September 12, 2020
Andrea Donahoe has taught music and movement to preschool through junior high students for the past 13 years. She is currently teaching elementary music at Head-Royce School in Oakland, CA. She earned her BA in music education at Augustana College in Rock Island, IL, Orff Certification at the San Francisco International Orff Course, and now is on the faculty at SFIOC. She is the Vice President of the Northern California American Orff-Schulwerk Chapter and has presented Orff workshops and sessions at the local, state and national level.
This year is going to require some careful creativity! Andrea will lead activities that will work in different scenarios: in-person with social distancing and safety in mind, online synchronously, or online asynchronously. She will address modifications or adaptations in addition to moving and making music together.
Thom Borden has a B.S. in Music Education and a M.A. in Education with a concentration in Curriculum and Instruction focused in Reading. He completed Orff Levels at UNLV and an Orff Master Level at the University of Memphis under Jos Wytac. Advanced studies include music and movement in Paris as well as Kodaly training and certification through CSU with Sr. Lorna Zemke. He is the founder and president of the Las Vegas Urban Chapter of Kodaly Educators and past-president of the Greater Chicago Orff Chapter. Thom has presented at numerous AOSA and OAKE Conferences. He has presented in Australia, Canada, and China and presents at Orff and Kodaly chapters across the United States each year. Currently teaching PreK-5 in Vegas, Thom served as the Vice President of the Early Childhood Music and Movement Association and was chair of the AOSA Diversity Committee. Thom has published Orff arrangements in the McGraw-Hill series, Spotlight on Music and Music Studio and has published materials on using manipulatives in the music classroom and using children’s literature to address music concepts and skills. His most recent publications include FILE FOLDER FUN! Interactive Singing Games.
Virtual Participatory Storytelling
Thom will take the listener into the world of storytelling both aurally and vocally. Join the group as we travel from Tondo to the city for the great wedding of the civet cat and his friends. What wonders await them…what joys will they find…what consequences will they pay? We explore the idea of virtual storytelling through the story with follow-up discussion as to tips and tricks to engage students in the digital platform.
Charissa Duncanson has taught K-5th grade general music in the Metro Detroit Area for six years. Born and raised in Michigan, Charissa began her musical journey in elementary school. Throughout her childhood Charissa participated in choirs, bands, and theatre within her community and schools. She earned a Bachelor of Music in Vocal Education from Wayne State University and currently teaches at McDonald Elementary School in Dearborn. As a professional, Charissa has performed and presented throughout the Metro Detroit Area ranging from state conferences to local PD workshops. Being an avid advocate for music education, Ms. Duncanson has served on multiple boards for music education associations. In her spare time Charissa loves to craft, sew, and go on walks with her husband and dog, Maizey.
Create Mirrors, Windows, and Sliding Glass Doors through Literature in the Music Classroom
You’ll hear and understand the differences between creating mirrors, windows, and sliding doors when Charissa takes you through children’s lit and uses this to encourage social and emotional learning through understanding. You’ll walk away with 4 book recommendations for your classroom written or illustrated by Black & Indigenous People/Persons of Color (BIPOC). You will also walk away with 4 lessons to teach musical concepts to go along with the book recommendations given.
“Teaching in the Affective Domain: SEL and comprehensive musicianship.”
For music educators, social emotional learning is a critical pathway to maintaining student engagement, providing outlets for students under stress or experiencing trauma, and motivating students to look beyond themselves and their environment to better understand others and the world. A comprehensive music education supports learning in the psychomotor, cognitive and affective domains. Rather than an add-on to the “curriculum”, affective outcomes can be transformational for students and teachers alike. This short session will encourage reflection and assist teachers with looking at current short and long term goals through the lens of the Comprehensive Musicianship through Performance model of teaching.
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9:30 Registration | Workshop 10am-1pm | CPDUs provided
$20 for members | $40 for non-members | Free for undergraduate students with ID
Annual membership $40 I Four workshops plus annual membership $90
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