-Questions-

 
 
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Question 1

1.4 million adults in the United States now identify as transgender and younger generations are more likely to identify as transgender*. Given the inevitability that choral teachers will have transgender students in our class room, how can we structure our ensembles and classrooms to be as inclusive as possible? How are student and teacher perspectives on LGBTQ school experiences aligned or divergent? What are changes and strategies to improve student experiences and wider inclusivity?

Presentation Handout

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Question 2

“Lifelong learning” is a term often thrown about in music education discusses without many clear curricular or other guidelines to help achieve the nebulous goal. What does successful lifelong learning look like? What are common characteristics of lifelong music participants? How can secondary choral educators modify our courses to be more encouraging of lifelong learning?

Presentation Handout

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Question 3

Given that there is a clear social disadvantage for illiterate adults and a defined critical learning period for literacy, how can early elementary music teachers structure their curricula and classroom to improve literacy outcomes for students? What is already working well and what could be added?

Presentation Handout