger generations to help them find themselves and succeed in life. Over the past years I have found a love for learning and a love for teaching other’s the knowledge I have required; enabling them to also pass this information and achieve the goal’s they have set out for themselves in life. I have specifically found a passion in music; classical, contemporary, practical and theoretical. Teaching has always been a passion of mine. I enjoy seeing the excitement and joy of a child or adult finding something they love and achieve the task they have set for themselves, whether it be a practical or theoretical step forward

Every semester, Dickinson College has a Noonday Concert series, in which Dickinson students perform musical pieces they have been working on for our community. The Noonday Concert on October 29, 2015 featured only a few performances that were all beautifully done. However, the one performance that truly left me in awe was Shucheng Yang’s rendition of Chopin’s Étude Op. 10, No. 9. Not only was Yang’s piece the only one of that concert that was not accompanied by a vocalist, but his work allowed me to truly use the skills I have learned in my music classes to develop a deeper appreciation of music. Yang’s demeanor as a pianist, his talent, and his attention to detail allowed him to transform Chopin’s piece into a piece all his own. I have a deep appreciation for Chopin, but I had never been able to see his pieces performed live before I came to Dickinson. The classes I have taken at Dickinson helped give me the language to interpret music, analyze performances, and finally understand why I am so passionate about this form of art.