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Here is a list of available workshops that can be requested for your district, county, organization, etc. Please complete the below request form to book a scheduled workshop.

Behavior Strategies: Approaches & Techniques for All Students in Musical Environments

Students can sometimes display behaviors in the music classroom which can prevent high-quality musical instruction from taking place. Nevertheless, strategies can be incorporated individually, and for the music class, to allow higher chances of student success. This session will look at behavior as a mode of communication, and focus on specific types of tools and strategies that can be utilized for students to replace targeted behaviors. In addition, we will discuss how we can use music as a vehicle to teach independent skills, regulation of energy, and provide replacement strategies.

Behavioral Strategies_ Approaches & Techniques for All Students in Musical

Making Connections: Using Music to Enhance Lifelong Learning

for All Students

Music and repertoire can be used as a vehicle to help develop lifelong learning for all students. Music can be used to enhance such aspects as self-esteem, confidence, friendship, language development, social skills, turn-taking, working together, and developing independence. Through the use of diverse, representative, and authentic musical examples, all students have the opportunity to develop lifelong learning that will impact them outside of the music classroom as well.

Music for All: Engaging All Learners in the Accessible Music Classroom

The music classroom can easily be an environment that provides multiple ways for all students to have access to high-quality music-making. While focusing on engaging students who have higher support needs, the same strategies can be used to enhance learning for everyone at the same time. By incorporating Universal Design for Learning (UDL), task analysis, assistive technology, multisensory learning, and a strength-based model - participants will see how ALL students can find success musically. Examples will include: music literacy, singing, and developing independence and lifelong learning.

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Orchestra for All_ Adapting the String Program for a Diverse Range of Learners.jpg

Orchestra for All: Adapting the String Program for a

Diverse Range of Learners

String orchestra is a vital part of a solid music education experience, and all students should have the opportunity to participate in a string orchestra. Nevertheless, specific adaptations are needed to provide an accessible and meaningful experience for students with diverse needs. In this session, you will see basic accommodations for students and instruments, adaptations to music literacy using color-coding, movement, and visual manipulations, and how language development/social skills/self-esteem/critical thinking can be enhanced through music-making. This session will be applicable to all types of instrumental ensembles.

The Neurodiverse Music Classroom: Using the Strengths of

All Students in the Music Classroom

The neurodiverse-focused music educator recognizes that ALL students learn differently, and that the music classroom should be tailored around the individual strengths of each student. This session will focus on how to recognize each student’s strength, and create an inclusive music classroom full of a sense of belonging for ALL. Such examples include strength awareness, Universal Design for Learning (UDL), and creating environmental modifications.

The Neurodiverse Music Classroom_ Using the Strengths of All Students in Various Learning
Using Music to Facilitate Language, Communication, & Social Skills.jpg

Using Music to Facilitate Language, Communication, &

Social Skills for All

The music classroom is the perfect place to develop language, communication, and social skills for all students. Through singing, multisensory learning, Universal Design for Learning (UDL), assistive technology, and the use of scripts - all students can benefit and further enhance lifelong learning which they can generalize into their own lives and communities. This session will be applicable to elementary and secondary musical settings - including general music classrooms, performing ensembles, and music studios.

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