When Vincent Vicchiariello began his transition to Director of Bands at Nutley High School in New Jersey in 2018, the program boomed. “We had our biggest [group] of 95 students in our marching band,” he says. “We were busting at the seams.”
Most music educators are adept at managing a heavy workload, but Michael Gamon, chair of the department of fine and creative arts at Harrisburg Academy in Wormleysburg, Pennsylvania, has mastered the art of juggling.
When V.R. Eaton High School in Haslet, Texas, opened its doors in 2015, director of percussion Matt Moore immediately started a percussion ensemble. In its inaugural year, the group of 11 went to the North Texas Percussion Festival and finished last.
In response to student demand, Highland High School in Illinois introduced an extracurricular show choir to its already multifaceted choral program that includes an a cappella group, madrigal singers, chamber singers, a traditional mixed choir and musical theater. The school switched out its jazz choir for the new ensemble in the spring 2018.
The junior high years can be an awkward period. That’s why promoting self-esteem and self-discovery have become major components of Lydia Cox’s goals as the chorus and digital music teacher at Crosby Middle School within the large district of Jefferson County Public Schools in Louisville, Kentucky.
“Band is family” rings true for many marching arts participants across the country. But making the cultural paradigm a reality rather than an empty platitude could take years of strategizing.
There is nothing quite like creating a role-playing game (RPG) for a multi-modal elementary violin classroom. I did it and saw dramatic improvements in student engagement and musical skills, and you can, too.
Performing everything from Tchaikovsky to Christina Perri, students at Orange Grove Elementary School in Anaheim, California, have a variety of opportunities to stretch their musical skills.
The Youth Chorus of Central Texas (YCCT) serves singers in grades 3 through 12 who do not have access to sequential musical instruction in their educational environment or who seek additional experiences not afforded them otherwise.
I created Swick’s Classroom, my YouTube channel, as a solution for a non-musical substitute during my four-week paternity leave in 2018.
For several years, I have taken the curriculum planning and classroom management approach of backward planning and modified it to a pedagogical approach for percussion students in grades 6 through 12 within the Wakeland High School cluster in Frisco, Texas.
At Lake Worth Community High School in Florida, Dr. Tiffany Cox finds a way to provide access to music for young musicians, no matter the challenge.
Claudia Taylor “Lady Bird” Johnson High School in San Antonio, Texas, opened in 2008 as the seventh comprehensive high school in the North East Independent School District (NEISD).
After two years of teaching elementary general music, I was ready for a change, so I applied to a music education master’s program and for more band jobs.
On May 26, 2021, the U.S. Department of Education released a Frequently Asked Questions (FAQ) on ESSER and GEER funds.
In less than three weeks, the Ralls County R-II School District in Center, Missouri, more than doubled its beginning band program.
Ever since I can remember, I have been writing music. I premiered my first real composition, entitled “The Mysterious Island,” when I was 8 years old.
