Dear Collegiate Member,

Welcome back from what I hope was an amazing summer! In this issue, you will find a welcome back letter from Richard Sang, MENC Collegiate National Chair, and this month’s feature article, “What’s Your Learning Style?” by Eric Branscome. You’ll also learn about what’s going on around MENC, get news and announcements, and find interesting opportunities. Brand-new this year—Collegiate Specialty Items for sale! Check out the new lapel pin, ink pens, and fleece blankets designed with the collegiate student in mind.

As always, if you have comments, questions, or would like to share your chapter’s activities or recruitment strategies with us for publication in a future issue, e-mail Shauna Leavitt.

Greetings from Your National Chair

Dear Collegiate Members and Advisors,

As I begin my second year as National Collegiate Chair, I want to welcome you back from what I hope was a relaxing and productive summer. Fall is a time of new beginnings in our colleges and universities. A new crop of music educators will begin their first jobs, and a new group of promising future music educators will begin their journey through myriad programs for professional development.

Change is under way at MENC. June 2009 marked the first Music Education Week in Washington, DC. One new development that is certain for the coming year is MENC’s 2010 Biennial Music Educators National Conference in Anaheim, California in late March. We are in the process of including at least two days of workshops and sessions specifically for college students. It should be a wonderful event. Keep your eyes peeled for further announcements.

The future of music education in America lies with our college students.

Professionally yours,
Richard C. Sang
MENC Collegiate National Chair

What’s Your Learning Style?

By Eric Branscome



Eric Branscome received a bachelor of music degree from Stephen F. Austin State University, a master’s in music from Northwestern University, completed teacher certification at Dallas Baptist University, and is currently a doctoral candidate in music education at the University of North Texas. Branscome is the coordinator for music education at East Texas Baptist University, where he teaches courses in music education and instrumental music. In addition to his teaching duties, Branscome directs the annual Children's Concert Series, plays horn in the Marshall Symphony Orchestra, and is an active freelance musician in the East Texas area.

Every few weeks, the hallways of university music buildings are filled with moans of anguish from students who’ve just received the results of their recent music theory or music history exams. Even some of the most promising music students struggle in these classes. As future educators, do you study relentlessly in preparation for an exam, but within minutes of having completed the test, throw your hands up in desperation and declare, “I studied that, and studied that, and studied that, but I still missed it!?”

The issue is not that you’ve studied for hours, but how you studied. Buzzwords such as “diversified instruction,” “individual education plan,” and “modification” stress the importance of individual differences in the learning process. In 1979, W. Barbe and R. Swassing proposed that different types of students learn better via one of three different modalities or learning styles: visual, auditory, and kinesthetic. Although these labels may be common knowledge, do you know your learning style and how you process and store information? How can you apply these learning styles to the study of music history and theory?

First, the auditory, visual, and kinesthetic labels should be thought of as a spectrum rather than as separate categories. Most people possess some degree of each characteristic. Second, before applying this theory you need to identify your own learning style. Although published tests are available that indicate specific areas of learning strengths and weaknesses, reflecting on yourself as a student will provide an indication of your areas of strength. While taking a test, students with visual strength can close their eyes and see notes or a page in a textbook where a specific answer may be located. These students often use various colors of highlighters and create a scheme for highlighting their notes or texts (e.g, terms are in one color, dates in another, and names to know are in a third). Other students with auditory strength don’t need to take notes and may frustrate their instructors because they look like they aren’t paying attention. However, when taking a test, these students can replay course lectures in their heads and thereby recall answers without having read the text or their notes. Finally, kinesthetic learners have to tap their heads, snap their fingers, or perform some other type of movement during exams to recall facts or figures. As odd as it may sound, the physical motion of slapping the head may be enough to trigger the necessary recall.

Once you’ve identified your learning tendencies, you can apply a number of suggestions for improved efficiency in studying music history and theory. The following suggestions are based on my experience as a music educator and have been compiled through informal observations and anecdotal discussions with music students and colleagues.

Visual Learners—Study Suggestions

Visual learners can study in ways that accentuate their reliance on sight. They’re oftentimes encouraged to recopy their notes, to use a coded highlighter system such as the model previously discussed, and to use flash cards, diagrams, and charts. Visual students may get frustrated when faced with listening activities for music history exams. For these types of assignments, visually oriented students must find ways to create visual representations of auditory stimuli.

If you’re a visual learner, try creating a chart where the rows represent the listening selections required for a particular exam. Modify columns based on your needs, but consider the following: title and movement of selection, composer’s name, CD number and track, and related information discussed in class. You might want to reserve a column for musically transcribing a section of the melody or theme. Once the chart has been completed, print and use it as a study guide. Fold the chart to expose only one column or row at a time, and learn to recall the information in the hidden rows or columns. Try folding the chart to reveal the information for one listening selection, and study that information while listening to that piece. By the end of the study period, you should be able to print a blank template and fill in each blank as the related listening example is played.

Music History—Study Chart

A similar chart can be created for a broad-based review of music history. See the example below used to prepare for the music history portion of a teacher certification exam (Figure 1). In this chart, the rows represent the time periods of music history. Each column represents the desired information for each time period and typically includes major composers, titles of their significant works, major compositional or stylistic developments, genres, instruments that were developed or were commonly used, stylistic features, and other information about each time period. Folding the chart will reveal only one column and encourage you to visualize the hidden information.

A common study technique for music theory is to draw the piano keyboard on exams and homework assignments and use this to visualize chord structures, intervals, and melodic directions. Some educators may compare this suggestion to allowing elementary students to count on their fingers, arguing that if students can really count, they don’t need the fingers. Similarly, try to minimize, and eventually eliminate, the need to draw keyboards, using this method only for remedial work.

A similar diagram may be useful for chord analysis. Begin by determining the key signature of the analysis exercise. Then write the scale of that key in a stairstep fashion. Finally, create a triad above each note in the scale using the key signature of the piece (see Figure 2). The resulting diagram shows which notes are used in each chord, reveals which chords are major and which are minor, and should minimize analysis errors. Like the self-drawn piano keyboard, try to eventually minimize your reliance on the physical chart, and learn to rely more on cognitive recall.

Auditory Learners—Study Suggestions

Rather than depending on charts or tables, auditory learners typically rely on recorded lectures, reading their notes out loud and turning their lists into rhymes, poems, or songs. These students may benefit more from study or discussion groups than visual learners. By participating in a variety of conversations on content, they’ll gain a more thorough understanding.

Furthermore, because they learn better through chants, rhymes, and musical examples, auditory learners may have fewer difficulties preparing for listening portions of music history exams than visual learners. Rather than using charts, auditory learners may benefit from learning to sing the melodies of listening selections. Similarly, learning to sing melodies and bass lines of theory and analysis examples may help them through these assignments.

Kinesthetic Learners—Study Suggestions

Kinesthetic learners are movement-oriented, physically active, and easily bored. They typically move when they perform and use lots of hand gestures when they speak. Kinesthetic musicians typically count extended measures of rest on their fingers, tap their foot when they rehearse or perform, and would seemingly make exceptional conductors. As such, any purposeful movement-oriented activity during study sessions may improve musical and academic success for kinesthetic learners.

If you’re a kinesthetic learner, you can also benefit from drawing a piano keyboard on theory homework and physically moving your fingers or hands while you determine intervals, inversions, or other concepts. In addition, try conducting through listening examples on a history exam or theory assignments, and through the implementation of the Kodály / Curwen hand signs. The physical movement will increase your awareness of intervals and melodic structure and stimulate recall.

Conclusion

While there are no quick fixes or magic buttons in the study of music, and there is no substitute for diligent study, I hope these recommendations offer a variety of options for improved study in music history and theory. Once you’ve identified your learning style, you’ll be better equipped to implement a study routine that is congruent with your strengths, and I hope you begin to see improvements in your academic and musical endeavors.
 

New! Collegiate Specialty Items …

• Blanket: Light gray, 50 x 60 inches machine washable fleece. MENC Collegiate logo in black and white stitching. #8055. $20.00/$15.00 MENC members
• Pen/Highlighter: Dual ended with black ink and yellow highlighter. Silver pen with black MENC collegiate logo. #8057. $1.60/$1.20 MENC members
• Lapel Pin: ¾” steel pin with dark and light blue enamel. #8056. $1.60/$1.20 MENC members
• To order: Call 1-800-828-0229 or visit www.menc.org.

Member Benefit Spotlight

Web Resources for Collegiate Members

Our Web site is designed to provide you with the information you need for a successful Collegiate chapter and smooth transition to teaching.

• Collegiate Chapter Operations—an A–Z guide to your Collegiate chapter, including awards, forms, activity ideas, and more
• Future Teachers Community—includes helpful links and weekly articles on topics like student teaching and job hunting
• Future Teachers Forum—an online networking venue where you can talk with other music ed majors and ask experienced teachers your questions
• Career Center—includes information on careers in music and job listings
• My Music Class—MENC’s lesson—plan library
• My Music Class Teaching Tips-- Handy tips on a wide range of topics are now accessible
• MENC’s Home Page—features the latest music education news and links to online communities, including Band, Orchestra, Chorus, General Music, Higher Education/Admin/Research, and Jazz, each of which offers weekly articles and member forums

Current News and Announcements

 BMI 2009 Winners

Samantha Cox, director of the competition, announced the winners of the BMI Foundation’s 12th Annual John Lennon Scholarships, a program that recognizes the best and brightest young songwriters ages 15 to 24. Students at any institution with an MENC Collegiate chapter were eligible for consideration by submitting the entry to his or her chapter advisor.  Jacqueline Wisot, a musician and songwriter currently attending Belmont University, won first place and a $10,000 scholarship for her song “Firefly.” The Pennsylvania native was honored during the BMI Pop Awards ceremony held May 19 in Los Angeles.

Two Catawba College students tied for second place: Maryland native Katie Bragg won for her song “Unbreakable,” and Texan Mason Jewett won for “Devil Sunday”; each received a $2,500 scholarship. There was also a tie for third place: Weber State University student Sean Bishop (one of the MENC Finalists from Utah) was awarded a $2,500 scholarship for the song “The Real Me,” and co scribes Dustin Kemp and Jessica Drake were each awarded $1,250 scholarships for “Time to Miss You.”

Read the full press release from BMI to learn more about the scholarship winners.

Coming in the Fall - look for how you can enter the BMI scholarship program for 2010!

Nominations for Collegiate Student Division Representatives

Collegiate Advisors and/or Collegiate State Chairs – Nominate a student from your chapter and/or state to serve as Student Division Representative!

The Student Division Representative’s primary responsibilities are to act as a voting member of the National Collegiate Advisory Council and to bring a student perspective to the 2010 Biennial Music Educators National Conference, March 25-27, 2010 in Anaheim, California. Travel expenses of $275/person will be provided to each of the six Student Division Representatives to attend this conference. The term of this position is from acceptance until June 30, 2010. For a complete list of responsibilities for Student Division Representatives, visit p. 25 of the 2009 MENC Collegiate Handbook. Nominate an MENC Collegiate student today!

2010 Biennial Music Educators National Conference

Join us March 25-27, 2010 in Anaheim, California for this wonderful event! We are in the process of including at least two days of workshops and sessions specifically for college students. It should be a wonderful event. Watch for announcements concerning this event. More details will be posted about this conference in fall 2009.

2010 Music Education Week in Washington

June 23-29, 2010 – Washington, DC

Music Education Week in Washington is a new annual event created by MENC at the direction of the MENC National Executive Board. It is built around a new format, different from that of past national biennial conferences. This format is designed to provide members with opportunities for music education advocacy, intensive professional development, and performances in a destination location on an annual basis, and during the summer instead of the school year. Watch MENC’s Web site for program details in fall 2009.

NAMM Foundation Music Products Industry Scholarships

NAMM Foundation Music Products Industry Scholarships offer tuition scholarships of $2,500 to $5,000 to support full-time music business and music education college students who demonstrate interest in pursuing careers in the music products industry. Submission deadline: September 30, 2009.

NAMM President’s Innovation Award

NAMM President’s Innovation Award is provided to under graduate and graduate students. The cash award supports qualified college students to attend NAMM’s annual global music products trade show in Anaheim, California. Awards help with travel needs and expenses to attend the show. Awardees will participate in professional development offerings at the Show and have access to the more than 1,500 music products exhibits that constitute this global music products trade show. Innovation Award recipients are also encouraged to attend NAMM’s Summer Show presented each year in Nashville, Tennessee. Submission deadline: September 30, 2009.

Collegiate Events/Reminders for the 2009-10 School Year

Keep your chapter informed about things coming up for the year and use the calendar on p. 16 of the Collegiate Kit to help you organize your year. There are reminders about the Collegiate Recognition programs, and different reminders of things your chapter needs to be aware of throughout the year. You can also download the Collegiate Kit online.

Chapter Spotlight

Nazareth College of Rochester, Rochester NY
Advisor: Rachel Whitcomb

This Collegiate Chapter was busy over the 2008-2009 school year serving their school and community. They served their community by collecting unwanted instruments from people in the Rochester area and then donated them to schools in the area that have had budget cuts over the last year. They also did an interactive performance of “Peter and the Wolf” this past May at one of their local public libraries.

For their school, they organized a series of workshops aimed at music education majors to help them enhance their music knowledge. They learned pedagogical techniques, participated in musical activities, and discovered some of the challenges facing the music profession today.

New MENC book

Music and the Young Mind: Enhancing Brain Development and Engaging Learning
By Maureen Harris

Maureen Harris has created an early childhood music program that is easily incorporated into the classroom routine. Written for the early childhood educator—experienced or trainee, musician or nonmusician—this book describes a music-enriched environment for teaching the whole child.

With easy-to-follow lesson plans, sing-along CDs (sung in a suitable pitch for the young child), and supporting literature, educators can gain musical confidence as they explore research on child development, learn how to create a music-enriched environment and build musical confidence, see a curriculum time-frame, and follow lesson plans with ideas for further musical creativity and exploration. In addition, the multicultural section shows how to set up an early childhood music setting that maximizes the benefits of a variety of cultural values and practices.

Music and the Young Mind is available from RLE in paperback for $21.95 and clothbound for $65.00. MENC members receive a discount of 25%.

August Poll of the Month

Each month, MENC asks its members for their input on current issues and trends in music education. This month’s question is: What is the best thing about the start of a new school year? Share your thoughts today.

August Monthly Special

Poster Extravaganza

 Has your classroom looked the same for years? Are you a new teacher? Whatever the situation, now is a great time to brighten up your classroom with one or more of MENC’s colorful posters. The August MENC Member Monthly Special features eight unique designs – one for every music room. You will love having these eye-catching posters to inspire your students, other teachers, parents and administrators.

In August only, MENC members can purchase these posters for half off the regular price!

Oscar Hammerstein Quote Poster. #5050R. $4.00.
Pablo Casals Quote Poster. #5051R. $4.00.
Dick Clark Quote Poster. #5052R. $4.00.
Sir Walter Scott Quote Poster. #5053R. $4.00.
Band Antique Poster. #5004R. $3.50.
Piano Duet Antique Poster. #5005R. $3.50.
String Class Antique Poster. #5007R. $3.50.
National Standards Poster. #5025R. $3.50.

Call 1-800-828-0229 or place your order now.
No additional purchase required.

MENC Twitter

Follow MENC on Twitter.

Collegiate Facebook Groups

• Stay connected with other MENC Collegiate members around the world by joining MENC’s Collegiate Facebook group. To join, simply visit www.facebook.com and search “MENC Collegiate Headquarters.”
• Want to know what’s happening at MENC Headquarters? Become a fan of MENC on Facebook!
   

“Ask the Mentors” Forum

Do you have music education questions? MENC’s mentors have the answers! Each month from September to May, the “Ask the Mentors” forum features a different mentor for band, orchestra, chorus, general music, jazz, guitar, and mariachi. The mentors are veteran teachers who offer advice in response to your teaching questions. Post questions and read responses on the Future Teacher’s Forum. Read about this month’s MENC Mentors.

Month of September

Band—Amy Richter
General Music—Lisa Lehmberg
Chorus—Kyle Weary
Orchestra—Jim Robinowitz
Jazz—Carol Jacobe
Guitar—Glen McCarthy

--Shauna Leavitt, August 13, 2009, © MENC: The National Association for Music Education